* How can you help?
The GLP sends free resources to 100 percent of our targeted libraries in all of America's 50 states, and from this point on, we send resources by request from libraries that we may have missed.
Cost to Libraries
The educational items and the shipping/handling fees are free of charge to all public and school libraries. In other words, no cost to the libraries at all! This is done with the help of grants and our nonprofit organization (dyslexiamylife.org).
Check with your local library for the "Dyslexia My Life" book Speaking on Dyslexia” DVD interview If your library does not have these items, please contact us at: email@example.com. -- A small group of larger libraries would not take a donation. Why?
Among the population of the United States of America, 98 percent have access to a public or school library, 70 percent have access to the Internet at home or at work, and 20 percent have access to learning disabilities information through professional consultations and parent support groups.
Furthermore, less than 15 percent of public school teachers receive guidance on working with an individual with dyslexia. Therefore, public and school libraries are the main means of dissemination of information for educational resources about dyslexia. It’s estimated that only 17 percent of American libraries have any valid resources or information on dyslexia. This data was obtained from the United States Census, the Gogebic County Community School Program (GCCSP) and International Learning Disabilities web pages.
The GLP, also, donates to libraries because four out of ten Americans have dyslexia, but less than 10 percent of the dyslexic understand their dyslexia. The public school system has over 2,834,000 children in special education and 80 percent of the children in special education have dyslexia. Less than 15 percent of public school teachers receive guidance or resources on working with an individual with dyslexia.
Furthermore, 75 percent of the unemployed, 33 percent of mothers receiving Aid to Families with Dependent Children (AFDC), 85 percent of juveniles appearing in court, 60-to-75 percent of prison inmates, 40 percent of minority youth, and 30-million adults whom suffer from dyslexia are, usually, never even diagnosed as having a dyslexia problem.
The National Assessment of Educational Progress (NAEP), reported the
following below-grade-level readers in 1997:
69 percent of African Americans fourth-graders (4.5 million students),
64 percent of Hispanic fourth-graders (3.3 million students), and
33 percent of all American public school students drop out before finishing high school (Jordan, 1989).
This data was obtained from the United States Census, the Gogebic County Community School Program (GCCSP), the Department of Labor, the NAEP, and the International Learning Disabilities web pages, www.alphabetmats.com/facts.html.
*The dyslexic is the first to know when a problem exists, even before they are identified and the results are given to parents or teachers. They might not understand why they are capable in some areas, such as drawing, yet they struggle to learn to read and write. Many apply the vernacular of today's youth and call themselves "retarded," even if they are bright or intellectually gifted.
Incidentally, the more intelligent the child, the more intensely she may feel the frustration of learning disabilities. She can't understand why she can't perform as her parents and teachers expect, and in all probability, is likely to feel isolated and alone with her problems.
A dyslexic's feelings of isolation and inadequacy can be dealt with only if the lines of communication are kept open. With many families and classrooms, however, the parents or teachers do not themselves understand dyslexia or a child with dyslexia.
In other families, the subject of the child's dyslexia is considered taboo and almost off-limits to talk about, which causes such children's dyslexia to frequently remain under wraps, like top-secret, classified information, which further causes such children to feel ashamed of themselves--lowering their self-esteem.
Parents rationalize their reluctance to talk about it, saying they don't want to call attention to their child's problems because "it will make her even more self-conscious about being different." In fact, this reasoning is self-protection for parents who feel uncomfortable with their understanding of dyslexia, and who also might have dyslexia themselves.
In all probability, the child feels different anyway, and her fantasies about her "problem" tend to be far worse than reality. Keeping the subject of a dyslexic child's learning disability a secret only increases her fear and anxiety because the dark mystery for the child reinforces the idea that the problem is too terrible to talk about.
The key to helping the dyslexic is understanding dyslexia. We can live with just about anything, if we know what it is. Once parents and teachers understand dyslexia and recognize their dyslexic's problems and can acknowledge how they feel about them, then they can alleviate a significant amount of the dyslexic's anxiety by talking to her as honestly as possible. The dyslexic child needs to know the truth explained at their developmental level and in language they can understand.
By making dyslexia a topic open for discussion, parents and teachers can help to relieve a dyslexic child's guilt that arises from the perception of not feeling "smart" and, therefore, disappointment. (*This data was obtained from Betty Osman, Ph.D. Schwab Learning 2001.)
Copyright © 2001 The Gifted Learning Project. All