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Factors that can trigger emotional problems in children with dyslexia

| Source: ANTARA_ID Translated from Indonesian | Social Policy
Factors that can trigger emotional problems in children with dyslexia
Image: ANTARA_ID

Jakarta (ANTARA) - Dr Farid Agung Rahmadi, a paediatrician sub-specialising in growth and development and social paediatrics, has stated that calling a child with a specific learning disorder such as dyslexia lazy or stupid can trigger emotional problems in the child concerned.

“In the long term, this can even lead to anxiety disorders and depression. This happens because of repeated failures,” said Dr Farid Agung Rahmadi, M.Si.Med., Sp.A, Subsp. T.K.P.S.(K), during an online seminar followed from Jakarta on Tuesday.

At the seminar on dyslexia in children, organised by the Indonesian Paediatric Society (Ikatan Dokter Anak Indonesia), he explained that children with specific learning disorders such as dyslexia simply need more time to learn.

“So let us not rush to call a child lazy, or even stupid. On the contrary, we must recognise the pattern of their difficulties,” he said.

He noted that children with dyslexia are likely to experience repeated failures when learning, which can undermine their self-confidence.

Because of their learning difficulties, he said, children with dyslexia may try to avoid academic tasks, become angry when asked to study, and look for excuses not to go to school because they feel pressured when learning at school.

He advised parents to try to understand their difficulties, empathise with their feelings, and help them improve their learning abilities and discover their strengths in other areas.

According to him, children with specific learning disorders may have normal or even high general intelligence, but face obstacles in particular academic areas.

“Find the child’s strengths in other areas so that these become a source of pride for the child,” he said.

Parents can consult professionals who can help assess the child’s specific learning difficulties and recommend interventions appropriate to the child’s condition.

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