DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-APPLIED ELECTRICITY,TECH.DRAWING,VISUAL ART

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1. APPLIED ELECTRICITY

2.TECHNICAL DRAWING

3.VISUAL ART

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-COMMERCE,ECONOMICS,FINANCIAL ACCOUNTING,GEOGRAPHY

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1.COMMERCE

2.ECONOMICS

3.FINANCIAL ACCOUNTING

4.GEOGRAPHY

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-CRK,GOVT,HISTORY,IRK AND LITT.

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1.CHRISTIAN RELIGIOUS STUDIES.

2.GOVERNMENT

3.HISTORY

4.ISLAMIC RELIGIOUS STUDIES

5.LITERATURE

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-AGRIC,BIOLOGY,FOODS AND NUTRITION,PHYSICAL EDUCATION

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1. AGRICULTURAL SCIENCE

2. BIOLOGY

3.FOOD AND NUTRITION

4.PHYSICAL EDUCATION

 

DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-MATHS,PHYSICS,CHEMISTRY,FURTHER MATHS

1. MATHEMATICS

2. PHYSICS

3. CHEMISTRY

4.FURTHER MATHS

 

WHY ARE "EDUCATED PEOPLE" THE WORST ENEMIES OF EDUCATION IN NIGERIA?...WHY MUST ASUU CONTINUE TO BE EDUCATION POLICE TO ARREST THEIR ATTENTION?

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After ASUU …

THERE is a paradox governments have  built around education — they are spending billions of Naira on education, yet the financial issues around education are not being resolved. The Academic Staff Union of Universities, ASUU, strike is only one of many matters that are dogging education.

Government’s supposed interests in negotiating with ASUU, the speed being applied, and the uttermost neglect of other aspects of education confirm the diminishing importance that governments attach to education.

ASUU’s case is exceptional, in that governments appeared concerned. When the Academic Staff Union of Polytechnics, ASUP, went on strike, it took almost three months before governments started talking to the union. The issue remains partially resolved.

With the ASUU strike, the failure of governments and their programmes are obvious. Governments sign agreements they do not intend to keep. ASUU is on strike over a 2009 agreement. Governments want to re-negotiate implementation of a four-year-old agreement.

They also know that the negotiations for a new agreement are due. We have governments that plan for immediate needs, if they ever do. They are exhausting themselves over ASUU strike as if meeting ASUU’s demands would resolve the challenges that our education faces, among them irrelevant curricula.

How do governments spend billions of Naira they budget annually for education? Bureaucracy consumes the bulk of the money. Duplication of agencies that manage education is the biggest cost centre in our national education management. Governments are running up new costs.

New higher institutions are being built with emphases on physical structures. Laboratories, libraries and research centres that they require to be centres for meaningful academic engagements are available in inadequate numbers.

It is absurd that governments — the owners of the universities — would need an ASUU strike to determine the status of the facilities in universities.

What plans do governments have for education? How would they tackle sustainable funding so that we are not soon back to another wave of strikes in a matter of months?  Would governments ever consider education important enough that it should run without disruptions from strike?

There would be no easy solutions. Many of the federal agencies on education just drain resources that should have been invested in improving learning facilities. States imitate the federal waste, making education one of governments’ biggest cost centres, without commensurate value for the expenditures.

Governments can save costs by eliminating duplication in the functions of education agencies. There should be clearer lines about the roles of governments at different levels of education. The Federal Government should not be dabbling into primary school education.

Finally, the future of education is too important to be left to haphazard funding. Governments should provide resources for education beyond ASUU’s demands.

VANGUARD EDITORIAL

TEACHER BEHAVING BADLY?...FLOGS 4-YR OLD CHILD TO DEATH "FOR BEING STUBBORN"

AKURE — DETECTIVES in OndoState have detained a primary school teacher, Alade Adebayo, for allegedly flogging to death a four-year-old female pupil Elizabeth Wanogha.

The deceased pupil was a student of a private primary school, Falaye Memorial Nursery and Primary School, located at Fanibi area in Akure metropolis.

The  teacher, according to report, accused the deceased of being stubborn in the class. He was said to have beaten the girl to a state of coma.

Cries from other pupils in the class reportedly attracted other teachers who rushed to the scene where they found that the girl had fainted.

She was said to have been rushed to a private hospital and was admitted but reportedly died later.

Police authorities, however, said that the pupil died two weeks after the beating by the suspect.

The father of the deceased, Mr Wanogha lodged a complaint at the Fanibi Police station, alleging that his daughter died  as a result of the injuries sustained from the severe beating by her teacher.

Following the complaint, the teacher was arrested for interrogation.

Contacted, the Police image maker, Wole Ogodo, confirmed that the teacher had been arrested.

Ogodo however said that people should not jump into conclusion that it was the beating which took place about two weeks earlier that led to the death of the pupil.

He pointed out that the autopsy will determine the cause of the pupil’s death.

Ogodo said that the suspect is being quizzed at the state Criminal Investigative Department, SCID.

He explained further that the deceased  was hospitalised immediately after the beating but died  two weeks after.

Ogodo  said that investigation into the death of the pupil continues adding that the findings would be made public.

The father of the deceased pupil insisted that the teacher should be prosecuted for murder.

Mr Wanogho who lived at Adebowale street Fanibi  vowed that the matter would be pursued to a logical conclusion to serve as deterrent to wicked teachers who vent their anger on innocent pupils put in their care.

He appealed to NGOs to take the matter up by ensuring that it was not swept under the carpet.

The proprietor of the school declined comment on the incident.

Related articles

• Student Behaving Badly:14-yr Old Kills Female Maths Teacher


• Teacher Behaving Badly...primary School Tutor Caught Having Anal Sex With 10 Young Boys

16,OOO CANCELLED JAMB RESULTS...THE MINISTER OF EDUCATION TALKS ABOUT UPHOLDING SOCIETAL VALUES WHILE HER SECOND IN COMMAND JOINS IN DOWNGRADING DEMOCRATIC VALUES...WHERE ARE WE GOING? WHO WILL USE THE BOOK THEY THEMSELVES DON'T BELIEVE IN?

Why 16,000 JAMB results were cancelled – Minister

[caption id="attachment_827" align="aligncenter" width="320"] Prof (Mrs) Ruqqayat Rufai (April 2010-Present)[/caption]

ABUJA — Minister of Education, Prof. Ruquayyatu Rufa’i, has explained that 16,000 Unified Tertiary Matriculation Examination, UTME, results were cancelled by the Joint Admissions and Matriculation Board, JAMB, because of examination malpractices by the candidates.

Rufa’i spoke through Mr. Julius Ameh, yesterday, in Abuja, during the presentation of the Teachers’ Guide for the teaching of the National Values Curriculum, NVC,  in Basic Education, which was funded by the Independent Corrupt Practices and other Related Offences Commission, ICPC.

She said: ”We shall be resolute in our decisions as there shall be no sacred cows. Nobody, no matter how highly placed, will be allowed to get away with the breach of the law or perpetration of corruption and evil in our colleges and tertiary institutions.”

[caption id="attachment_1985" align="aligncenter" width="320"] Chief (Barr.) Ezenwo Nyesom Wike – Honourable Minister[/caption]

The minister said the inclusion of the guide into the numerous literature available in the education sector, especially on corruption and value orientation, was an indication of the premium which the administration placed on education and transparency in the conduct of government business.

She said: “It is also an eloquent testimony of the present administration’s determination to heal the wounds of the past quickly, put the ugly past behind and use the new NVC to stretch hands of fellowship to aggrieved Nigerians for complete reconciliation.“The Nigerian child must be encouraged and taught that integrity pays.”His self respect must be restored and his growth process rewarded through  mentoring and parental care.”” she added.

Chairman of ICPC, Ekpo Nta, in his address, said that the NVC was applicable at all levels of education and was designed to expose the Nigerian child to a value-based curriculum that incorporates ethical values into academic studies from the early years to adulthood.

“The curriculum has been infused into subjects and courses at basic, post-basic and teacher-education levels. It has also been infused into the curriculum of mass literacy and non-formal education,” he said. Nta further pointed out the need for teachers to be trained and properly oriented on the methodology and behavioural imperatives for imparting such values.

“We therefore, request commissioners for education and chairmen of SUBEB  to order for more copies of the teachers’ guide such that every school in the basic education system in each state is given enough copies for the use of teachers,” he added.

The Executive Secretary of National Educational Research Development Council, NERDC, Prof. Godwill Obioma, explained that the NVC as approved by the National Council on Education, NCE,  in 2004 was to educate young Nigerians on their duties, rights as well as obligations to themselves and the society.

He added that ICPC and NERDC developed the Teachers’ Guide to assist teachers as implementers of the NVC, to acquire the knowledge as well as serve as a source of materials for the teaching of the new ideas.

“The Teachers’ Guide is expected to make the implementation of the NVC easier for teachers. It is meant to serve as a resource material for the effective implementation of the NVC,” Obioma further said.

By CALEB AYANSINA/VANGUARD

AT LAST...FG APPROVES EMPLOYMENT OF ENGLISH, MATHEMATICS TEACHERS...SHALL WE LAUGH OR CRY?

The Federal Government has granted approval for the immediate employment of about 1, 000 teachers of Mathematics and English Language towards addressing the shortage of teachers in these critical subjects. Minister of State for Education, Chief Ezenwo Nyesom Wike has said.

The minister dropped the hint at the National Mathematical Centre, Sheda, Abuja while declaring open the ‘Batch One’ of a two-week capacity building workshop for Mathematics and English Language teachers in Federal Unity Colleges.

Wike warned the 144 participants of the workshop to justify government’s financial commitment to the project and directed the workshop facilitators to conduct an evaluation test at the end of the exercise which would serve as guide for the government as to who is fit to be retained as teachers in these subjects.

According to him, it would not be business as usual for both principals and teachers in Federal Unity Colleges, stressing that sentiments would not be entertained from any quarter in terms of posting and transfers in the colleges. He maintained that the colleges must uphold their role as standard bearers for secondary education in Nigeria in line with the transformation agenda of President Goodluck Jonathan’s administration.

The Permanent Secretary, Federal Ministry of Education, Dr Mac John Nwaobiala, attributed the appalling performance of students in Mathematics and English Language partly to poor teaching methods; hence he described the workshop as a step in the right direction.

Director of Basic Education in the ministry, D. C. Uwaezuoke commended the minister for his trailblazing role in reintroducing training programmes for teachers, quoting some of the participants as saying that they never received such training in the last 15 yrs.


YETUNDE OSOBA/NATIONAL MIRROR

2013 JAMB RESULTS...OVER 1MILLION CANDIDATES ESTIMATED TO HAVE CHEATED LAST SATURDAY!...75% OF THEM MIGHT HAVE BEEN CAUGHT UNAWARES BY JAMB'S SECRET "WEAPON"!

QUOTES BY SOME CHEATERS WHO TOOK THE EXAM


1.   " The exam was fine o! Expo was just flying in the air to the extent that if one opened his mouth, the expo would enter. My subject combo was Math, english, literature and economics but i had to shade the expo answer i got for english, biology, physics and chemistry -Tolexande.

2.    Warri exam too sweet,,c as everybody dy dance azonto nd kukere dy go hux,,vigilator nor fit do anyhw na,,he want make nak akpako 4 im head- Evestar200

3.    Here in Ekiti state University,its cool,calm and peaceful until an Hausa man shouted Allahu Akbar,wey make everybody tear race finkin its Boko are Rams,It takes d intervention of My Oga @ d toppmost top(Nscdc) to put dose classes back in place.Bt meanwhile d expo jst dey flow to say,e dey on Fb,Twitter,2go,eskimi,Badoo even watsapp no carry last...na as i see am u talk am oo,No insult pls-sojiboy
4.    I'm writting mine in maiduguri with my two eyes outside d gate..who knows what Boko haram are planning-ZENNA

5.. It was really nice. In fact the guy wee deey solve my maths for me na genius. He answered all questions in 20 minutes. 100% in maths. Medicine here I come! I am so happy. Bashir thanks!

REPLIES BY SOME NIGERIANS HEROES TO THE QUOTES ABOVE

1.Hmmm...When do Jamb subject combo for medicine now contain maths?Btw, which school is that? If it is a school.

2.Most of d guys around my seat were copyin frm their expo,but as i saw govt answers no 1-10 nd discovered dat only 4 were correct..i den settled down nd used my head..d english,govt,nd lit in english were cheap..it was only d econs dat gave me headache..but xpectin more dan 250 though#INSHA ALLAHU#- Madawaki01
3. I can't just believe these students are very happy and cofident that they cheated in their exams.. What is the use of wasting 6years in secondary school if you cannot write jamb yourself? Judging from the comments so far,i can confidently say that our educational system is finished?(does the sign of cross).Let me tell you the truth,if all dose yeye expo stops leaking and Nigeria tightens those loop holes that enable students to cheat,only 10% i repeat only 10% of jambites will score above 200....If you cheated in this jamb,your 6years and all the money spent in training you in school is an absolute waste...It is better to fail jamb honourably than to cheat.. There is just this "force" or "energy" in nature that always elevate honest people..
LASTLY,IF YOU'RE OUT THERE AND YOU WROTE THIS JAMB YOURSELF EVEN IF YOU TICKED RUBBISH,JUST BE OPTIMISTIC AND HOPE FOR THE BEST.. IF YOU EVENTUALLY PASS,HIT YOUR HAND ON YOUR CHEST AND BE PROUD OF YOURSELF...IF YOU FAIL TO MEET THE CUT-OFF,STILL BE PROUD OF YOURSELF COS IT`S EASIER TO SCORE 400 IN JAMB THAN TO FIND MEN WHO STILL HAVE HONOUR IN THEM.. Continue being honest and you will dine with kings and princes..Kslib
4.I called a friend yesterday and my friend say him dey go write Jamb. Someone older than 25years old, a graduate for that matter. I shame. Why cant we allow those that are sitting for Jamb to write by themselves? Why are we encouraging mediocrity in the Nigerian educational system? I now visited some centres this morning where i saw some grey haired candidates also struggling to gain entrance into halls to write thesame JAMB. Nah that time i give up..okpara

5. Here in FUTO exam is yet to start, a lot of students running from post to poll for expo. A certain guy met me and was complaining that he was robbed of his phone and beaten because he was lured by some guys to come and take the leaked questions.

6.Its funny how some people honestly think they can cheat their way into school.
You see some1 who wants to study medicine carrying expo to jamb and post ume...so what are you going to do when you get in...carry expo and sort till you get out.Well like our dreaded thermo lecturer (DR Lucky) grin used to say-University is like an open continuous flow system. Where some people are begging "let me in, let me in!!", and those inside are crying "let me out!! Let me out!!"
I blame d family system actually. We all talk about corruption in high places, but we forget to mention how corrupt some families are. when a parent can actually give out money to his child to runz jamb. Well that paints the picture of the nigerian society.

7.Pls, is it d xtent tins hv gon worst? Somone even mistakenly sent d so cald expo 2 ma phone!. Sincerely speakin, i pity any body dat choose UNN as institutn of choice & hv engagd in dis malpractic, 'cos, idon be 4 dat person finish. Dis one is nt let me enter & chang, even dea pume u cant even pass. Generaly 2 everyone dat did such, cant u hav a rethink? Y nt repent?. Trouble wt Nig = Leaders. Wo ar leaders? It starts wt U

8."Some people have estimated that last Saturday over 1million candidates out of 1.7million were probably involved in examination malpractice!."EDDIE

The last statement is the basis of our next post....thank you

MOST QUOTES FROM NL

NEWSFLASH!

JAMB Releases Tactics To Deal With Those Involved In Exam Malpractice

JAMB Just Released The Tactics they will Use In Finding Out Those Involved In Exams Malpractice in the Just concluded UTME Exam!!!



According to  JAMB, they stored the paper types of each candidate who participated in the just concluded UTME  in their Database...
Unlike other years where students can just change their paper type and go away with it,this year, JAMB will mark your papers according to the paper type they stored in their database for you...
This implies that if your original type was "Paper Type U" and you changed it to "Paper Type I" they wont mark your paper with the type you provided rather they will mark your paper according to paper type U...

 by antonio omeihe

 

2013 JAMB RESULTS TO BE RELEASED THIS WEEK?…OFFICIAL JAMB WEBSITE FOR CHECKING RESULTS...FOR YOUR PROBLEMS,REGISTER WITH US FOR POST UTME/JAMB SERVICES

2012 RELEVANT STATISTICS
NO OF CANDIDATES – 1,503,931
DATE OF EXAM – 24/3/2012
DATE RESULTS WERE RELEASED – 29/3/2012

QUESTIONS RELATING TO 2013 EXAMS.

A.Will JAMB release results within one week as it did in
2012 or will it wait till after the conclusion of the CBT
alternative? Let us wait to see.

B.Should students prepare their minds for the usual  annual drama covering:
-UNTIMELY RELEASE OF RESULTS BASED ON STATES OR LGAS

as a result of “ongoing investigations over alleged extortion by examination officials and special centres”. Last year, the statement from Jamb was reported  as follows “Prof Ojerinde said that of the eight states from which the 52 centres’ results were withheld, Rivers State topped the list with 24 centres, followed by Lagos with 11 centres while Imo had state 6.Others are Benue and Delta states with 3 centres each; Abia and Cross Rivers had 2 centres a piece while Nasarawa had only 1 centre results withheld.

-INCOMPLETE/INVALID RESULTS 
for “further  screening” and which might be cancelled at the end of the day.
- EXAMINATION MALPRACTICES

discovered during and after the exams.

- NO RESULTS YET”OR ”YOUR PIN OR SERIAL NUMBER IS INVALID”  situations after the results are released.

C. And what will other statistical figures for 2013 show to us this week (?) as they did in 2012?Here is what Jamb gave out last year. “Of the total of1,503,931 candidates that sat for the 2012 UTME exams,833, 082 were males with 660,522 females thus representing 55.78 percent and 44.22 percent respectively.Of the total figure of over 1.5 million, 181 prisoners took part in the March 24, 2012 exams. The JAMB boss stated that the prisoners were from Kaduna and Ikoyi prisons in Lagos.Six states top the list of highest number of candidates with Imo leading by 123, 865 candidates; Delta, 88,876; Anambra, 84,204; Osun, 73, 935; Oyo, 71, 272 and Ogun with 71, 173.Also, six states mostly northern,recorded the lowest number of candidates while all other states fell within the average.The six states are Jigawa with 11, 529 candidates; Kebbi, 7, 364; Yobe, 6, 389; Zamfara, 5, 713; Sokoto, 5,664 and FCT with 3, 380
candidates.Candidates had  preference for some universities than others.11 varsities stood out as the most preferred. They are University of Lagos with a total candidates of 83, 865; Nnamdi Azikiwe, Akwa had 82,148; UniBen, 80,048; UNN, 79, 398; Unilorin, 76,276; OAU, 64,702; ABU, 56,708; Uniport, 48,439; UniUyo, 44,397; Imo State University, 43,353 and UI, 40,011. Experience this time is consistent with the earlier trends- that Nigerians have a higher preference. For some universities ahead of other tertiary institutions.Unfortunately those universities still have constraints with 83,865 candidates recorded the highest applications of 99, 115 in 2011 UTME and from the carrying capacity figure given by National Universities Commission, NUC can admit only 9,507. These figure are
only for most preferred choice and do not include those who chose Unilag as their second choice901 candidates scored above 270 – 299; 71,339 made 250 – 269; 601, 151 scored 200 – 249; 374, 920 scored 170 – 199

while 336, 330 scored below 170.However, the board recorded a

significant reduction in the number of invalid and incomplete results of 5,161 this year compared to 2011 figure of 28,069 which was also far below 2010 figure of 96,451 invalid results .” We wait patiently for Jamb’s 2013 abracadabra

CHECKING OF RESULTS
The following is required from you when checking your 2013 Jamb Result
Personal Identification Number (PIN)
Serial Number or Registration Number

Instructions for Checking UTME 2013 Jamb Result
-Click on:http://www.jamb.org.ng/Unifiedtme/default.aspx

-Once the website opens, check the upper right side

-To process insert your PIN, Serial number or Registration Number

-If your result is available, you will definitely have access to it.

If any one gives you any other website different from what you read here you might be wasting your time.

However, some candidates last year claim to have used their phones to check through this site http://www.mobilejamb.appspot.com

USUAL PROBLEMS OR MATTERS ARISING AFTER RESULTS ARE RELEASED

-I read somewhere in the papers that the national assembly has suspended the Computer based testing. Is Jamb still going to hold CBT or not.
- I lost my Jamb registration number for 2013 and can’t remember it. How do I retrieve it please?
- I tried checking for my results and I get the error ”your pin or serial number is invalid”
- I have exceeded the 3 times limit to view my Jamb result. I really need to get access to my result so that I can print it. How do I do this?
-When will the selling of UTME 2013 Change of Course/Institution Scratch cards start and end. And how much?
-Please i need help. Jamb  released only 1 subject out of 4 that i registered for which is Use of English. My results in physics, chemistry, biology were not released
-When will my six chosen schools sell their post UTME form? How much will the forms cost?
-When will the Post UTME results be out?
-What is my schools’ cut-offs?
-What is the next course of action?
-When is the admission lists:1st Batch,2nd Batch,3rd batch and supplementary be out?

NOTE

CONTACT US ON ANY OF THESE PROBLEMS.BUT PLEASE NOTE THAT WE HAVE NO OFFICIAL CONNECTION  TO JAMB.AND DO NOT ASK US ABOUT UPGRADING YOUR JAMB SCORES.IT IS A SCAM.DO NOT WASTE YOUR MONEY!

LAST MINUTE REMINDERS ON JAMB EXAM AND JAMB MATHEMATICS!

FOR JAMB EXAMS

1. Avoid “expo” arrangements like plague. Most time they will fail you. You could also land in jail.

2. Visit your examination center at least once so that the examination environment on the exam day will not be completely new. Look at the classrooms. Feel the furniture. Imagine the crowd around on the exam day and see yourself there cool and calm.

3. The day before the exams ensure that all expected documents (original + photocopies) are with you pen/pencil, eraser, sharpener, log table are kept at a place where your kid brother or sister cannot get them. 

4. On the day of the exam leave home very early.

5. Getting to the exam location, keep your composure. Other students are also as nervous as you are. The difference is your being able to keep calm despite the anxiety within.

6. Disregard those reading “textbooks” at the exam center. Check for the room where your number is located and determine all the time that you will not be affected by the exam atmosphere.

7. In the exam hall pray to God to lead you successfully. Read instructions carefully. Do not be disturbed by the ruffling sheets of students in a hurry or who might have started before you.

 8. Push Maths aside until you have done other subjects thereby saving yourself time for Maths later. Use appropriate pencil.

9. ANSWER ALL QUESTIONS. Avoid “no result situations”. Turn to kalo kalo in any emergency situation if need be.

10. Do not rush to be the first out of exam hall. Law students are usually guilt of this. But once finished, go home. Do not discuss the exam with anyone. Not even your closest friend!

FOR JAMB MATHEMATICS

11. Do you realize you have an average of only 54 seconds for each question?

12. Do you also realize that reading each question itself might take you up to10 and 24 seconds? So do you really have more than 30 seconds on the average for working each problem?

13. Actually there are four types of  Jamb  Maths questions:

(a). Those you can answer by mental elimination of options (options that are not likely to be the answer).

(b). Those you can answer by mental calculation.

(c). Those you can answer by written simplification

(d). Those you can answer only by "full working". These are otherwise called TIME WASTERS.

 14. AVOID those under 13(d) like plague till you have answered all those under 3(a) – (c). Use kalo-kalo method for 3(d) usually close to the end of the examination. Don't pretend you can be a Professor of Mathematics because you don't have the time. This method might also be useful for all calculation-based subjects such as Physics, Chemistry or to some extent, Economics.

 15. Where possible use methods and formulas instead of tables e.g. 88² – 12², = (88 + 12)(88 - 12) . 100 × 76

 

ADDITIONAL WORKING NOTES FOR NIGERIAN SECONDARY SCHOOLS ON DYSLEXIA (PART 4)

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CONTINUED FROM PART 3

DYSLEXIA (READING & WRITING PROBLEMS)
Dyslexia is a condition or learning disability which causes difficulty with reading and writing. Its standard definition is a difficulty in reading and writing in spite of normal development of intelligence, cognitive and sensory abilities. Dyslexia is not limited to reversing the order of letters in reading or writing. Nor is it a visual perception deficit that involves reading letters or words backwards or upside down, as is often implied in popular culture.


 Researchers have claimed that it is a brain-based condition with biochemical and genetic markers. Current scientific theories focus on the hypothesis that dyslexia stems from a deficit in phonological awareness. This hypothesis suggests that affected individuals have difficulty analyzing the words they hear into discrete segments (such as phonemes), which in turn leads to difficulty learning spelling-sound correspondences.
Others have questioned whether dyslexia is no more than a mythological construct and argue that researchers that rely on the concept fail to recognize neurodiversity. Its diagnostic status remains highly debated in both medicine and the social sciences.

Characteristics of Dyslexia


Dyslexia’s main manifestation is a difficulty in developing reading skills in elementary school children. Those difficulties result from reduced ability to associate visual symbols with verbal sounds. While motivational factors must also be reviewed in assessing poor performance, dyslexia is considered to be present from birth. Most scientific criteria for dyslexia exclude cases that can be explained as arising from environmental factors such as lack of education or sensory deficits.
Children with dyslexia usually appear bright, intelligent, and articulate but are unable to read, write, or spell at an age-appropriate level. They will generally have average or above average intelligence, yet may have poor academic achievement. They may have good oral language abilities but will perform much more poorly on similar written-language tests. They might be labeled lazy, dumb, careless, immature, “not trying hard enough,” or as having a “behavior problem.”
Because dyslexia primarily affects reading while sparing other intellectual abilities, affected individuals might be categorized as not “behind enough” or “bad enough” to receive additional help in a school setting.
Children may try to hide their reading weaknesses with ingenious compensatory “strategies”, and might learn best through hands-on experience, demonstrations, experimentation, observation, and visual aids. They can show talents in other areas such as art, drama, music, sports, mechanics, story-telling, sales, business, designing, building, or engineering.
Have related problems with inattention in a school setting; for instance they might seem to “zone out” or daydream often; get lost easily or lose track of time; and have difficulty sustaining attention. Although they are different conditions, dyslexia co-occurs with attention deficit disorders (ADD or ADHD) at a rate of 30-50%.

Treatment of Dyslexia

Dyslexia can be substantially compensated for with proper therapy, training, and equipment. Only traditional educational remedial techniques have any record of improving the reading ability of those identified with dyslexia. Remedial efforts focusing on phonological awareness training (often involving breaking words into their basic sounds and rearranging these sounds to produce different words) can improve reading skills. The earlier the phonological regimen is taken on, the better the overall result. There is evidence that colored lenses, any visual training, or similar proposed treatments may be of use. It will depend on the phonological and visual components of the particular patient’s problem.
Causes of Dyslexia

Researchers studying the brains of dyslexics have found that during reading tasks, dyslexics show reduced activity in the left inferior parietal cortex. In 1979, anatomical differences in the brain of a young dyslexic were documented. Albert Galaburda of Harvard Medical School noticed that the language center in a dyslexic brain showed microscopic flaws known as ectopias and microgyria. Another study regarding genetic regions on chromosomes 1 and 6 have been found that might be linked to dyslexia. Dyslexia is likely to be a conglomeration of conditions that all affect similar and associated areas of the cortex.

 from www.autism-help.org

LIVING WITH A LEARNING DISABILITY

Six –year-old David’s favorite part of the day is story time. He loves it when Mom reads to him, and he has no trouble remembering what he hears. But David has a problem. He cannot read for himself. In fact, any task that requires visual skill frustrates him.

Sarah is in her third year of school, yet her writing is unusually sloppy. Her letters are poorly formed, and some of them are written backward. Adding to her parents concern is the fact that Sarah has trouble with writing her own name.

Josh, a young teen, does well in every subject except math. The concept of numerical values completely baffles him. Just looking at numbers makes Josh angry, and when he sits down to do his math homework, his disposition rapidly deteriorates.

What is wrong with David, Sarah, and Josh? Are they simply lazy, stubborn, and perhaps slow-witted? Not at all. Each of these children is of normal to above-average intelligence. Yet, each one is also hampered by a learning disability. David suffers from dyslexia a term that is applied to a number of reading problems. Sarah’s extreme difficulty with writing is called dysgraphia. And Josh’s inability to grasp the basic concepts of math is known as dyscalculia. These are just three learning disabilities. There are many more, and some experts estimates that altogether they affect at least 10 percent of the children in the United States.

Defining Learning Disabilities

Granted, at times most youths find learning to be a challenge. Usually, though, this does not indicate a learning disability. Instead, it simply demonstrates that all children have learning strengths and weaknesses. Some have strong hearing skills; they can absorb information quite well by listening. Others are more visually oriented; they learn better by reading. In school, however, students are clustered into the classroom and all are expected to learn regardless of the teaching method used. Hence, it is inevitable that some will have learning problems.
According to some authorities, however, there is a difference between simple learning problems and learning disabilities. It is explained that learning problems can be overcome with patience and effort. In contrast, learning disabilities are said to be more deep-rooted. “The learning disabled child’s brain seems to perceive, process, or remember certain kinds of mental tasks in a faulty manner,” write Drs. Paul and Esther Wender.*
Still, a learning disability does not necessarily mean that a child is mentally handicapped.To explain this, the Wenders draw an analogy with tone-deaf people, who cannot distinguish differences in musical pitch. “ Tone deaf people are not brain-damaged and there is nothing wrong with their hearing” Wender said, “ Nobody would suggest that tone deafness is due to laziness, poor teaching, or poor motivation.” It is the same, they say, with those who are learning disabled. Often, the difficulty focuses on one particular aspect of learning. This explains why many children with learning disabilities have average to above average intelligence; indeed, some are extremely bright. It is this paradox that often alerts doctors the possible presence of a learning disability. The book Why is My Child Having Trouble at School? explains: A child with a learning disability is functioning two or more years below the expected level for his age and his assessed IQ.” In other words, the problem is not simply that the child has trouble keeping up with his peers. Rather, his performance is not on par with his own potential.

Providing Needed Help

The emotional effects of a learning disability often compound the problem. When children who are learning disabled do poorly in school, they may be seen as failures by their teachers and peers, perhaps even by their own family. Sadly, many such children develop a negative self-image that can persist as they grow.

This is a valid concern, since learning disabilities generally do not go away.* “Learning disabilities are life disabilities,” Dr. Larry B. Silver. “The same disabilities that interfere with reading, writing, and arithmetic also will interfere with sports and other activities, family life, and getting along with friends.”

It is essential, therefore, that children with learning disabilities receive parental support. “Children who know that their parents are strong advocates for them have a basis for developing a sense of competency and self- esteem,” says the book "Parenting a Child with a Learning Disability". But to be advocates, parents must first examine their feelings, some parents feel guilty, as if they were somehow to blame for their child’s condition. Others panic, feeling overwhelmed by the challenges set before them. Both of these reactions are unhelpful. They keep the parents immobilized and prevent the child from getting the help he needs.

So if a skilled specialist determines that your child has a learning disability, do not despair. Remember that children with learning disabilities just need extra support in a specific learning skill. Take the time to become familiar with any programs that may be available in your area for children who are learning disabled. Many schools are better equipped to deal with such situations than they were years ago.
Experts emphasize that you should praise your child for any accomplishments, no matter how small. Be generous with commendation.

 At the same time, do not neglect discipline.Children need structure, and this is all the more true of those who are learning disabled. Let your child know what you expect, and hold to the standards you set.

Finally, learn to view your situation realistically; the book Parenting a Child With a Learning Disability illustrates it this way:

“Imagine going to your favorite restaurant and ordering veal scaloppini. When the waiter puts the plate in front of you, you discover a rack of lamb.They’re both delicious dishes, but you were prepared for the veal. Many parents need to make a mental shift in their thinking. You might not have been prepared for the lamb, but you find its wonderful. So it is when you raise children with special needs.”

FROM AWAKE MAGAZINE

IF DYSLEXIA AND AUTISM ARE NOT EXACTLY THE SAME WHAT THEN IS AUTISM?

 

HOW CAN THOSE WITH DYSLEXIA BE HELPED?... AUTISM STORIES (PART 2)

CONTINUED FROM PART 1

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Help From Parents

Some who are parents of a dyslexic child feel guilt and blame themselves for their offspring's plight. If you feel this way, dispel the gloomy recognizing that none of us are perfect and we are all different. Start by recognizing that just as a color-blind needs help to live with his defect, so does your dyslexic child. You as a parent have a definite role to play in the education of your child.
Although dyslexia cannot presently be prevented or cured, it can be alleviated. How? Professor T.R.Miles, author of Understanding Dyslexia, advises parents to discover first of all exactly what the dyslexic child finds difficult.
How to Recognize Dyslexia in Children
If you answer yes to three or four of the questions below for each age group, it is possible that the children concerned are dyslexic to some extent.

Children ages 8 or less:

Were they late in learning to speak?
Do they still have particular difficulty with reading or spelling? Does this surprise you?
Do you have the impression that in matters not connected with reading and spelling, they are alert and bright?
Do they write letters and figures the wrong way arround?
When doing calculations, have they needed the help of bocks, fingers, or marks on paper for longer than others of their age? Do they have unusual difficulty remembering multiplication table?
Do they have difficulty in telling left from right?
Are they usually clumsy? (Not all dyslexic children are clumsy.)

Children 8 to 12 or More

Do they make unusual spelling errors? Do they sometimes omit letters from words or put them in the wrong order?
Do they make apparently careless mistakes in reading?
Does reading comprehension sees slower than expected for children of their age?
Do they have difficulty copying from the blackboard at school?
When reading aloud, do they leave out words or a line altogether, or do they read the same line twice? Do they dislike reading aloud?
Do they still find multiplication tables difficult to remember?
Do they have a poor sense of direction, confusing left and right?
Do they lack self-confidence and have low self-respect?

Thereafter their work deteriorates. “Regular but limited amounts of study each day are likely to be more beneficial than occasional days of intense effort,” notes Dyslexia at College.“The child should be asked to do as well as he is able,” advises Reading and the Dyslexic Child, “but not better than that.” By being sympathetic and encouraging, and in particular by arranging for suitable teaching, parents can minimize the effects of dyslexia and, at the same time, lessen the strain the dyslexic child feels. Then they will be able to make a realistic appraisal of their child’s limitations and what can be expected..

Help From Teachers

Remember, dyslexia is a learning difficulty. So teachers need to spend time with dyslexic children in their classes and make an effort to help them. Limit the children's frustration by being realistic in what you expect of them. After all, a dyslexic child may well grow into an adult who still finds reading out loud a problem.
Do not become a defeatist. Instead, commend the children for any progress they make—and certainly for all their effort. Then, too, avoid indiscriminate praise. Professor Miles recommends that when teachers note some progress, they say to a dyslexic pupil: “Yes, I agree you have made some mistakes. But I still say you have done well: it is an improvement on last week and in view of your disability, it is a satisfactory result.” But when there is no improvement. He advises saying: “Yes, such-and-such still seem to be causing you difficulty; let us see if we can explore some different way of helping you.”
Beware of making disparaging remarks about the dyslexic child’s reading. Strive to make books and reading enjoyable for him. How? Both parents and teachers can suggest that the child hold a marker, perhaps a small ruler, under the line he is reading, as a very slow reader often allows his attention to slip.

If the problem surfaces in reading the letters of the word in the wrong order, kindly ask, “Which is the first letter?”
Imagine how discouraging it is for the dyslexic child to be frequently told by his math teacher that his answers are wrong. How much better to give him slightly easier problems so that the frustration failure brings is replaced by the satisfaction of solving them correctly.
“The key for dyslexics is,” according to one specialist teacher “learning through all the senses.” Combine sight, hearing, and touch to help the child read and spell words correctly. “The pupil needs to look carefully, to listen carefully, to pay attention to his hand movements as he writes, and to pay attention to his mouth movements as he speaks,” Professor Miles explains. By doing this, the dyslexic child will equate the written form of a letter with both its sound and the hand movements he makes to write it. To help the child distinguish between letters that confuse him, teach him to begin writing each of the letters at a different point on the letter. “Ideally,” recommends Reading and the Dyslexic Child,” each child ought to have an hour a day of tutoring on a one-teacher-to-one-pupil basis.” Sadly, circumstances rarely permit this. Nevertheless, dyslexics can help themselves

Self – Help

If you are dyslexic, aim to do the bulk of your reading when you are at your freshest. Researchers have noticed that dyslexic students achieve good results if they continue reading for about an hour and a half.

If after reading these these questions you believe you are dyslexic, do not hide the problem. Accept it. And take account of it. For example you may be preparing for a job interview. Like many people, you may find that the pressure of the situation makes it difficult to express yourself clearly and concisely. Why not try some practice interview beforehand?

True, it is going to take you longer to read and spell well.But persevere. Persevere in trying to read, write, and spell properly. Doing so will help you to overcome the frustration of dyslexia.
Make use of a portable typewriter or, better still, a word processor with a program that helps you check the spelling of what you enter. Couple this with learning how to organize and manipulate information.

The difficulties dyslexia causes are not easily remedied. But the brain, being the marvelous organ it is, compensates for the problem. Permanent unhappiness is therefore unlikely. Julie, Vanessa, and David have all worked hard at overcoming their frustration. You can do the same. Recognize that your specific difficulty need not stop you from learning

Enjoy books by listening to those recorded in available media. Indeed, this magazine and its companion.The Watchtower, now appear regularly on different media in many languages, as does the whole Bible

BY AWAKE! CORRESPONDENT IN BRITAIN(1996)

But there are matters arising from the last two posts.For instance is dyslexia part of autism or not? To answer this an other related questions please go to part three of this write-up.

Thank you.

SHINNING SOME LIGHT ON AUTISM IN NIGERIA..STORIES FROM ALL OVER THE WORLD BY THOSE WHO ARE/WERE INVOLVED.

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AT MASON COLLEGE, FESTAC

There was the case of a girl who could not recognize  her name in JS2.The letters B,A,L,L were presented to her to read out as a word and she could not! Her case was a puzzle because she was not our student in JS1 and we were not special educationists.We never advertised ourselves as such either.But God directed us to some articles in AWAKE MAGAZINE which became the saving grace or the master keys from God to us from a zero-knowledge situation .

We then set up a small committee of Language teachers to pickup the gauntlet from there.The net as at then had not become a major role player in education that it has become today.But the AWAKE magazine made us understand that we were dealing with a case called DYSLEXIA by specialists.Following suggestions from the article the proprietor of Mason College and one of the Language teachers visited ABIOLA BOOKSHOP which was on Herbert Macaulay (it used to be the best-stocked bookshop then) .Next we went to UNIVERSITY OF LAGOS BOOKSHOP which was also very well-stocked.At both places we made relevant book purchases for reference by members of the committee.

Next we hired a language therapist from outside the school to interact with the student involved during break periods,after school hours and on Saturdays.The salary we paid the therapist for three months was more than the school fees paid for the term by the girl's parents.But the parents had so much faith in the school and were very cooperative with the school.The father and mother took turns each Saturday to bring her to school without fail.They abandoned all Saturday social activities to stay in the hot sun in their cars probably praying to God for a miracle. And in the end they got one!

One thing that Mason College did not do was  interfere with her regular academic lectures.She continued attending classes with her classmates and was never isolated or made to feel there was something wrong with her.It was important she had a normal relationship with them.She had to discuss regularly with them,share jokes, laugh or get involved in various escapades  together with them.In the end God shined His light of mercy on all our efforts such that by the time she took the JS3 certificate exam all signs and perhaps the stigma of DYSLEXIA had disappeared!

Today she is a graduate of one of our universities.To crown it all the mother brought her back to the school one day to give thanks after her graduation from the university. It was a very emotional day with tears mixed with smiles and praises to God all around.

But we kept the article from AWAKE magazine and hereby publish it below for reference if need be .We will tell the second story in our next post.

OVERCOMING THE FRUSTRATION OF DYSLEXIA

“WHAT is your telephone number?” asks Julie. The caller replies. But the figures Julie jots down bear little relation to the number given.
My teacher tore up the picture I painted,’ laments Vanessa, adding, I could never remember what she was saying.’
David, In his 70’s, struggle to read simple words that he mastered more than six decades earlier.
Julie, Vanessa, and David have a learning difficulty ---- a frustrating one. It is dyslexia. What causes this condition? How can dyslexics overcome the frustration it provokes?

What is Dyslexia?

One dictionary defines dyslexia as “a disturbance of the ability to read.” Though often viewed as a reading disorder, dyslexia can involve much more.
The English word’s root comes from the Greek dys, meaning “difficulty with,” and lexis, “word”. Dyslexia includes difficulties with words or language. It even involves problems with placing things in their right order, like the days of the week and the letters in a word. Dyslexia, according to Dr. H. T. Chasty of Britain’s Dyslexia institute “is an organizing disability which impairs short term memory, perception and hand skills” Little wonder that those who have dyslexia find it frustrating!

Take the case of David. How did this formerly avid and fluent reader come to need his wife’s help to learn to read all over again? A stroke damaged an area of David’s brain linked to the use of language, and this made his progress in reading agonizingly slow. Yet, longer words gave him less of a problem than shorter ones.

Despite his acquired dyslexia, David’s conversational ability and his sharp intellect never suffered.  So complex is the human brain that researchers have yet to comprehend all that is involved in processing the sounds and visual signals it receives.

Julie and Vanessa, on the other hand, had developmental dyslexia, which became apparent as they grew. Researchers generally accept that children who by the age of seven or eight exhibit normal intelligence but display uncharacteristic  difficulty in learning to read, write, and spell may be dyslexic. Often. Dyslexic youngsters write a mirror image of the letter they are trying to copy. Imagine the frustration Julie and Vanessa felt when school teachers mistakenly labeled them stupid, slow, and lazy!

In Britain, 1 person in 10 suffers from dyslexia. Failure on the part of others to recognize the problems they face simply adds to their frustration.

What causes Dyslexia?

Poor eyesight frequently causes learning difficulties. Correct the vision defect, and the dyslexia disappears. A small proportion of those who have difficulty learning to read find that they place a thin sheet of colored plastic over the text. Others find this to be of no help.

Some, noting that the condition runs in families, offer a genetic explanation. Indeed, New Scientist magazine recently reported research “exploiting the known association between the genes involved in autoimmune diseases such as migraine and asthma, and those responsible for dyslexia.” Because dyslexics and their relatives are more likely to suffer from autoimmune diseases. Scientists believe the genes for dyslexia occur in the region of the genome that houses these disease genes. But, as behavioral scientist Robert Plomin notes, researchers “have only identified a chromosomal region, not a gene for reading disability.”

The part of the brain that controls posture, balance, and coordination is called the cerebellum. Some scientists claim that it also plays an important role in our thinking and language processing. Interestingly, researchers at Sheffield University in England have developed a dyslexia test that involves balance and coordination. They reason that faults in the cerebellum prompt healthy areas of the brain to compensate. Children generally find little difficulty in maintaining their balance when asked to stand still, one foot in front of the other with arms outstretched, But blindfold them, and the dyslexic children wobble far more, since they rely heavily on sight to help them balance.

Still other researchers point out that the brains of dyslexic children show anatomic differences. Normally, the rear portion of the left side of the brain is slightly larger than the corresponding portion of the right side, whereas in the brain of dyslexic, the left and right halves appear equally developed. Then others claim to have found a distortion of the arrangement of nerve cells in parts of the brain that deal with language.

 

But regardless of the physical cause of their dyslexia, how can those who have the problem best be helped?  

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 To be continued in our next post