Mules, Rasa Adil, dan Intesitas Terhadap Anak Disleksik

Akhirnya Indra masuk sekolah dasar favorit!

Sakit perut selama dua minggu intensif melatih Indra membaca-menulis untuk ikut ujian masuk salah satu sekolah dasar (SD) percontohan, saya akhirnya bisa bernafas lega. Indra diterima walaupun hasil akademisnya masih kalah dibanding hasil wawancara dan kesehatan. Di hari kedua ujian (wawancara) saya sempat mules karena melihat Indra tak bisa diam duduk; ia selalu ingin tahu dan nyelonong ke dalam kelas tempat wawancara. Ia diusir keluar dan saat disuruh duduk, kakinya sempat diangkat karena bersandar dengan teman satu TK-nya. Terlihat guru yang ‘menghalau’ ia keluar ruangan menggeleng kepala. Ah…

Perut mules tentu tak berhenti di saat ia diterima di sekolah favorit ini. Masih akan ada tantangan lebih kompleks lagi di masa depan. Menjelang liburan panjang ini, saya ditawari untuk membantu kawan di Kalimantan selama sebulan. Terus terang saya akan membawanya ke sana, untuk menggali pengalaman lain. Mungkin akan ada kecemburuan dari adik atau kakaknya jika saya hanya mengajak Indra. Ah… sebuah dilema yang harus dipikir dalam suasana tenang. Dilema antara “rasa adil untuk setiap anak” dengan “intensitas terhadap anak yang memiliki kekurangan khusus”. Mungkin saya tak sendiri.

Keuntungan Jadi Anak Disleksia

THE ADVANTAGES of BEING DYSLEXIC and ADD

WHAT CAN DYSLEXIC AND ADD PEOPLE DO better than others ?
Strengths of Creative Thinkers *

Many people with learning differences of Dyslexia and ADD are capable of some extraordinary

thinking and can be extremely successful once they learn some coping strategies. This is why

we prefer to call them, more appropriately, Creative Thinkers. Some of the Creative Thinkers

strengths are:

  • Persistence,
  • Concentration,
  • Perception,
  • Vivid imagination,
  • Creativity,
  • Drive and ambition,
  • Curiosity,
  • Thinking in pictures instead of words,
  • Superior reasoning,
  • Capable of seeing things differently from others,
  • Love of complexity,
  • Simultaneous multiple thought processing,
  • Quickly mastering new concepts, and
  • Not following the Crowd.

Most people who are not dyslexic and rate low on the scale of Creative Thinking, are verbal learners, based on word acquisition by hearing. Verbal learning is limited to the speed of a person’s speech. This auditory information goes into the conscious mind, so that the non-dyslexic person is aware of the information.

Thinking and learning in pictures rather than words is thousands of times faster, and is subliminal, going directly into the subconscious mind. This visual learning style is what a Creative Thinker uses. The acquisition of information as pictures create an immense amountof multi-dimensional information, that can be manipulated in many forms by the brain to enable intuitive thinking, perception, and other interesting thought processes.

Frequently this learning style leads to thought delays, because of the tremendous amounts of information processed.

Unusual Abilities of Some Creative Thinkers

Although each Creative Thinker is distinctly different in their mental capabilities, some of these abilities can be evidence of the intellectual and creative powers of a genius waiting to be unlocked. Imagine feeling that someone is behind you before you can see or hear them. Some Creative Thinkers have mental abilities that go well beyond this common phenomena and approach the supernatural. Examples include:

  • Controlling the perception of time, causing it to operate in slow motion or rapidly,
  • Doing complex math in their head quickly; but not knowing how they did it,
  • Seeing a solution from a mental examination of the components, such as projecting interest rates for investments, or creating a new computer chip,
  • Communicating telepathically with others, or
  • Controlling the outcome of events, like calling the correct numbers on dice before they are rolled.

Although not all Creative Thinkers possess these talents, extrasensory perceptions like these represent abilities that are uniquely valuable to some; but ludicrous to others who do not understand the learning and mental processing differences of making effective use of the right side of the brain by Creative Thinkers.

Some of the Successful People Who Admit That They Are
Dyslexic or ADD Include:

Tom Cruise – Actor

Jay Leno – Television personality (Tonight Show )

Thomas Edison – Inventor

Albert Einstein – Inventor

Winston Churchill – British Prime Minister, WWII

George Bush- Former US President

George Patton – US General, WWII

George Burns – Comedian

Whoopi Goldberg, Actress

Danny Glover, Actor

Cher – Actress, Singer

SOURCE: “The Many Facets of Dyslexia”

Some Common Traits Associated with the Learning Differences of Dyslexia and ADD

Each person is different and will have a unique combination of the common traits listed below.

1. Thinks visually.

2. Daydreams.

3. Easily distractible.

4. Aware of everything.

5. Able to do multiple things at the same time.

6. Seeks stimulation.

7. Highly creative.

8. Immature social behavior, says what comes to mind.

9. Poor penmanship.

10. Difficulty remembering names.

11. Seeks immediate gratification.

12. Impulsive and impatient.

13. Suffers from motion sickness.

14. Can see patterns into the future.

15. Capable of intense short-term focus.

16. Quick decision maker.

17. Bored by ordinary tasks.

18. Risk taker.

19. Have had problems with ears.

20. More independent than a team player.

21. Sees the big picture.

22. Curious.

23. Experience thoughts as reality.

24. Subject to disorientation.

25. Sometimes has psychic – extrasensory abilities.

26. Highly intuitive.

27. Short attention span, inattentive.

28. Has a vivid imagination.

29. Artistic.

30. Has a sense of under achievement.

31. Have spatial orientation problems (left/right, north/south)

32. Talks excessively.

33. Reverses letters and numbers.

34. Slow reader when young.

35. Difficulty with math concepts.

36. Problems with self-esteem.

37. Problems mastering phonics and spelling.

38. Problems understanding the rules of grammar.

39. Reads best by memorizing, the “Look-Say System.”

40. Always active-constantly thinking,

41. Learns best by hands on, rather than lecture or reading.

42. Low tolerance for frustration.

43. Realize that they are different from others.

44. Take longer to think and respond than others.

45. Able to create a complete mental picture from pieces.

46. Somewhat disorganized.

47. Capable of changing on a moments notice.

48. Have phobias: like fear of dark, heights, speaking in public.

49. Prefer unstructured situations with freedom.

50. Feels like they see problems from the perspective of a helicopter flying above forests of problems rather than working from the root of trees in one forest.

51. See things that others don’t.

Indra dan Keisha: Dua Pribadi Ramah

Mudah-mudahan saya tidak salah menulis nama kawan Indra di sekolahnya.

Indra sering memanggilnya “Esha”, dan Esha sering memanggil saya “mama-nya Indra”. Sebulan lalu saya ingat saya berdialog dengan Esha di samping kelas, sambil bermain pasir di kotak pasir. Sesungguhnya saya sedang membaca majalah, dan ia bermain bersama anak lain yang lebih muda dari usianya. Tak ada orang dewasa lain duduk dekat situ. Ia menegur saya, “Mama-nya Indra, lagi baca apa?” Saya senyum dan jawab seadanya. Esha terus men-donder saya dengan pertanyaan dan cerita-cerita. Yang saya ingat dari dialog ini ada senyumnya yang tulus dan menyejukkan. Minggu depannya saya dan Indra sempat papasan dengan dia dan mamanya sepulang sekolah. Yang ditegur adalah saya, “Halo Mama Indra!”, diiringi senyum cantiknya.

Keisha adalah anak lain di kelas Indra yang tak mampu membaca menulis. Mungkin disleksia, mungkin juga bukan. Guru kelasnya pernah menyinggung namanya soal kesulitan membaca ini. Saya malam ini hanya mau membandingkan pribadi ramah anak saya dan Keisha. Indra, khususnya, memiliki senyum yang lucu dibanding saudara-saudaranya. Ia suka ‘nge-dagel dan memeluk kawan-kawannya. Ia suka momong dan melindungi anak yang lebih kecil.

Saya melihat Indra, Keisha dan keramahan mereka. They are lovable creatures. Mungkinkah anak-anak disleksik memiliki emotional intelligence yang lebih tinggi?

Wallahualam. Saya perlu data lebih banyak untuk tegaskan hipotesis ini, dan saya tak mampu memperdalam hal ini lebih lanjut. Mudah-mudahan ada tulisan penelitian tentang ini yang tersimpan di internet… let’s check ’em out!

Ah dapat… tapi saya terjemahkan sepertinya bukan keramahan, tapi justru “ANXIETY to cope with intellectual boredom”. Halah…

Klik sini untuk link/pranala penelitian itu.

Di bawah ini saya terjemahkan kesimpulannya saja (mudah-mudahan membantu):

KESIMPULAN

Hasil dari penelitian ini menegaskan bahwa tren umum dari temuan tulisan 1990 dengan beberapa perbaikan dapat memberikan pengertian tata hubungan antara disleksia dan manusianya. Riset ini menganalisis, tentunya, beberapa kelompok penderita disleksia, yang diketahui memiliki pola dan penilaian berbeda antara kemampuan inteligensia konvensional dan “the Cattell Culture Fair test”.

Kelompok disleksia biasa diperlakukan “kurang mampu” dari yang seharusnya. Satu hipotesis adalah melihat mereka lebih rentan berakhir frustasi, karena mereka merasa diperlakukan tidak adil dan mengalami tingkat kebosanan intelektual yang tinggi. Yang terakhir ini terjadi di saat mereka diberikan stimulasi akademis yang dianggap cocok untuk kemampuannya, tapi sesungguhnya jauh lebih sederhana dari yang mereka inginkan. Situasi ini bisa membuat mereka stres tinggi yang disebabkan faktor disleksia. Beberapa penelitian membedakan perilaku berdasarkan gender yang mungkin tak bisa diterima. Dodd (1995) melaporkan:

Margaret’s frustration finally snapped whilst doing a national curriculum test. She couldn’t do it but could have no help and she had an outburst in which she threw the textbook, chair and desk at the headmaster who was taking the class. (Dodd, 1995)

Kita bisa melihat manifestasi dari asumsi bahwa saat orang lulus pendidikan, ia akan mengembangkan kemampuan khusus yang membantu mereka menyelesaikan masalah sehari-hari. Hal ini juga diharapkan terjadi pada anak-anak disleksik; bahwa mereka harus tahu menyelesaikan masalah dengan latihan kemampuan di sekolah. Mereka diharapkan beradaptasi dan jika di tahun-tahun berikutnya mereka gagal, mereka harus menanggungnya sebagai satu kesalahan. Hasilnya membuktikan bahwa beberapa aspek kehidupan memburuk, sehingga dukungan dan bantuan tetap harus diberikan.

Ada hal menarik, yaitu saat memperhatikan murid sekolah yang disleksik yang meninggalkan sekolah menengah, mereka menjadi murid yang lebih baik di bangku kuliah. Ada kecurigaan bahwa pendidik di bangku kuliah lebih memberikan perhatian dan dukungan daripada bangku sekolah menengah (Hales, 2001). Namun, tak harus selalu mereka menyelesaikan kuliahnya, karena ada perihal situasi beradaptasi yang luar biasa berat bagi mereka. Dari data kami, ada perkembangan dampak terhadap anak disleksik yang berlanjut ke usia dewasa dan harus diperhatikan seksama sepanjang hidupnya.

Dalam data riset tahun 1990, ditemukan bahwa dampak terbesar lebih kepada anak perempuan daripada anak lelaki. Walau demikian, perbandingan jumlah anak perempuan dan anak lelaki adalah 1:3. Yang menarik, peserta kelompok penelitian ini adalah perempuan, karena mereka lebih menarik diteliti dalam kondisi yang diinginkan dalam riset ini. Hal ini memperlihatkan bahwa anak perempuan atau perempuan dewasa adalah lebih sulit beradaptasi dibanding anak lelaki atau lelaki dewasa; dalam konteks pengaruh terhadap aspek non-akademis saat menghadapi situasi tertentu.

*yang di bawah ini terjemahkan sendiri ya… capek!*

We already seen that in terms of ability components the differences between the Culture Fair IQ scores and Wechsler Full Scale IQ scores were smaller for females than for males dung school years (Figure 6), but the effects of their position on the personality components appears to be more pronounced.

There is currently an improved and improving understanding of the need to consider the personal and integrative needs of dyslexic people. However, this is often set within the context of specific counselling for those who are seen to have ‘personal difficulties’. The results of this study suggest that many of those who are vulnerable in this way are not, in fact, obvious and therefore do not receive appropriate help and assistance. The dyslexic individual is still the person he or she always was, with the same natural talents, aptitudes and life possibilities. However, those of us who are professionals or who make provision for dyslexic people need to give much more thought to the depth and complexity of what we provide in order to preserve, develop and enhance those talents. We must support dyslexic people in every way so that they become not just coping and capable but whole, coping and capable.