The Unseen - Dyslexia and Depression

'I would like to talk about something serious: dyslexia and depression. NO, these two things are not the same, and one doesn’t cause the other, although some people may experience both conditions. I want to talk about the way we as a society (when I say society, I’m including myself) treat people with dyslexia and depression. It is shocking to me at how similar our reactions are to each of these two unseen conditions.

This post will be about those similarities. Please understand that I’m by no means saying dyslexia and depression are the same thing. It has been my experience that how and what we say about these conditions are unsettling and eerie when you look at them side by side......'http://www.ignitedyslexia.com/new-blog/2018/2/10/the-unseen-dyslexia-and-depression?fbclid=IwAR0Ya8qmWB02noEAvU92JkZ5Y0rhmbeGoUCeyliT4aP6UHMsJP4Qa1wv54I 

Consultation with Clinical Psychologist

Jika suspek anak ada permasalahan pembelajaran, Jumpala Clinical Psychologist sebagai permulaan

Consultation with Clinical Psychologist can help to confirm any suspicions that there might be a learning or cognitive disability.

Ini adalah diantara nama test penilaian yang akan dibuat bersama Clinical Psychologist

Cognitive Performance
- Weschler Intelliigence Scales for Children- Fourth Edition ( WISC-IV)
- Raven's Progressive matrice & Vocabulary Scale

Adaptive behaviour
- Conners Early Childhood ( Conners EC)
- Conners 3rd Edition

- Adaptive Behaviour Assestment Systems - 2nd Edition (ABAS-II)

- Childhood Autism rating Scale - 2nd Edition (CARS-2)

- Dyslexia Screening Test Junior - (DST-J)

- ASEBA School-Age Form & Profiles : Child Behaviour Checklist (CBCL)
- ASEBA School-Age Form & Profiles ; Teachers' rating Form (TRF)
- Autism Diagnostic ObservationSchedule, 2nd Edition (ADOS-2)

But all this test have it own limitation. Its in English and dont use local data .

Sebarang pengesahan masalah pembelajaran bukan dengan hanya sekali jumpa pakar dan dapat pengesahan. The valuation, assesment, observation and test should be done for a period of time.

Setelah mendapat assesment report from Clinical Psychologist, ia akan menjadi lebih mudah untuk merancang the next course of action.

Its wrong to say ' Anak saya tak tahu membaca dan menulis, dia ada disleksia' atau 'Anak saya disleksia sebab tu dia tak tau membaca dan menulis'

'There must be a cause and reason why the kid is having difficulty in learning to read despite conventional instruction and having adequate intelligence,,,'

'Dyslexia' is just a term to describe the multiple cause that lead to difficulty in reading.

- ini belum masuk bab menulis as copying, writing as written expression, writing as comprehension...... , belum masuk bab emotional and behaviour, Dan kebanyakan mereka juga adalah borderline High Functioning ASD, showing autistic trait but not diagnose as one..... anxiety..... low self esteem....
Dulu saya selalu cakap to myself, As long as Qaisya know how to read and write, I am good already.... how wrong can I be....

Ujian saringan disleksia

Ada ramai parent yang merasakan anak mereka dyslexic, hanya melalui andaian sendiri atau hanya selepas membuat 'dyslexia screening' atau ujian saringan disleksia. Ujian saringan/screening hanyalah peperiksaan awal.

Untuk kepastian , buatlah pemeriksaan lanjut dan dapatkan pengesahan dari pakar pakar berikut

1. Development Paedtracian
( Bukan Paedtracian/ DrKanak Kanak akan hanya memeriksa kesihatan , masalah pembelajaran bukan kepakaran mereka )

2. Educational Psychologist
3. Klinical Psychologist
4. Occupational Therapist
5. Psychologist
6. Special Need Teacher/ Guru Pendidikan Khas
7. Speech- Language Pathologist/ Therapist

Setiap mereka ada bidang pengkhususan mereka. Diagnose dan assestment yang betul adalah sangat penting untuk merancang intervension yang sesuai. Tujuan assestment / penilaian bukanla untuk pengesahan disleksia sahaja, tetapi adalah untuk mengetahui apakah permesalahan / kondisi seseorang itu. Apabila buat assestment , beritahu kenapa buat assetment, dan biarlah mereka yang menilai dan buat pemeriksaan yang sepatutnya berdasarkan permasalahan yang dimaklumkan. mana tahu ia bukan hanya disleksia atau ada permasalahan lain? Tidak perlu cakap nak buat pengesahan disleksia, nanti yang lain 2 tak diperiksa pula, sebab Doktor dan pakar akan ingat kita nak buat pengesahan disleksia sahaja. Assesment ialah untuk mengetahui dimana kekurangan/defisit/delay. Untuk mengenal pasti the strengh and ciri ciri / personaliti. Follow up mesti dibuat kerana mereka dalam proses pembesaran... apa yang didiagnose hari ini mungkin akan berubah pada tahun depan. What kind of progress sepanjang tahun... jika tiada , perlu ditahu kenapa? kena buat perubahan. Cara pembelajaran tak sesuai? salah diagnose ke?

We are racing against time. Jika salah diagnose, salah buat intervension, selepas setahun dua , anak masih tiada perubahan...

Setiap program intervension dan terapi , terutama di tempat swasta akan melibatkan kos dan masa.

Dapatkanlah assestment dari Dr. dan Hospital. dan berbincang selalu dengan Guru dan Sekolah.

Our Journey#2
============
A very detail and comprehensive report . By Kidzgrow. This is the same report given to PPUKM, when applying the OKU Card. Eventhough I have the report, I don’t understand it at that time , looking back, All the ‘red flag’ have already been stated in the report. I don't do what is required ... The missing opportunity.... 

What dyslexia is called depends upon the type of specialist who did the testing, and their knowledge of dyslexia.

Dyslexia affects many different areas, but some testers only check one area. They find one weakness and come to the wrong conclusion. They don’t realize that weakness may be part of a bigger problem: dyslexia.
It’s like the fable of the blind men who approach an elephant from various directions. The one who discovers the trunk describes the animal very differently than the one who finds the tail, than the one who finds the leg, the tusk, etc.
None of them “see” that what they found is just one part of a bigger thing, an elephant.

‘Dyslexia' is an alternative term used to refer to a patern of learning difficulties characterized by problem with accurate or fluent word recognition, poor decoding and poor spelling abilities
DSM-5

Our Journey (Part One )

Our Journey (Part 1)
===========
Qaisya started playschool very early. Qaisya joined Eduwis, Bukit Antarabangsa (now have been replace by Yellow House or something ) when she was around four years old in 2012.by the end of her second year, I was told she was having difficulty in reading comparing to her other friends in the same group (5 of them) All her freinds have master the basic skill in reading except Qaisya. That when I start to look at all her school work. That when I notice the handwriting and the reversal letter. I start to look for info through the web, and find the word 'dyslexia' for the first time. and if you google some more Persatuan Dyslexia Malaysia (PDM) will be the top search for dyslexia in Malaysia.

I bring Qaisya to Persatuan Dyslexia Malaysia (PDM) to learn more about dyslexia. This is the first ever 'assestment' done for Qaisya.(see attached photo). Qaisya was only 5 years old, going to be 6.
My knowledge about dyslexia is zero at this time. I was advise to enroll Qaisya for PDM Intervension class. I thought the 3 months intervension programme will help Qaisya to 'overcome' her difficulty in reading and writing.
I was never told about cognitive skill, school readiness, motor skill, crossing the midline, and until that time I dont even know about 'Occupational Therapist'. Child Development chart and many more ( the wasted opportunity).
At that time , I was very happy about PDM 3 month intervension program for dyslexic kid....... Qaisya was at PDM for about a year.  but Qaisya still not able to master the reading and writing skill up to her age while at  PDM. but Qaisya have a great time at PDM being with other kids with.wonderful and great teachers there.. 

What is Specific Learning Disability (SpeLD) according to DSM-5?

What is Specific Learning Disability (SpeLD) according to DSM-5?
============================================
DSM-5 considers SpeLD to be a type of Neurodevelopmental Disorder that impedes the ability to learn or use specific academic skills (e.g., reading, writing, or arithmetic), which are the foundation for other academic learning.
The learning difficulties are ‘unexpected’ in that other aspects of development seem to be fine.
Early signs of learning difficulties may appear in the preschool years (e.g., difficulty learning names of letters or counting objects), but they can only be diagnosed reliably after starting formal education.
SpeLD is understood to be a cross-cultural and chronic condition that typically persists into adulthood, albeit with cultural differences and developmental changes in the way the learning difficulties manifest. For example, in English-speaking countries, children struggle to learn the correspondence between letters and sounds in order to decode single words accurately, whereas adults may have mastered basic decoding skills but read slowly and with effort. By contrast, in countries with a non-alphabetic language or in which the correspondence between speech sounds of one’s language and the letters used to represent those sounds is much simpler than in English, children with SpeLD (e.g., dyslexia) master letter-sound correspondence quickly, and both children and adults with SLD struggle with reading fluency.

SpeLD is a clinical diagnosis that is not necessarily synonymous with ‘learning disabilities’ as identified within the education system: that is, not all children with learning disabilities/difficulties identified by the school system would meet a DSM-5 clinical diagnosis of SLD. By contrast, those with a DSM-5 diagnosis of SLD would be expected to meet the educational definition.

TheGRIMFILM Published on 12 Sep 2012 Dyslexia

Prosedur temujanji di Hospital Kuala Lumpur

Prosedur temujanji di Hospital Kuala Lumpur

UNIT PSIKITRI KANAK KANAK DAN REMAJA

Institute Pediatrik

Hospital Kuala Lumpur

50586 Kuala Lumpur

Tel : 03 2615 5555 Samb. 6908 ( Kanak-kanak )

Unit Pemulihan Cara Kerja

Institut Pediatrik

Hospital Kuala Lumpur

Tel : 03-2615 5652

Tel : 03-2590 6909

CDC – Child Development Center

Prosedur untuk buat appointment

1.      Dapatkan reference letter dari pihak sekolah dan klinik kesihatan.

2.      Dapatkan temujanji bersama Dr. Kanak-kanak ( Paedtracian ). Sila bawa hasil kerja anak, report PDM jika ada, atau surat dari guru sekolah.

3.      Paedtracian akan membuat penilaian awal sebelum diberi appointment ke Klinik Psikitri, CDC – Child development Center dan Unit pemulihan Cara kerja.

Senarai Kategori Calon Bekerperluan Khas (CBK) dan Keperluaan Tambahan semasa peperiksaan

Untuk membuat Permohonan untuk mendapat bantuan tambahan sewaktu peperiksaan sebagai CBK ( Calon bekeperluan Khas). Permohonanan hendaklah dibuat melalui pihak sekolah menerusi Setiusaha Peperiksaan sekolah atau GPK . Pastikan semua dokumen yang diperlukan disertakan bersama. bukan semua permohonan akan diluluskan, tambahan pula sekarang ramai yang tiada kad OKU juga akan memohon. jangan tunggu hinnga akhir tahun. Sila berhubung dengan pejabat sekolah untuk tujuan ini.

Untuk mendapat bantuan tambahan sewaktu peperiksaan, Jika tiada kad OKU, surat pengesahan dari Doktor juga diterima. 

Rujuk Panduan Pengurusan Peperiksaan Bagi Calon berkeperluan Khas ( CBK ) by Lembaga Peperiksaan - see article 1.5 under Pendaftaran Calon heading, the word " laporan perubatan dari hospital kerajaan/swasta ATAU kad OKU. Note the word 'atau'.

Prosedur temujanji di Klinik Kesihatan & Fakulti Sains Kesihatan , UKM

Kepada sesiapa yang ingin membuat temujanji di UKM

Prosedur berikut yang perlu puan ambil tindakan.

1. Dapatkan surat Rujukan daripada Hospital/klinik/sekolah/ majikan mengenai pemasalahan yang dihadapi.

2. Faxkan ke talian 03-26878192 atau email kpk_fsk@ukm.edu.my untuk rujukan & tindakan pihak KPK-FSK selanjutnya. (list dalam senarai menunggu )

3.Sila maklumkan kepada kami 2 no. telefeon yang masih aktif untuk menghubungi pihak puan bg tujuan pemberitahuan tarikh temujanji. tarikh akan dimaklumkan setelah berbincang bersama pakar. makluman tarikh temujanji melalui telefon & SMS dan selewat-lewatnya 2 minggu sebelum tarikh yang dicadangkan.

4. Dokumen yang diperlukan: (a) Surat Rujukan (b) sijil Kelahiran & MyKid (c). Surat Akuan Pelajar (Sek. Bantuan Kerajaan) (d) Surat Akuan Majikan/ Kad Pesara ( Kakitangan Awam) (e). Laporan Akademik/Perubatan (Jika Ada) (f). Kad Pemilik OKU

5. Bayaran yang dikenakan oleh KPK-FSK.
a.Pendaftaran pertama=RM30
b. Pendaftaran ulangan=RM5
c. Penilaian Psikologi=RM10- RM200/Penilaian
d. Rundingan Psikologi=RM25/Jam

Pusat Perkhidmatan Pendidikan Khas , Kementerian Pelajaran (3PK)

Garis Panduan untuk buat pengesahan masalah pembelajaran ( part 1 )

Garis Panduan untuk buat pengesahan masalah pembelajaran ( part 1 )

============================================

Jika parent mengesyaki anak mungkin ada permasalahan pembelajaran,sediakan satu senarai checklist mengapa parent mengesyaki anak ada permasalahan. Cheklist ini beserta Birth dan Growth Development History ini juga akan digunakan sebagai rujukan ketika berjumpa pakar sama ada Development Paedtracian, Clinical Psychologist atau Paedtracian Occupational Therapist ( Doktor kanak kanak tiada kepakaran untuk pengesahan permasalahan pembelajaran) LD is not a medical condition.
Jika di Hospital kerajaan akan dirujuk ke Jabatan Psikitri kanak2( tak tahu la kenapa rujukan pertama biasanya jumpa Psychologist, mungkin untuk menilai emosi ?)
Ada sebahagian Hospital ada Child Development Center (CDC)

https://disleksiadad.blogspot.com/2018/11/prosedur-temujanji-di-klinik-kesihatan.html

https://disleksiadad.blogspot.com/2018/11/prosedur-temujanji-di-hospital-kuala.html

- Bila mula merangkak, berjalan, cara berjalan dan duduk ( w sitting atau tip toeing )
- Bila mula bercakap ( Bahasa yang digunakan ) Jika ada kelewatan mula bercakap dan pelat perlu dirujuk kepada Speech Therapist
Jika anak masih berumur 6 tahun kebawah ( belum memasuki persekolahan Tahun 1), Gunakan ‘Growth Development Chart’ sebagai panduan. Rujuk kepada Jurupulih kerja/ Occupational Therapist untuk kepastian.
- Dominant side dah establish ke belum ( penggunaan tangan kanan atau kiri, midline crossing, kebolehan mengayuh basikal membuat pusingan penuh semasa mengayuh, lompat satu kaki, kaki mana yang digunakan, baling bola untuk melihat kekuatan tangan dan kebolehan membuat anggaran balingan) Cognitive skill, gross dan fine motor.
- Anak bole terima arahan? anak faham arahan, berapa lama anak bole focus untuk membuat sesuatu aktiviti?
Pendidikan Awal
Sejak bila mula bersekolah / playschool
- Bila mula belajar membaca dan menulis? ( sekurangnya mestila 6 bulan ),
- siapa yang mengajar, teknik apa yang diguna, adakah belajar jawi dan alquran pada masa yang sama,
- Jika dibanding dengan rakan sekelas yang bersama2 belajar adakah terdapat perbezaan ketara terutama skil membaca dan menulis.
Bagaimana perangai anak disekolah? Suka menyendiri atau bole bersosial ?
- adakah anak sudah bersedia untuk belajar secara formal, ( school readiness)
- Bahasa pengantar/ perbualan utama yang dugunakan anak ( Melayui atau English )
- Mata dan telinga juga perlu diperiksa untuk kepastian. Cek mata dengan ophthalmologist, bukan cek mata dikedai cermin mata biasa.
TRO, to rule out jika mata dan telinga adalah penyebab .

- To be continue.

*PPKI, PPKI Disleksia dan Program Pendidikan Inklusif adalah 3 program yang berbeza.

*PPKI, PPKI Disleksia dan Program Pendidikan Inklusif adalah 3 program yang berbeza.
====================================================================

DEFINISI
5.1 Program Pendidikan Khas Integrasi (PPKI)
Program Pendidikan Khas yang dijalankan di sekolah-sekolah yang mempunyai murid-murid berkeperluan khas.

5.2 Program Pendidikan Inklusif
Peluang pendidikan untuk murid-murid berkeperluan khas belajar di dalam kelas biasa bersama-sama murid-murid normal di aliran perdana dengan mengikuti kurikulum biasa, mendapat bimbingan sama rata oleh guru mata pelajaran dengan dibantu oleh guru pendidikan khas (guru pembimbing).

5.2.1 Inklusif Penuh
Murid berkeperluan khas yang mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana dengan bantuan guru pendidikan khas (guru pembimbing).

5.2.2 Inklusif Separa
Murid berkeperluan khas mengikuti sebahagian pembelajaran dalam mata pelajaran atau aktiviti tertentu dalam kelas aliran perdana dengan bantuan guru pendidikan khas (guru pembimbing).

5.3 Guru pendidikan khas (guru pembimbing).
Guru pendidikan khas (guru pembimbing). adalah Guru Pendidikan Khas yang ditugaskan membantu murid yang mengikuti Program Pendidikan Inklusif.

5.4 Bilik Resos
Bilik Resos merujuk kepada bilik yang disediakan sebagai tempat persediaan pengajaran sebelum dan selepas Program Pendidikan Inklusif. Ianya juga digunakan sebagai tempat menyimpan peralatan dan bahan tambahan pengajaran dan pembelajaran pendidikan khas.

5.5 Jumlah Waktu
Guru pendidikan khas (guru pembimbing). yang membantu P&P di program pendidikan inklusif adalah juga guru yang mengajar subjek yang sama di PPKI dan mempunyai jumlah waktu mengajar sama dengan guru-guru pendidikan khas yang lain iaitu antara 26 hingga 30 waktu bagi sekolah rendah dan 20 hingga 25 waktu bagi sekolah menengah.
#rakandisleksia #mydyslexiawareness

Screening & Assestment

What is a learning disability assessment ?
===================================
An LD assessment is a gathering of relevant information about an individual’s areas of strengths and challenges to determine whether or not he or she may have a learning disability. The components of the assessment process may vary depending on which individual, clinic, or agency is conducting the assessment, but most assessments include the following:
- Screening (informal interview, brief test, and/or review of growth development, family, education and environment histories)
- Evaluation (formal testing for achievement, intelligence, and processing)
Diagnosis (a statement specifying the results of the assessment, including the type of LD identified)
- Recommendations (for school, and/or daily living)

Screening vs Assestment
=====================
Ujian Saringan = Screening test
---------------------------------------------
The purpose of screening is to determine whether an individual needs assessment. The purpose of assessment is to gather the detailed information needed for an intervension program that meets the individual needs . ... Screening is a process for evaluating the possible presence of a particular problem
Diantara screening tool yang biasa digunakan ialah -
Dyslexia Screening Test Junior - (DST-J))

Assestment = Penilaian.
-----------------------------------
Ujian penilaian assestment dilakukan oleh certified professional.

Cognitive Performance
- Weschler Intelliigence Scales for Children- Fourth Edition ( WISC-IV)
- Raven's Progressive matrice & Vocabulary Scale
Adaptive behaviour
- Conners Early Childhood ( Conners EC)
- Conners 3rd Edition
- Adaptive Behaviour Assestment Systems - 2nd Edition (ABAS-II)
- Childhood Autism rating Scale - 2nd Edition (CARS-2)
- ASEBA School-Age Form & Profiles : Child Behaviour Checklist (CBCL)
- ASEBA School-Age Form & Profiles ; Teachers' rating Form (TRF)
- Autism Diagnostic ObservationSchedule, 2nd Edition (ADOS-2)

IQ test is not an indicator for dyslexia

Ramai parent yang nak buat IQ test untuk anak mereka , tanpa memahami apa itu IQ test, apa keperluannya. Dan setelah dibuat IQ test pun, mereka tak tahu dan tak faham report IQ test yang telah dibuat..... IQ test is not cheap jika dibuat di secara persendirian oleh pakar yang bertauliah

- Learning disabilities (LDs) result from neurologically based processing disorders unrelated to IQ that have an impact on an individual’s ability to process, store, or produce information. LDs can affect one’s ability to read, write, speak, spell, compute math, and reason

- IQ tests are supposed to help confirm suspicions that there might be a learning or cognitive disability
- IQ test is NOT a diagnosis on its OWN...it has to be used and interpreted alongside other cognitive tests

Children's reading disability is not related to their IQ alone but to identifiable patterns of abnormal brain function.

It is important for everyone to know that IQ test is not supposed to tell you how bright your child's future is (that will be determined by the life he/she has), instead IQ tests are supposed to help confirm suspicions that there might be a learning or cognitive disability!
So IQ tests should be used carefully and we must all be aware that intelligence is not fixed. It can go up with activity, and can go down with inactivity! :)
We must understand that the test has limitations and cannot be used to tell you everything about your child!
Tan JC

Ketahui hak anak anda sebagai Murid Bekeperluan Khas (MBK ) dan pemegang kad OKU di sekolah yang tiada Program Inklusif dan PPKI

Ketahui hak anak anda sebagai Murid Bekeperluan Khas (MBK ) dan pemegang kad OKU di sekolah yang tiada Program Inklusif dan PPKI
============================================
Pelajar MBK yang mempunyai kad OKU dan berada di Sekolah Biasa aliran perdana akan dikenali sebagai murid inklusif walau pun sekolah tersebut tiada Program Inklusif dan PPKI.
Semua sekolah yang menerima kemasukan pelajar inklusif hendaklah mengikuti garis panduan perlaksanaan Program Inklusif (2015) Garis panduan bole didownload di seksyen file fb Rakan Disleksia
Semua sekolah yang ada Program inklusif perlu ada
- Jawatankuasa Pendidikan inklusif
- Guru Pembimbing dan Guru Pemulihan Khas
- Bilik resos.

Parent dan Pihak Sekolah perlu bersama2 untuk mempastikan keberkesanan program ini.
Sebarang kekurangan, permohonan dan aduan perlula dibuat terus ke PPD, JPN dan MoE..
Please read & share
Tqvm

#mydyslexiawareness #disleksiadad #rakandisleksia

List of Developmental Paediatricians in Malaysia

Hanya ada beberapa Developmental Paedtracian Dr. di Malaysia. The waiting List for appoinment will take some time. I was very fortunate to be able to bring Qaisya to met a Developmental Paedtracian. I learn a lot about Qaisya from the Doctor.

Tqvm Doctor Cindy

List of Developmental Paediatricians in Msia.
===================================
1) Dr Sathyabama Ramachandran in Penang GH
http://kinderasia.com/listing/dr-sathyabama-ap-ramachandram/

2) Dr Rajini Sarvananthan at Desapark city Med Centre as
well as at BnB Bangsar Village
https://www.ramsaysimedarby.com/…/dr-rajini-ap-sarvananthan/

3) Dr Raja Juanita bt Raja Lope in Pantai Bangsar as well as at WQ Park
https://www.facebook.com/…/dear-allwe-are…/1610622965854389/

4) Dr Juriza Ismail in PPUKM Bdr Tun Razak
https://www.ppukm.ukm.my/…/Staff_Directory/dr-juriza-ismail/

5) Dr Ranjini S Sivanesom at HKL as well as Princecourt
https://www.princecourt.com/doctors/dr-ranjini-s-sivanesom/

6) Dr. Cindy Chan Su Huay in Sunway Medical Center

7) Dr Subashini Jayanath in PPUM
https://umsc.my/umsc_specialty/developmental-paediatrics/

8) Dr Ching Bih Hwa in HSI Johor

- Dr Lim Boon Chuan is completing his training in UK soon and will return to serve in Kuching Sarawak
- Dr Charlotte Jane is in her 2nd year and she will serve in Hosp Sg Buloh once she finishes
- Dr Junaida is in 1st year now and will serve in Kota Bahru when she finishes training.

Prosedur temujanji di Hospital Kuala Lumpur
======================================
UNIT PSIKITRI KANAK KANAK DAN REMAJA
Institute Pediatrik
Hospital Kuala Lumpur
50586 Kuala Lumpur
Tel : 03 2615 5555 Samb. 6908 ( Kanak-kanak )

Unit Pemulihan Cara Kerja
Institut Pediatrik
Hospital Kuala Lumpur
Tel : 03-2615 5652
Tel : 03-2590 6909

CDC – Child Development Center
Prosedur untuk buat appointment
1. Dapatkan reference letter dari pihak sekolah dan klinik kesihatan.
2. Dapatkan temujanji bersama Dr. Kanak-kanak ( Paedtracian ). Sila bawa hasil kerja anak, report PDM jika ada, atau surat dari guru sekolah.
3. Paedtracian akan membuat penilaian awal sebelum diberi appointment ke Klinik Psikitri, CDC – Child development Center dan Unit pemulihan Cara kerja.

How MoE failed student with dyslexia in Malaysia

How MoE failed student with dyslexia in Malaysia
================•======
- MoE dont even have perjawatan for ‘Guru Pendidikan Khas Disleksia’
- MoE dont even have a specific reading intervension program being used in PPKI disleksia. 
- MoE are not sure where student with dyslexia should be placed. Should it be in PPKI, PPKI dyslexia or Aliran Perdana. MoE tiada mekanisma penilaian untuk penempatan pelajar disleksia. 
- MoE tiada mekanisma penilaian khas untuk memantau progress pelajar disleksia. Hanya bergantung kepada keputusan peperiksaan sekolah aliran perdana.
Is there anyone in MoE who are incharge for dyslexia program in school?