STUDY OF

DYSLEXIA IN THE
PHILIPPINES
 Schools for special children - there shall be
established one school for children with special
needs in every municipality throughout the country.
Each of these schools shall be divided into divisions
which are required in order to adopt to the different
needs of the children, e.g. one section for the
physically disabled, one section for the mentally
challenged, and another section for those with
learning disabilities. These schools shall be
administered by teachers who are accredited by the
DepEd for this purpose.
 In Asia, dyslexia is not widespread but the number
of victims is huge (Gorman, 2003). In (Pellano,
2007).In the Philippines, this disability remains to be
a mystery to many. It is sad to know that I have not
come across statistics that would show the
prevalence of this disorder among college or
university students. Sauro (2009), citing the 2000
Philippine Government Census revealed that learning
disabilities in the country were not yet appropriately
categorized. In Philippines, knowledge and
understanding of dyslexia is limited.
 This is evident in the limited number of researches
and articles that discuss this disability. In a research
conducted by Sauro (2009) regarding the awareness
of teachers on dyslexia, he found that 95 percent of
the respondents had not attended any seminars
about learning disabilities (LD). On the same topic,
Glodo (2004) discovered that teachers in the first
congressional district of Davao City were not familiar
with the characteristics, causes, and information or
knowledge about dyslexia. The prevalence of dyslexia
among learners had caused many educators to
struggle at the same time wonder about dyslexia for
they lack the knowledge and understanding of this
specific disability. While there are already an
enormous number of researches done abroad, studies
that looked into the linguistic experiences of dyslexic
learners are still inadequate. Local studies that were
conducted regarding dyslexia only focused on the
level of awareness among teachers. Teachers have an
enormous impact on the life of a dyslexic.
Understanding how to support the dyslexic student is
the key to making that impact a positive one.
As much as dyslexics have a learning and
language disability, they also have gifts. As we
learn more and more about how the mind
receives and digests information, we also learn
that everyone's mind does not work in exactly the
same way. While dyslexics may find it hard to
express themselves in words sometimes, they may
have a talent for thinking in terms of three-
dimensional pictures. They may have a gift for
music or art. They could be phenomenal
gymnasts or great scientists and inventors.
PRIMARY DYSLEXIA- is a genetic form. It is the most
common form of Dyslexia. Dyslexics in this group
typically experience problems with letter and number
identification, spelling, reading, arithmetic,
measurement, time, instructions and other skill sets
that are normally performed by the left hemisphere.

SECONDARY DYSLEXIA- Developmental Dyslexia or

Secondary Dyslexia is caused by problems with brain
development in a fetus that causes impaired
neurological abilities in word recognition and
spelling. The difficulties and severity of this condition
generally improves with age.
TRAUMA DYSLEXIA- is caused by a serious illness or
brain injury. Dyslexic symptoms can develop due to
damage to the hearing from continuous flu, cold or
ear infections in young children, the child cannot
hear sounds in words or "phonemes" so they have a
difficult time with sounding words out, spelling and
learning to read.