Living with Dyslexia in Malaysia

New Subang Centre – 15 April 2009


The Association has been on the look out for a bigger premise at Subang Jaya for some time as there is a long waiting list of students wanting to enroll at the Subang Centre. Due to space constraints we could not take in more than 20 students.

In mid-April, the new Centre at USJ 4 was opened. This corner house (also known as the Yellow house)– as per the photo attached, is more spacious and can accommodate another 2 classes.

New Address: 2, Jln USJ 4/4B Subang UEP. Tel:  8023 0919


June 2, 2009 Posted by | Persatuan Dyslexia | 5 Comments

Persons with Disablities Act 2008 Forum at Bar Council

I attended this Forum  in Jan and voiced our concerns about the driving license issue for our dyslexics. Quite a number of our dyslexics who have made it into the workforce face the dilemma of not being able to drive as they are not able to pass the driving tests. These tests are not ‘user-friendly’ for our dyslexics

In this Forum, it was noted that in the PERSONS WITH DISABILITIES ACT 2008,     the omitted aspects are – i. prevention and early detection of disabilities and  ii. anti-discrimination.

It was pointed out that in the US, it is mandatory (not optional like here) that children be identified and receive the required special services as soon as possible. This Act also did not state sanctions or penalties against the discriminator. There should be clear procedures on pursuing remedies to be taken by a disabled person or his family  member to enforce his rights against discrimination in any form.

The omitted aspects in this ACT affects our dyslexic community. I suggest that the Association work hand in hand with the Bar Council to fight for the rights of our dyslexic children. They are being discriminated in many areas especially education.

The point raised by Coralie in the recent AGM that our Dyslexic children  fail and flounder in their SPM, therefore how can they be able to enter the colleges or universities? Is there a way like overseas whereby our special children are given exemptions. For our kids to have the minimum 3 credits and a pass in BM before they can be allowed to take any Cert or Diploma course in a College is  tough going. How many can make this mark?

There has been research done in UK and the US whereby it was found that one out of every 2 prisoners had a learning disability.  If we do not help our children they would most probably land in prison and be one of the famous bank robbers as they would have the intelligence to rob a bank.

If we are able to include the above 2 omitted aspects into the PERSONS WITH DISABLITIES ACT 2008,   then our children would not be discriminated and they would be able to enter colleges/universities of their choice and be able to pass their driving tests too.   Then, they can prove their worth and be given a chance to contribute positively to society.

But this is not going to be an easy task…..therefore we need lots of support to push this through. Not only from the Association but from each and every parent.

“When there’s a WILL, there is a WAY”

June 2, 2009 Posted by | Dyslexia | Leave a comment

Visit to University of Nottingham


The University had a low-keyed talk on the Disability Act 2008 for their staff and I was invited as I was keen to visit the University, having met up with Ms Shamini (Counsellor) and her assistant Cik Mazlina at the BAR Council’s FORUM in January 2009.

Ms Helen Chin, a lawyer was the Guest Speaker and she spoke about the Disability Act – please refer to my other article on this ACT.  Helen has worked tirelessly with the Bar Council to fight for the rights of the disabled.

Mr Paul Boardman, the Director of Administrative Support Services, gave a talk on “Introduction to Disability Provisions on Campus”.

Paul mentioned that in the United Kingdom they are forced by Law to take care of the Learning Disabled, unlike here in Malaysia. In the UK, they cannot turn away anyone with a disability unless it is justified. They also have the Data Protection ACT and the Disability Discrimination ACT to help the LDs.

Paul stated that this University was built with the disabled in mind. Their buildings are accessible buildings. Examples are induction loops in the Lecture Rooms to assist the hearing impaired, then there are the tactile floors  to assist the blind, ramps etc….

For the learning disabled, longer time for book loans (Library), Academy support (Pilot Project) and alternative examination arrangements.

There are DLOs- Disability Liasion Officers in each school to help the special needs students here in the University.

The next Speaker was Ms Shamini Nadarajan. She  mentioned that there are currently 24 students registered with them. Out of which 6 are having Learning Differences, 2 with Multiple differences, 4 (Vision), 1 (mobility), 11 (long term medical/mental health difficulties).

There are exams provisions like extra time given and alternate examination arrangements provided to assist the students. There is a pilot project now with 3 students and it is working out well.

Paul and Shamini reiterated the University’s motto “The Right Thing To Do”. Ie they want to contribute to the needs of the people with disabilities nationwide.

So parents, your kids have a University that they can go to IF,   a big IF, they pass the minimum ENTRANCE requirement. This requirement is set by our Ministry.

Our kids would need all the help they can get to meet this minimum requirement.

How to achieve this Minimum requirement?? Assist Helen via the BAR Council to fight for the rights of our children.

Report by Cho Suet Sen

June 2, 2009 Posted by | Dyslexia | 2 Comments

Diploma for Learning Disorders Mgt and Child Psychology

How this course helped me – Cho Suet Sen

My journey into the learning disabilities started in October 2001 when I discovered that my then 6 year old son has dyslexia. Of course, I have heard, read and seen (rarely) people with learning disabilities before 2001 but when one has a son with special needs one’s life changes.

I became very active in the Dyslexia Association (a Non-Governmental Organization), being voted in as one of the committee members in 2002. Our Association has grown from one Centre to 3 centres now, with me helping out in the Subang Centre which currently has 20 daily students (5 teachers). Saturday classes has 18 students and 3 teachers.

We pushed for the Pilot Dyslexia Programme to be started in June 2004 whereby my son is one of the 8 pioneers then. This Pilot National School now has 34 dyslexics and 4 Special Education teachers taking care of them. To date there are 70 schools nationwide with this Dyslexia Programme in Malaysia.

I took up this course specifically to help my children and along the way, I can also help other children.


Counseling made me realize that I am the only one who can control my own destiny. Nobody else. This applies to everyone – they know themselves best and they are the best people to solve their own problems. But how do we help them to solve their problems without bringing our own prejudices or advice into it?

Counseling skills are required to probe below the human ‘iceberg’. What is below the iceberg (90%)is hidden. The 10% seen only reflects the person’s behaviour but not their true feelings. To find out the 90% is not easy. One needs practice and patience and the will to help.

In counseling, I learnt that we should only ‘lend’ our ears and not give advice. Giving advice is easy, listening and not interjecting nor giving advice is hard. We must do away with our own prejudices eg if a homosexual person calls or someone who wants an abortion calls, we must not judge them but still give them the respect and lend them a listening ear and give them emotional support so that they can ventilate themselves and relieve their tension.

It also made me realize that there are so many problems faced by people all around us. Their problems are much worse than ours. Everyone will feel that their problems are the worst. It is not what the problems are but how you manage them. Counseling is very useful and can be used in our everyday lives – be it for your friends or relatives. I have been able to practice my counseling skills on my mother and son and also a close friend. Counseling is a lifelong skill, beneficial to all.


Besides counseling, the child psychology module allowed me to understand my children better.

The chapter on Social and emotional development in infants and toddlers was a ‘replay’ of what I went through with my daughter (she is now 14 years old and has ADD). The example given in the textbook –

of the first day of playgroup whereby 2 toddlers and their mothers did puzzles. Daniel (was in anger) and the mother(shouting) reminded me of myself and my daughter. My daughter’s “infant attachment behaviour” as per “The strange situation” defintitely did not fall into the “Secure” Pattern. It was more of the Anxious/Ambivalent and Anxious/Avoidant patterns.

If only I had taken this course ten years ago, I would not have gone through so much ‘heartaches, sweat and tears’ in handling my daughter. As the saying goes, “It is never too late”.

My 2 children are now teenagers, my son is now 13 years old and very stubborn and rebellious. But I am taking all this in good stride as I already know before hand about their stages of development, thanks to Piaget’s Stages of Cognitive Development. Between ages 12 and 20, their frontal lobe is still not stable and they wo1ld be doing ‘crazy’ things. I am able to calm myself when they are in their rebellious or ‘power struggle’ stage. I will not make a “big” thing out of it and just stay calm and let them cool off.

This module really enhances the saying that “Knowledge is Power” as I am able to use this knowledge in reducing my stress level. Otherwise I would still be like Daniel’s mother –unable to control the situation.


As I have 2 special children, topics in this module were like a revision for me. But I still learnt a lot from this module as one never stops learning, especially topics on autism.

In ADD/ADHD, the symptoms given were really a duplicate of what my daughter has.

Whilst I was studying this topic, I read out loud the symptoms specifically for my daughter to hear. Examples :-is often forgetful in daily activities, often fidgets with hands, feet or squirms in seat,

talks excessively, often has difficulty waiting for her turn etc….

She asked me why I am talking about her. I told her that I am reading out my notes and she came over and looked at my notes to confirm that I was telling the truth. As my daughter does not like to be labeled, I do not label her. My son is okay to being dyslexic as he has his ‘gang’ in his Dyslexia programme.

Here I learnt that my daughter is not doing what she does on purpose, that her frontal lobe is short of certain chemicals – serotonin. It was during this course that I took my daughter to a Child Psychiatrist to confirm her ADD. Even though I knew about her ADD ever since I read up on dyslexia in 2001 but I did not get her confirmed as my husband was not keen on labeling her and felt that she would ‘outgrow’ this ADD? Nobody outgrows such disabilities, one just learns how to manage them better.

With sharing in the class amongst the teachers and parents, I decided to confirm my daughter and help her as I have been spending too much time on my son and neglecting her because she can read so well. No problem whereas my son has been classified as an ‘atypical’ dyslexic. The psychiatrist confirmed that she has acute ADD and prescribed Ritalin which I dreaded.

In the end, I did not allow my daughter to take Ritalin. She is doing well basically because this course helped me to understand her better and opened my eyes that she cannot help what she is. She is still a child and the parent should be the one to change and improve the situation. She is still impulsive and forgetful but I have ‘mellowed’ with this course giving me the insight and patience to be a better and more caring parent.

When the lecturer for Dyspraxia described the symptoms and acted out some of the characteristics of Dyspraxia, it so ‘struck’ me as befitting my daughter who has got gait and posture Problems (hunches and moves with her body shaking all over). From my questions and the answers I received from the lecturer, I realised that my daughter’s dyspraxia is neurological and not of her own doing. One of the co-morbidities of ADD.

Several options were given to help such children. For me, I signed my daughter immediately for gymnastic lessons to improve her gait and posture. This gym school caters to special children and I am glad to note that after 3 months her posture has improved and she is much happier now. Children with ADD needs an outlet to release all their energy and gymnastics is one of them.


My son, having dyslexia has problems in this area. He went for Speech therapy and also phonics tuition. Having short term memory means they have to be taught regularly otherwise what is learnt is easily forgotten. This module taught me what all those symbols in my Dictionary stands for.

I am now able to confirm the sounds of words using the dictionary.

Having gone through this module, I realized the importance of this module for the learning disabled children. Communication is important, therefore special children (especially dyslexics) should be equipped in this area to help them through the maze of academia which they will be subjected to all their lives. Helping them understand the rules involved in language will reduce their confusion. Dyslexics have normal /above average intelligence so they would be able to master the rules if proper guidance is given.


I am one of those who has a penchant for helping others but was never trained in counseling. Overall, my outlook of my children has changed and I am now more equipped to help others who seek my help – either from my blog or via the other NGOs that I am involved with.

Word count 1,463

NOTE: due to the numerous comments asking where I took this course I am including this info. I took this course at Linguistic Council in KL. TeL: 03-2078 1616

February 4, 2009 Posted by | Dyslexia, learning disorders | 5 Comments

Dyslexia programme for secondary school

The Death Knell for the Dyslexia Programmefter Standard 6?

There was relief and great hope for the parents when the Pilot Dyslexia Programme was launched in June 2004 at S.K. TTDI (2). My son is one of the pioneer dyslexics in this programme.

The initial plan was for 16 dyslexic and 3 Special Ed teachers for this pilot school. Unfortunately due to the poor response from some of the schools earmarked for this Dyslexia Programme many parents had no choice but to send their dyslexic children to this school. This Pilot school is now overcrowded with 28 dyslexics and only 2 Specially trained teachers.

As with every project, once the ‘hoohah’ of the launch is over, the project will slowly die a natural death. There are so many dyslexics in different classes and different Standards that the existing 2 teachers cannot cope. So the dyslexics are left on their own. The ‘normal’ or regular class teachers usually leave the dyslexics alone and do not interfere or show much concern with this ‘group’ of students.

These special kids are ‘okay’ because they have their own ‘dyslexic gang’. There is camaraderie amongst them. They usually mix around with their own ‘kind’ and do not mix often with the non-dyslexics. Peer support is very important for these children as they know that they are not ALONE. There are many of them in this school.

The first batch of dyslexics (only 4 students) in this pilot project will be sitting for their UPSR exams in 2007. What has been done to assist this 4 children for their UPSR next year? The SIBKOM that was shown at PWTC this March looks very promising. Can it be ready for this 1st batch of dyslexics? SK TTDI (2) has 20 new computers in their computer lab. Therefore hardware is not a problem. Manpower should also be not a problem as there are only 4 students. As this school is the pilot school for the Dyslexia Programme, why not use this school to be the pilot for the SIBKOM too?.

Was informed that the Ministry feels that these kids have been given enough support in the Primary school and should be able to cope in the ‘normal’ Secondary School. Hence NO Dyslexia Programme for the Secondary school. Hence the DEATHTOLL for these pioneer dyslexics.

It is a well known fact amongst Learning Disability experts and research has shown that special Children with learning disabilities need support from Day 1 till they graduate from school. PERIOD. SO why start a programme at all when there will be no Follow through till the end up to the Secondary level?

As usual, there will always be new projects launched every now and then – the lastest being the KIA early readers programme – to detect children who unable to read in Std 1. The statistics in the newspapers shows that as many as 30% of the students in the primary schools are still not able to read after having gone through 6 years of primary education? I would not be surprised if these 30% consists of dyslexics too. Were the non-readers analysed to detect why they could not read?

All the parents in this Programme nationwide (30 schools nationwide has been earmarked for this Programme in 2004 and 100 schools in 2007) are at a loss now as to what to do with their special children after their UPSR exams? The 100 schools earmarked for the Dyslexia Programme in 2007 should consist of Secondary schools too!

Put the dyslexics back in the ‘normal’ secondary school is putting them back to square One. They will be doomed for Failure without peer support and Special trained teachers in Dyslexia to give them the moral support.

Please note that worldwide Statistics put the percentage of Dyslexics at 10%. This means out of every 10 kids there is one dyslexic. A very high ratio, much more than Downs Syndrome (1 in 600), Cerebral Palsy (2 per 1,000) and Epilepsy (5 per 1,000).

Dyslexics can contribute to society if given the opportunity. Look at the famous dyslexics -Albert Einstein, Leonardo daVinci, Lee Kwan Yew, Winston Churchill, John Lennon, Tom Cruise, Walt Disney, etc

On the other hand, if support is not given, these dyslexics can be menace to society –they are capable of being the greatest Bank Robber as they are intelligent but have learning difficulties. So if not given the educational support in their teenage years, they will revert to crime. Look at statistics carried out in the States and UK. One out of every 2 prisoner is a Dyslexic. Do we need this in Malaysia?

I sincerely hope the Ministry of Education would look into continuing this Dyslexia Programme into the Secondary schools. Not only for the sake of these kids but for the sake of our NATION. The crime rate is increasing and if an analysis was done on these criminals, I would not be surprised that a large number of these criminals have been rejected by society when they were in school because they could not read and cope up with the school syllabus and hence reverted to crime.

PREVENTION IS BETTER THAN CURE! Start the Dyslexia Programme fot the Secondary Schools NOW!

From a very worried mother,

Cho Suet Sen

February 4, 2009 Posted by | Dyslexia | 3 Comments

UPSR examination

UPSR Examinations- trials and tribulations by  Cho Suet Sen

A big sigh that the exams is over but hopefully next year the Ministry (Pend Khas) and the Exams Board will improve on what happened this year.

First day of the UPSR, I was very happy to meet up with Tuan Syed who was at the Pioneer Pilot School (SK TTDI 2) to check that things will go on smoothly. He confirmed that there will be One Reader for 2 students.  As for the marking of the Papers it will still be done by the normal teachers and not Special Ed teachers. This issue is still under discussion with the Exams Board.

After the 1st day exams (BM and Maths Papers), I asked my son whether the reader read to him.  He said, feeling embarrassed for the Reader. “Teacher said her English not good, so asked us to read ourselves”. So he answered “Ok –lah!”  What else do you expect our kids to say.

I immediately sms’d to Tuan Syed(Pend Khas) and Basiran (Exams Board) what happened.

2nd day – Maths paper only so I asked my son whether the Reader read to him and he said yes. So I left it at that.

3rd day – Science and English papers. Asked my son whether the Reader read for him and he said yes but she read in Bahasa. I said how to read the English Paper in Bahasa? He said “No, English paper he read himself, but teacher read the Science in Bahasa.”  Then I asked about the Maths paper and it was also read in Bahasa.

Looks like it would have been better if there was no Reader at all as the kids have to endure listening to the Reader reading in Bahasa (more stressed up) when they have been taught Science and Maths in English the past 6 years. So this would have confused the kids more. Furthermore, there will be lesser time for them to do their papers.

Informed Tuan Syed and Basiran that the Readers read in Bahasa.

Thankfully, my request for larger print was approved whereby the Test Papers were in A3 size. My son was so shocked to see such a ‘big’ Paper. Never seen them in his life before. He said yes it was easier to read.

The Dyslexia Programme was launched in June 2004, more than 4 years ago. Yet there are still issues that are not settled.

Hopefully, the Pend Khas and Exams Board will have ‘ironed-out’ all the teething problems by the time the first batch sits for their Form 3 exams in 2 years’ time ie. In 2010.

February 4, 2009 Posted by | Dyslexia | 1 Comment

Dyslexia Association – membership

Join the Dyslexia Association and receive the latest information on the current situation regarding dyslexia via our newsletters.  You can also attend the seminars and workshops organised by the Association  to keep you abreast on the National Dyslexia programme, remediation, therapies etc… available to help the children with dyselxia.

Membership forms can be collected from any of the 3 Dyslexia Association centres:

Ampang (Head Office) – JKR 3488, Jalan Ampang Hilir 4, 55000 Ampang, Kuala Lumpur. Tel: 4251 5618

Titiwangsa centre – No 6, Persiaran Kuantan, Setapak 53200 Kuala Lumpur. Tel: 4025 5109

Subang centre – 2, Jalan USJ 4/4B, 47610 UEP Subang. Tel:8023 0919.

Membership fees: RM50 per annum

Registration fee: RM30 once off

April 14, 2008 Posted by | Persatuan Dyslexia | | 8 Comments

Introduction of Effalex in liquid form by Biolife -24 Oct 2007

Biolife organized a small get-together for the media people (about 30 people) – from Parenting and health magazines held at EcoGreen Café from 3 -5pm on Wednesday 24 October 2007.Due to requests from parents for the liquid form (as the smaller children are not able to swallow the existing Effalex capsules), Biolife finally brought in this liquid form.

Biolife’s representative gave a brief talk about Effalex at 3.30pm.

After the talk, there were a couple of questions asked about Effalex – the price of the liquid form as compared to the capsules.

The sharing session started with me telling of my son’s experience on Effalex. I attended the Effalex Launch by Dr Jacqueline Stordy in 2002 at Armada Hotel. I even bought her book titled “The remarkable nutritional treatment for ADHD, Dyslexia and Dyspraxia”.

Having read her book and receiving testimonials from 2 friends whose children improved with Effalex, I decided to buy Effalex for my son. Of course, I asked my family GP about this Effalex and he told me that fish oils had no bad reviews and have been in the market for many years. Therefore, it is safe to take the recommended dosage of 4 capsules in the morning and 4 in the evenings for the first 3 months as per the instructions on the bottle.

After 2 months I noticed that my son did not rubbed his eyes anymore when he starts to do his schoolwork. He did not strain his eyes or feel tired as before. If he starts to rub his eyes often, it would have been that we forgot to take the Effalex for a few days.

Mdm Patricia Thava, who owned a kindergarten before but recently sold it off, continued with the sharing session by telling the audience that she noticed improvements in her students who took Effalex. She noted that by shaking hands with the kids, she instinctively knows who needs Effalex.

She recommends Effalex to many of her stuents.

After the sharing session, Mr Yap demonstrated the Jumping Jacks clay. This playdough is non-sticky, non toxic and is sweet smelling. We were all given some clay samples to play with.

Ms Yam, the Director of Biolife explained that they felt that playdough is very important in improving the children’s sensory skills hence they have teamed up with this ‘Jumping Jacks’ whereby their Effalex products come with the free playdough.

Ms Yam thanked Mdm Thava and myself for sharing our experience with everyone here and presented us with their sample Biolife products.

The session ended with a small hi-tea session of organic mee-hoon, curry -puffs and puddings.

Ms Hooi Bee, from Biolife said that they are offering up to 40% discount of their Effalex products if one purchases 6 bottles. One need not purchase all 6 at one go. For further information, you can call Ms Hooi Bee at 012-6368384.

Report by Cho Suet Sen

Note: Ms Hooi Bee emailed me on 30 June 2008 to say that last year’s offer as above has ended. Present offer valid till 18 July 2008 is RM 60 per bottle for Effalex liquid (150ml) and RM140 for capsules (300 caps).

For inqueries after 18 July, kindly contact Biolife’s office directly as Ms Hooi Bee will be leaving Biolife.

March 17, 2008 Posted by | Persatuan Dyslexia | 1 Comment

Asian Brain Based Learning Conference 19 – 20 May 2006

(Conference on Learning Difficulties)  by Cho Suet SenTwo of our Committee members,  Coralie Leong and Dr Khoo Teik Beng were invited speakers for this Conference.  Coralie spoke on Dyslexia – the Hidden Disability:identification and Educational Issues. Dr Khoo spoke on “Screening for disabilities among pre-school children.

This conference was attended by more than 200 participants including yours truly- who was given a complimentary pass (Courtesy of Coralie). Otherwise the conference would have cost me RM240.

This Conference was organized by Wizkids Resources Sdn Bhd and Scientific Learning Corporation, USA.  Whizkids has its KidzGrow Centre for children with Learning Disabilities whereas Scientific Learning launched their Fast forWord Product in 1997 to help learning Disabled children.

The conference started off with the Organisers expounding their product. The keynote address was given by Dr Steven Miller from Scientific Learning entitled: Re-mapping the Brain: The Stanford University Study on children with Dyslexia.

This was followed by other Speakers who spoke on the following topics on the 1st day:-:

Sensory -Motor Develeopment  & Learning in Children- Cheryl Chia

Attention Deficit/Hyperactivity Disorder (ADHD)- Dr. Gaia Scerif

Atypical functioning of the ‘Social brian” in individuals with Autism Spectrum Disorders- Dr Atsushi Senju

Genes, brains and development: New frontiers in the study of developmental disorders- Dr Mayada Eisabbagh

The 2nd day continued with Dr Miller’s keynote address entitled: Using neuroscience and Advanced Technologies to Accelerate Academic Success.

This was followed by other speakers on the following topics:-

Children learn by Doing – Ruth Liew

Intelligence is not enough for learning – Dr Atsushi Senju

The importance of learning skills – Cheryl Chia

Brain Based feeding – Usha Viswanathan

Living with ADHD – Dr Nicole Pitchford

The 2 day’s conference was an eye opener and information gathering as the latest brain development and research worldwide was presented by the respective experts.  Some topics were too ‘technical’ for a layperson like me to understand.  Luckily we have Dr Khoo around to explain all these technicalities.

On the whole, I found this conference very interesting and being a parent with a son who is dyslexic, I am always on the look-out for new technologies/therapies that can help my son.  Nothing ventured, nothing gained is my motto.  So I will be investigating this product to see whether it can help my son.

March 17, 2008 Posted by | Persatuan Dyslexia | Leave a comment

Workshop at SEGi College – 1 Sept 2007

Journey into the World of Dyslexia Children – 1 September 2007 ( 9am -1pm)

Workhop organised by SEGi College Subang Jaya

A half day workshop was held whereby there were 29 participants. Two thirds of the participants are students enrolled in SEGi’s Early Childhood courses. SEGi runs 6 Montessori schools throughout the nation. The students will do their practicum in these schools.

Response was not very good due to the fact that it was the Merdeka Weekend. Nevertheless, there were 2 parents who came all the way from Ipoh just for the talk. There were also 3 Kebangsaan teachers who came from Seremban.

The Head of the Education Department, Mdm Rosaline Ng gave the Opening Speech.

My first talk was on “What is Dyslexia?” Many questions were asked during my talk.

Only 15 minutes tea break instead of the planned 30 minutes was given due to time constraint.

After the tea break, I continued with my second talk which was about “My child and Me”. Numerous questions were also raised in the midst of this talk.

After my 2nd talk, the participants were divided into 4 groups to discuss ways to spread awareness and how to reach out to help more dyslexics.

Due to time constraint, only 2 groups presented their views. The other 2 groups had more or less the same points hence it was not necessary for them to present. Points raised were on identifying dyslexics, who can identify them? What is the government doing about this? Any help given to reduce the burden of the parents? Exam marking should be more lenient, etc….etc…

I was then requested to wrap up the workshop and also to answer the 7 questions written on the board during the tea-break by the participants.

The participants were given our Dyslexia postcards and leaflets and a couple of students were keen to work with the dyslexics.

SEGi College presented me with a bouquet of roses for giving the talk. They presented a big Art work done by the children of the participants to the Dyslexia Association. These children were in another hall doing this creation whilst the Dyslexia workshop was being conducted. This Artwork will be delivered to our Ampang Head Office.

Report by Cho Suet Sen.  H/P 012-2673332

January 22, 2008 Posted by | Persatuan Dyslexia | Leave a comment