THE END
THE REAL EARTH
What do you think, Manolo?
It's important that they have done this.
Because not all teachers know what the church is like.
Many people feel discriminated because of the people who don't know what it is.
And so, at least, it's easier that thanks to those who are studying more seriously,
this comes to an end.
All the reasons should be given to Manolo.
It took him five years to do that.
It must have been faster.
I think the yellow one doesn't work.
The yellow one doesn't work.
And we put the other one.
The black one, yes.
The black one is going to work.
And he's trying to solve the problem.
What do you think, Manolo?
At the end, we will have a total of 350 people,
including guests, organizers and writers.
And we have to organize ourselves so that we don't have to worry about the death.
And we can influence the firm and others.
What do you think we should do?
Put on your table.
Put on your table.
I am a student of biology and I am a volunteer at this congress.
I am the ambassador of the lexicon.
I am a volunteer at this congress.
I am a student of the majesty and I am a volunteer at this congress.
I finished my studies last year and I am a volunteer at this congress.
We are all lesbians.
I am taking advantage of the fact that I studied communication at 7-0 in Murcia.
And despite all this, I am a lesbian.
It's a shame not to say what I am,
because I am how I am with my advantage, my attitude and my defect.
And if it weren't for the lesbians, it wouldn't be me.
The important thing is that we all put our degree in the arena,
both as teachers, as students, as affected people.
The church is another way of learning.
People have to know that dyslexia can trick the studies of a child
by preventing him from reading, writing and understanding correctly.
Because the child or the dyslexic child has a average intelligence,
above or below.
My experience here has a triple perspective.
First as a mother of a child with dyslexia.
Second as a teacher.
And third as an organizer of this first course of dyslexia in Almería.
As a mother, what can I say?
The difficulties with which you find yourself when your child
creates problems in school, they tell you that you don't work,
that you hide your homework, that you get off the table.
And then you have the experience as a mother at home,
that you explain it and you understand it all.
But then you start doing the homework and as if you had not heard it.
All that makes me suspect that there is something else.
I discovered through a program, word by word,
I felt very identified with the testimonies
and with the children who came out of the program.
And that night I discovered that my child had dyslexia.
The feeling was a little bit sweet,
sweet because I had just discovered
where my child's problem origin was
and a little bit agriam,
because being a teacher it hurt me not having trained better
and I have realized before.
Right now I can give thanks to the people I met
who were very busy, they stole my clothes in the center
and Antonio went ahead, he is already in third grade
and he continues to advance.
He is a very fighting child, like all the children.
He is a child who barely has time to go with his friends
to go out to the park.
But he is persistent, I always tell him,
and he also has it as the logo in his room,
the persistence, the key to success,
because that is what he is doing,
overcoming day by day and advancing with his friends.
As a mother, I think we are putting the two of us
here in Lasador and we are getting ahead of him,
we try to support him emotionally
and as a teacher, I breathe,
thanks to those who organize courses
like the one we are doing here in Almería
and each time we get to know more about the need
for a more extensive training in this subject.
To give an adequate answer to the student
that we have in hand and not always the blame is on him,
he has the family,
no, many times knowing how to detect time,
what is his problem.
As an organizer of the event, I am happy
because there has been a great welcome,
that says a lot about the family,
about the future teachers who are worried
about already being trained to be able to detect time,
a child with dyslexia,
to be able to make an evaluation
and put as many measures as possible
and that if a child has success in school and in life.
And as a teacher, well, I have no words
to see the welcome of all my classmates
after an intense week of work,
that is on a Friday in the afternoon,
a whole Saturday,
here worried about improving their profession
and getting better and better every day.
Although dyslexia is manifested with clarity
in the school stage,
some signs can announce this disorder
from the pre-school stage,
when the child, for example,
it is very difficult for him to learn the songs,
but in the primary stage,
the problem is manifested in all its extension,
especially when learning to read.
A problem that is often confused
with orthographic errors,
a situation that lives about 10% of children in Spain.
It is dyslexia, a cognitive problem.
Many of these children come to read
or write backwards,
it is what is called reading or mirror writing.
The professionals who have gathered
in this first course of dyslexia
in the American world, where professional,
pedagogues, teachers and parents
have served as a call of attention
to the educational community
to pay attention to the situations
that many children of the school community have,
when it is observed lack of motor coordination,
for example, when washing the shoes
or memorizing the things.
If it is allowed to pass,
the risk of getting to a worse situation,
such as dyslexia,
which increases children as they grow,
their correction is much more difficult.
They are very intelligent children,
with good adaptations and a more multi-sensorial methodology,
they can learn and go through the stage
to get to the university without any difficulty.
What is important is to detect it in time.
All families that can suspect
that their children have a difficulty of learning
that they can get to associations.
They get in touch with the associations
and that from the associations we work
for the normality of this difficulty of learning
and so that in the centers they can learn
according to their characteristics.
In my years of experience as a teacher
and in my life experience,
I have been able to verify
that a child learns when he is happy
and that a child is happy when he learns.
One of my daily work in the classroom
is to make it easier for the child
and the child to be happy.
We think about a child with dyslexia
with all the difficulties that he has
to be able to develop his work
with everything that he is trying to do,
with the image that he perceives
that he has the others of himself
and with the image that he has
and it is not because someone has said it,
it is because he himself compares.
We think if that child can be happy.
We work with children with dyslexia
and children with not dyslexia,
especially in the center where I am,
to create a environment
in which they can feel safe,
in which they can feel understood
and they can know that there is someone there
who will listen to them and who will understand them
and who together we will walk for a year or two
to be able to learn and to be happy.
I am a teacher since I was 17 years old.
My last destination is the Puche College
in Almería, in a center of difficult performance
and there I am developing my work as a teacher.
With dyslexia, more than a disability,
more than a disorder,
I think it is an opportunity for many people
because they have a totally different vision
of the world.
They have a multi-angular perception,
they are able to perceive the world,
they have a much more intense sensitivity
to some things.
They have some very interesting elements
and that society is currently preparing
precisely to recover
the immense capacity that people with dyslexia have.
They are not different, they are different.
Yes, they are different,
but the difference does not mean that they are worse.
It does not mean that they are a disability.
We can say what I believe, but of course they are.
Yes, we treat them, we want them to be molded
to what society is like.
They are distinguished by having an intuitive capacity,
they are creative, they have a sensitivity
that many others cannot afford.
They are alternatives,
they can do things in one way or another,
in other words, they are innovative,
and what society needs right now
with the great technological boom
that there are people who are able to innovate.
The great problem is that the educational system
and the educational system, not the teacher,
we are all, we are all and all,
the teacher, the family, the students.
When there is a system that what you do,
you all have to go through the same path,
logically, they and they are the first affected.
Well, the family has to believe in them,
the teacher has to believe in them,
because if they themselves believe
in what other way of learning is possible,
then emotionally they will be strong
and they can do it perfectly with everything.
In other words, Steve Jobs has dyslexia,
he is one of the great innovators of this century,
we talk about Dickens,
who is a writer, who also appointed Leonardo da Vinci,
he was an innovator.
What we are going to try is to mix neuroscience
with table tennis.
Is that an innovator?
Many of us are dyslexic, we have dyslexia,
so we have an innovator.
All the contributions of neuroscience,
great experts here in Spain,
we have Apportellano,
who is one of those who is supporting all these initiatives,
and who has surprised us
the mix of how to stimulate through the game.
All that the scientists propose,
how to improve stimulation,
the rhythm, the neural networks,
how to improve through the game,
which is a principle in which a child does not feel frustrated,
a child, nothing happens that is wrong,
on the contrary, the wrong is learning,
and learning, only there is learning,
exclusively, if it is motivating,
if it interests you, if it does not interest you,
what you are hearing.
Once detected the problem of dyslexia,
it is necessary to seek the help of specialized associations
or psychologists,
and a proper methodology
will help to distinguish, separate,
understand and articulate the elements of the written language
without abandoning its school process.
The goal is to stimulate the two hemispheres of the brain
so that there is a better coordination
and correct the deficit of attention of the children
and have a correct mental development.
The professionals, parents, educators and psychopaths
gathered in this first course on dyslexia,
believe that the educational community and parents
apply the necessary means
and are formed in the detection and application
with the appropriate knowledge to correct situations
that, if they let go,
they will have the understanding of an intellectually normal child.
Now I see
You direct us a sentence, we will answer it.
Come on, let's continue.
I thought yesterday
José Luis Luque's meeting
which was talking about education,
this platform
that had these two types of,
What was the name?
Yes, I gave you two ideas.
They were batteries.
We can't learn.
That was the main idea.
We must have the structure of the subject that interests you.
And to get into everything.
But in the scientific books, above all.
And then you don't have to be taken many times by intuition,
which is what we usually do.
Exactly.
It was more about the science, the studies, the research.
Yes, yes.
What are the main ideas of the educated group?
It has been very interesting for me, the anxiety,
which is the subject of the subject of literature, right?
Yes, yes, yes.
I am very interested in those points of anxiety,
in which they played the emotions, the information processes,
the memory.
I like the activity a lot.
The one you write with your hand, right?
Yes, we do.
You put the children's feet.
And the anxiety that the mother creates.
And we also have to know that when mothers arrive,
as teachers, as future teachers,
that we believe that all parents are hysterical and so on.
And it is true that they have a problem that is real and that they have to take care of it.
Do you get close to our children when they tell us that they are true?
For them they are true.
Yes, yes.
In addition, I loved the phrase with which it started yesterday
and that today it is remembered by Maraceli.
That is, we have to believe in them when they tell us that they have a stomachache,
when they tell us that they cannot read in a loud voice,
that they get nervous,
we have to believe in them and not think that they are excuses,
that there is a problem behind it.
Well, of course, first we have to read a lot,
then we have to listen a lot,
so we have to continue here debating about our children.
I have been trying for a long time to become a collaborative model
in what is the intervention of the teacher
with the student who has difficulties.
First I started with the specific background of the language
and now we are with the topic of the church.
This guide is fundamentally a collaborative proposal
of the entire locative community.
It is with a kind of joint framework,
or they intend to create a kind of joint framework
for the orientation and the assessment
of the tutors and tutors,
of the orientation team of the center,
of the bodies that are in the center,
as well as the technical team, etc.
What can be detected at this early age
is to intervene or act as soon as possible.
And to intervene does not only mean to intervene
when the student or the student has been evaluated,
but it can be intervened in early form
and not wait, not for long,
so that the orientator, the orientator
or the diagnostician, because the neuronal system
is more practical at this early age
and the waiting times do not help at all.
We try, especially in these guides,
that the emotional part is disorganized.
The main aspects of philosophy are very important
because if not this guide is relegated
to what are real measures and recipes.
That is why I want this guide to be represented
very specifically, which is the motivation
of the student, the self-esteem, the feeling of competition
and, with respect to the teacher, the empathy,
the being able to capture the feelings and emotions
of our students, the potential, the multiple intelligence
and the many styles of skills,
because we all serve for something.
So this is what I intend,
that they have the feeling that they can
and the feeling of competition.
It is very important and this guide is collected
to create a materialistic mind,
the one who feels strengthened and strengthened,
the one who believes in his own self-esteem,
the one who learns to evaluate his own performance,
the one who recognizes his own effort in the day-to-day,
because to them and to them it costs a lot.
And above all, to work in the classroom
in various styles of strategy and capabilities,
so that each student can have their moment of success
with respect to what they know how to do
in the cooperative learning and not competitive learning.
In our friends they tell what it is about,
it is about the potential, the competition,
in their own possibilities,
that they are motivated and that they have
the expectation of success.
When expectations are abandoned,
everything is lost.
That is why we see all the educational community
to implement this feeling of competition
and expectation in their own possibilities.
For me it is a great honor to come
because of the fact that the number of people
who have come to the three
of them who have been given the award
with more than 300 people
who have wanted to attend this first course.
There are many meetings with which
we have been doing and we have been working
at least during my presidency
in the Association of Churches and Families,
in which more than five times
we have gathered to try to achieve
that those congresses we are analyzing
in many places in Spain
will also be able to exist here in Armenia.
And I am sure that many of you who have been left behind,
I am sure that we will reach an agreement
in which this course can be repeated
for those people who have been left out,
and even increase the level
for the next edition.
We, what we want to do
is to normalize the transfer
and make it possible for all people
who work in both education and family
and who can have a person
enter the lessons,
students, families, from other areas, such as pediatrics, psychologists,
and all of them, in order to have a goal,
to talk about disillusionment,
to find conclusions,
to seek to form, inform,
and those conclusions are as important
as how we have to act with our children and our children.
That, for me, is perhaps the most important thing,
which is being taken to many levels,
this training and this information.
Another thing that is very important
is to see how we are having confidence
in all the educational areas,
especially in the educational areas,
of how important the precocious diagnosis is.
It is important because,
I have already repeated it several times,
we can have children and girls
who evolve, who have a happy, normal school period
and with success,
and, well,
they do not get to school failure
as is happening in our educational system.
A large part of our children and our girls,
a very high percentage, are failing at school,
and they can be talents that are being wasted.
Therefore, it is important,
and I repeat, it is very important,
that precocious diagnosis and an appropriate action
in our classroom.
The training of our teachers
and our future teachers,
our future professionals,
we have to take it to the next level.
And for me, it is a great pride to see
that here we are almost 400 people,
350 or 400 people,
with this anxiety and with this desire
to learn and do the right things.
As is the current educational system,
I want to make myself and make a reflection
that is not only mine, but of other associations,
and it is the need to consider
that dyslexia is a disability
because it is not being treated
with the means and the appropriate forms.
At the moment that our capacities are taken into account,
as happens in other places in Europe,
it will stop being a disability,
but right now, if we only focus on reading and writing,
we have a great disadvantage,
a great problem and a great inconvenience.
Therefore, we need that help,
we need to consider a disability
to have the same rights and the same equality
that any other person with any other disorder,
difficulty, problem, or we call it whatever it is.
Thank you.
Thank you.
Thank you.
Thank you.
Thank you.
