SYNDROME OF HYPERLEXIA
PROBLEMS AND STRATEGIES FOR INCLUSION
OF A BOY IN THE PRIMARY GRADES

DEBBIE PELIAND, PARENT
SALLY BLIGH, CCC-SLP

11TH ANNUAL CONFERENCE ON THE LANGUAGE DISORDERED CHILD
OCTOBER 30, 1995

Center for Speech and Language Disorders
Elmhurst, IL

This is a list of frequently heard questions and concerns as a boy with the characteristics of the Syndrome of Hyperlexia was successfully included in a regular education primary classroom.

1. How do I learn about this child? They say he has a different way of learning.
   
   Expand your knowledge base. Read Information from learning disability publications, information about hyperlexia , high functioning autism and Asperger's Syndrome . The book Reading Too Soon was most useful. The children are visual learners and learn quickly rotely, not with long verbal explanations.
   
   
2. How can I tell whether his refusal to try is based on "he won't do it" or "be can't do it?"
   
   Usually it is based on his perception that he thinks he can't do it perfectly enough to suit himself. so the issue then becomes one of recognizing the difficulty he thinks he is having and helping him learn that:
   • He can ask for help.
   • He can to it a different way.
   • It does not have to be perfect. (That is a hard lesson.)
   • You will provide ways to make the task simpler,
   • Give him more control over the situation.
   • Remember that formulating creative communication is always difficult for these children.
   
   Our boy would NOT write in his journal during first grade. He could verbally describe events in the day and he would print. but he felt he could not do both at the same time. So he was taught to ask for help, given one to one support (resource help) during writing activities. For a while, the resource teacher was his "secretary" and she wrote down what he wanted to include and helped him edit it. Then he typed them, and then he learned to write them. He preferred cursive to printing. Within a number of months his creative writing went from refusal to ,to memorized Thomas the Tank video stories. to Ms own origin Thomas stones. to more real life stories. especially about his new pet dog. His dictated stories were sometimes two pages' long. Handwritten material is still difficult and slow for him.
   
   
3. He is not organized. He forgets assignments, chores, self help activities, etc.
   
   During the first few years it was important to provide the structure for him. Lists of things to do helped. Lists of activities in the day's schedule helped. Even lists of self care activities in the morning when he was getting ready for school helped him to riot forget. Frequent reminders to 'look at the list" were needed.
   
   After the first year or two. the issue became making him more independent. Therefore. it is important to have him learn how to stay organized (lists) rather than constantly reminding him about all the details.
   
   He will always need clear expectations. when he knows the rules of the situation it is much easier for him to comply.
   
   
4. He seems so sensitive to some loud noises-the fire alarm, the lunch-room or gym-but never to his own shouts.
   
   Many of these children are very sensitive to loud machine or crowd noises. They may be almost painful. Sometimes the children then develop a fear in the anticipation of these noises. The best way these situations will result in increased anxiety for him and to structure ways to help him tolerate these situations.
   
   
5. In the early childhood program and tinder-ten program he can do many things that the other children can't do, why won't he participate in group time and why is listening to a story so difficult?
   
   Listening activities are always difficult. Listening to single words is the easiest, such as "Touch the bird" Listening to short phrases and sentences is next, such as simple directions. Listening to paragraphs remains difficult for a long time. and listening to lectures may always be one of the weakest areas. Remember. auditory processing is a weak area. Therefore. support the listening activities with visual help. including textures or haying him follow the words of a story or, at an advanced level, teaching him to take careful notes So that he can take them home and "read" them. Remember. it is much easier for them to understand what they read rather than comprehend verbal explanations.
   
   
6. He has difficulty with transitions.
   
   Again, the solution is to use his strengths to support the weaker areas. When transitions are difficult, show him what is expected (a picture or word schedule), or use verbal warning of changes or help prepare him with a clear explanation of what is going to happen.
   
   
7. His obsessive-compulsive interest in certain topics makes it difficult to get him to focus on the learning activity selected by the teacher.
   
   The children's unusual interest in reading, spelling, maps, geography, Star Trek, history and calendars can and should be used when appropriate. When these are the teacher's topics the hyperlexic child can shine and lead and gain in self confidence. However, when these are not appropriate and the curriculum is on an area of low interest for the child. again the expectations must be made clear to the child, and if he balks at compliance, then figure out why he thinks he will not succeed to his level of perfectionist standard, Lists, rewards, time limits on difficult activities (we will do this for 10 minutes) are useful. 'The idea is not to squelch his interests but broaden them.
   
   
8. He gets teased on the playground and has difficulty knowing how to protect himself from the cruel remarks of the other children.
   
   Deliberate planning within the inclusion classroom to raise the consciousness of the regular education students about the special child's strengths and weaknesses is important. A system of support and friendship will need to be deliberately encouraged.
   
   
9. His anxiety goes up so fast in some situations. What can we do to prevent this?
   
   The anxiety does escalate quickly. It is important to look atthose situations and see why this is happening. Often it is because he feels that he cannot express himself, that he cannot meet the demands placed on him, that it is too noisy or that he is not allowed to do what he wants to do, Try to lessen these occasions. When his anxiety is up, do not continue the dialogue or push for compliance, back off and help him settle down.
   
   
10. What can we do to improve his self confidence?
    
    His great spelling abilities, reading abilities and interest in geography. and even Star Trek can be used to create opportunities for the child to lead the group and show his strengths. Successful social interactions with other children is another important source of confidence building. Small social groups are the easiest to coach. Sometimes you can use social work groups or speech therapy groups for opportunities to teach social language skills.
    
    
11. I can't make him cooperate. His behavior is unacceptable. The children have to do things my way. HE WON'T LISTEN.
    
    Either accept the challenge that this child will teach you as much as you will teach him or switch him to a different teacher.
    
    AND REMEMBER - KEEP YOUR SENSE OF HUMOR!!!