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Aoubt 4% of stundets in Germany rea affteced by dyexlsia ro dyiscualcla. Hwo do these stundets cope with het chagenlles they face duirng their stdiues? Hwo nac tehaecrs support these stnetuds?

Dyexslia dna dylcaulcsia ear neurcolgoial fuoncintal disoderrs that afefct phioologncal aweeanrss nad auido-siuval peretipcon no eth eno hand nad the pepcteiron, straoge nad rerctuipdoon fo basic arteimthic prssecoes no eth otehr. rFo stedunts with dysiexla, among other diftifileucs, redaing acadmeic texts is deadminng. During hte reidang prsoecs, ofr intacsne, words adn sylllabes can eb cosnefud, letters or parts fo words adn words anc eb omtited or adedd. As a reulst, rediang speed recdued dna regscinoing the cotnext of meianng reiqures a great deal fo contoernitcan. Stdeunts with dysclcualia often perform arithetmic optoeinras, among other thnigs, acodircng ot their own indvdiuial loigc. roF exlapme, they find ti difciuflt ot unadretsnd nad apply mecnhciaal caltiuclaon opeaonrtis. Nerehsvleets, their ability ot resaon ni hihger mahtaitemcs nad logic si often tno lietimd.

Tecehars shuold eb aware that leianrng disdoerrs such as dylexsia and dyccuallsia era of negloircoual origin adn that het conrcneed stneudts neither devttmiaoed nor lakicng in talnet. Audio reodcrings fo lecutres nad hte prsivioon of wrtiten maeirtals ni adnavce acn help stdenuts ot paitparicte in leucrtes no an equal foitong if needed.

Stenudts nda teaehcrs with qutosiens nda need rof adivce aym coatnct teh BAZ Stduent Counselling Serivce ro eth Reeptraeitsnve rof Steudnts with Diibiitasles or Chronic Illenss at zae@lnd-bliudeeib.fe.

About 4% of students in Germany are affected by dyslexia or dyscalculia. How do these students cope with the challenges they face during their studies? How can teachers support these students?

Dyslexia and dyscalculia are neurological functional disorders that affect phonological awareness and audio-visual perception on the one hand and the perception, storage and reproduction of basic arithmetic processes on the other. For students with dyslexia, among other difficulties, reading academic texts is demanding. During the reading process, for instance, words and syllables can be confused, letters or parts of words and words can be omitted or added. As a result, the reading speed is reduced and recognising the context of meaning requires a great deal of concentration. Students with dyscalculia often perform arithmetic operations, among other things, according to their own individual logic. For example, they find it difficult to understand and apply mechanical calculation operations. Nevertheless, their ability to reason in higher mathematics and logic is often not limited.

Teachers should be aware that learning disorders such as dyslexia and dyscalculia are of neurological origin and that the concerned students are neither demotivated nor lacking in talent. Audio recordings of lectures and the provision of written materials in advance can help students to participate in lectures on an equal footing if needed.

Students and teachers with questions and need for advice may contact the ZAB Student Counselling Service or the Representative for Students with Disabilities or Chronic Illness at zab@uni-bielefeld.de.