As a disorder, dyslexia is mostly ignored around the world

According to the World Health Organization, 10% of the world's population suffers from dyslexia, which equates to around 700 million people. Dyslexia is one of the most frequent neurobiological learning impairments that is inherited, affecting different areas of functioning such as reading and writing performance, a circumstance that impacts academic performance in school-aged children and adolescents, as well as work performance in adults.

However, because dyslexia is an underdiagnosed disorder with unknown causes, it is difficult to estimate the number of dyslexics on the globe. It is an uncommon (common) condition. Practically, there are fluctuations between 5% and 10% throughout the world, but in truth, it would be lower than the latter figure, as there are people who talk about 8%.

The majority of persons affected have normal or above-average IQ. This neurodevelopmental disease has several implications, challenges, and limits, including school dropout, depressive episodes, tension and anxiety, and low self-esteem. However, identifying it is difficult because the right authorities are not consulted.

Dyslexia has a direct impact on the learning process, the registration of coding of written symbols expressed in various ways; it may have a significant component where the words do not make sense or fluency, thus varying levels of severity are recorded.

Because the functioning of our brain is a health issue, this ephemeris attempts to picture a scenario that we have not solved as a general health problem. As a result, it is critical to pay attention to it, as well as other learning impairments, and to see the importance of comprehensive work.

The Dyslexia and Family Association, in collaboration with the Spanish Dyslexia Federation, launched the "United for Dyslexia" campaign in 2008, to draw attention to specific learning issues.

The International Dyslexia Association advocated in 2002 that it be defined as a distinct learning disorder of neurological origin. It is distinguished by issues in word identification that affect reading accuracy and/or fluency, by changing decoding skills, and by the likelihood of presenting weak spelling.

There is no formal evaluation standard in Mexico to determine dyslexia disorder since Mexico has an important circumstance to mention: affected children must have the normal intellectual capacity to make the diagnosis. These criteria limit our ability to talk of a firm description of the disorder, therefore there may be instances that are not dyslexic but have an impact on learning.

"Is b equivalent to d?"

Teachers are usually the ones who raise concerns about children's performance; they indicate that there are issues in learning, but not being experts also leads to an incorrect diagnosis. It is common to hear that switching the location of the letters "b" and "d" for instructors would constitute dyslexia, although this is not always the case.

The neuro pediatrician is the professional in charge of evaluating and diagnosing a child with this problem. In addition to the neuropsychological evaluation, which is sometimes supplemented with tests related to the educational situation in which it is demonstrated that the learning performance is below the expected, the neuro pediatrician assesses that the entire brain development is performed appropriately.

Although attention deficit hyperactivity disorder (ADHD) is "more famous" than dyslexia, half of ADHD patients will have both disorders; dyslexia is the most frequent of these learning difficulties.

Learning problems in general are not adequately addressed, and we only recognize one when there are others, which is why it is critical to emphasize that it is a process of not visualizing and timely detection, as well as a lack of comprehensive therapy.

Even in the health system, it is regarded as an issue to be solved at school, and they do it as best they can, when there is a disease that prevents healthy brain functioning. So, sure, we still lack a holistic therapeutic approach that aids those who suffer from it.

The problem becomes more complicated if there is no supportive situation within the care parameters. The educational area has units in the region, which the Ministry of Public Education established, through which special educational requirements are catered to and demand is relieved; however, the potential of having tailored programs is absent, so a broader attention apparatus is required.

It is well recognized that the earlier it is attended to, identified, and treated, as with virtually any disease, the better the prognosis. Dyslexia necessitates a strategy for educational delivery that promotes the development of persons affected by it.

Dyslexia's peculiarities

Dyslexia is distinguished by difficulties in reading and writing fluently and precisely, as well as understanding, a limited lexicon, limitations in short-term memory, and visual tracking complications. Confusion between right and left, recognizing the days of the week, months, and hours; alteration in letter order, bad spelling, and other spatial-temporal ideas.

Then we must explore for options to keep the setting as appropriate to their talents and classmates as possible. We must always assess the problems we face, such as the lack of diverse groups, and endeavor to accommodate everyone. Small school groups are desirable; unfortunately, this is not always possible, especially at the public level.