In considering the conditions addressed in this paper, it is reasonable to conclude that dyslexia is a diagnosis of exclusion. That is, there are many learning disorders some acquired, others developmental in nature that must be identified and treated before the diagnosis of dyslexia can be confirmed.

Complicating this diagnostic process is the fact that many conditions have the unique ability to both mimic and obscure the diagnosis of dyslexia. These include such learning disorders as ADHD, CDD, CAPD, Absence Seizures and OCD. Nevertheless, it is essential to identify the truly dyslexic and to start effective remediation and accommodations as early as possible.

Too often, dyslexics are misdiagnosed or simply regarded as stupid, retarded, or lazy. A child's or adolescent's obvious reaction to such treatment is often poor self-esteem, anxiety and depression. These added pressures are not only difficult to overcome, but they may mar the child's personality for life.

Today there are many remedial and teaching methods available to treat the dyslexic and other acquired and developmental learning disorders. Some of the pharmaceuticals and teaching aids used to diagnose and treat these disorders such as Torgent and Briant's Test, the Achenbach Child Behavior Checklist, the Orton-Gillingham method, and others are discussed in this paper. Also covered are the many symptoms associated with these disorders.

The diagnosis, remediation and accommodation of the dyslexic has come a long way in recent decades. Many case histories can be seen as evidence that pupils once seen as hopelessly slow learners or even retarded are now successful physicians, architects, entertainers, and educators, many with doctoral degrees. But the watchword now more than ever is "awareness" of the special needs of dyslexic children and of how much help they still may need to succeed.

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