Why Most Dyslexics Struggle in Education and the Workplace
By Robert McCormack
Introduction
Have you ever wondered why dyslexic learners tend to struggle in mainstream education? And why the barriers they frequently encounter in education often re-appear when they enter the world of work?
As dyslexia is not exactly uncommon in the classroom, it would be realistic to presume that the rapid developments in neuroscience over the past several decades would best inform advances in education. We should expect teachers to have a good grasp of the way dyslexic learners learn and the strategies that work best for them. So by the time the dyslexic learner is ready for the world of work, they should have a good knowledge of: their particular strengths and how to overcome academic challenges, and how their particular processing style can be used as an advantage when retaining and recalling information (learning best).
If you believe this to be the case… here’s some food for thought!
What defines dyslexia?
Let us look at what defines dyslexia. If you’ve trawled the internet looking for definitions, you are likely to have stumbled upon many variations. This has probably left you in a cloud of confusion and with more questions than answers. Probably due to the fact that you will not be able to find a clear explanation that is universally accepted of what exactly constitutes dyslexia. Dr Silvia Moody gets my vote by adding a bit of transparency to her definition:
“Dyslexia is often regarded simply as a difficulty with reading and writing, but in fact literacy difficulties are no more than surface symptoms of weaknesses in short-term memory, information processing, perceptual, spatial and motor skills.
The literacy (and numeracy) difficulties associated with these may be severe and obvious, or they may be more subtle, manifesting themselves in general slowness rather than inaccuracy in tasks involving written English. Other surface symptoms include difficulties in managing, organising and recalling information, and personal organisation and timekeeping.”
Learning Styles
It is widely accepted that neuro-differences such as dyslexia, dyspraxia, AD(H)D and ASD are associated with a specific type of visual-spatial talent. That is, an enhanced ability to process information visually and globally (holistically) rather than locally (part by part). There are many distinct advantages to processing this way as the human brain can process images 60,000 times faster than it can process text (3M Corporation 2001). The Art Dyslexia Trust in London views the correspondence of artistic talent, scientific brilliance, and dyslexia in particular family lines as simply different aspects of visual-spatial thinking (Silverman 2002).
In 1981, Dr Roger Sperry was awarded the Nobel Prize for discovering that the brain’s two hemispheres (the left and right) process information in very different ways. Ever since, there has been a steady stream of books popularising the idea that individuals can be either “left brained” or “right brained” in their cognitive approach (Eide & Eide 2011). Although Dr Sperry’s left brain, right-brain dichotomy may now be viewed by many as an oversimplification, it still contains a great deal of truth.
Research carried out at the Gifted Development Centre over the last two decades suggests that “there are essentially two basic learning styles to be addressed, and that teachers are already reaching one of the two. Auditory-sequential learners are more likely to be counted among children for whom school is a positive experience. Visual-spatial learners and more often counted among the underachievers, the creative nonconformists, the highly gifted dropouts (some of whom are being homeschooled, the mathematically talented children who hate arithmetic, the scientific geniuses who struggle with reading, the technological wizards whose learning occurs after school hours at their computers, the musically and artistically talented, the daydreamers who can’t focus when the pace is too slow, and bright children from culturally diverse groups” (Silverman, 2002).
Just as a large percentage of the population tends to be auditory-sequential learners, (left hemisphere) others classified as dyslexic or neuro-different learners tend to have a visual-spatial learning style (right hemisphere). This doesn’t mean that there are learners who are wholly right-brained or left-brained. Virtually all behaviours and modes of thinking require both hemispheres working together (Hampson 1994). However, there remains little doubt that there is a high percentage of learners who are much more proficient in learning in one hemisphere, than the other.
The left hemisphere deals with words, logic, analysis, lists and sequences whilst the right hemisphere is responsible for rhythm, spatial awareness, colour, imagination, holistic awareness and dimension. The right hemisphere also tends to view information as a whole, rather than as individual details.
Why do most dyslexics struggle in mainstream education?
The widely accepted view is that the dyslexic way of learning (visual/spatial) is not the way the majority learn. However, it is still a common style of learning and presents itself in every classroom. This should mean that teachers would be well equipped to teach to this style. If so, why do most dyslexics struggle in mainstream education?
Is it because their dominant right-brained learning style is not conducive to the way in which we are taught in schools, colleges and universities? Or maybe that dyslexic strengths often go undetected because the current framework seeks to categorise certain people or their way of learning as abnormal? Could it be that it’s acceptable for dominant left-brained learners to have recognised weaknesses in right hemispheric areas such as; holistic thinking, visual spatial ability, creativity and problem solving, but not for the dominant right-brained person to have recognised weaknesses in left hemispheric areas such as; logical, abstract, sequential and symbolic processing. What if very few people, including the majority of teachers don’t actually understand what dyslexia is? Would they know that dyslexia’s biggest disability is self-esteem? Meaning, they view themselves as failures instead of embracing their unique talents.
The answer is simple – they can all be contributory factors. After all, academic instruction in mainstream education continues to favour the left brain mode of thinking and lacks differentiation. This sets the perfect fertile ground for failure and self-esteem issues.
I remember coming across a statement from a British Educationalist (name unknown) which read “In order for a child to operate effectively, they must begin their learning from a platform of strength and competence. This means reinforcing their strengths and providing opportunities to maximise these rather than marginalise those who learn in non-traditional ways”. You would probably have great difficulty finding anyone in education who would disagree with this!
What would we expect to see if a child does not begin their learning from a platform of strength and competence?
The school environment can be an extremely daunting place for many dyslexics and can often be the perfect breeding ground for stress and anxiety.
It is often said that our school days are the best days of our lives, but try telling that to a dyslexic child! Imagine what it would be like if you were afraid of going to school every day, terrified of being humiliated and shown up in class. You have difficulty with reading, problems with spelling and handwriting; you have a poor working memory and expressing yourself verbally is a challenge. Every part of your school day, from class work to communication with teachers and peers is difficult. And what if no one takes any notice? What if other kids keep calling you “stupid” and think it’s justified because they’ve heard teachers say it to you many times? This is often the experience of young people with dyslexia; some cope better than others; some teachers and schools are better equipped to deal with it than others, but in many cases, the frustration of struggling with reading, writing and spelling can lead to feelings of embarrassment, humiliation and low self-esteem.
Humiliation causes resentment which can lead to challenging behaviour, a tactic often deployed by dyslexics to avoid the experience of repeated failure. Common sense dictates that children who are subjected to humiliating experiences may respond with resentment or anger. As noted by Scott (2004), dyslexics tend not to have the route of verbal expression open to them as a means to express their anger.
Fawcett (1995), writing about the varying effects of stress on children and adolescents, comments that they will react to stress in a variety of ways, dependent on their personality or temperament. Case studies include examples of hair and weight loss, blinding headaches, a ‘devil may care’ response and confrontational behaviour used as a smoke screen to mask their difficulties. As well as the factor of individual temperament influencing how an individual responds to a stressful school environment, socioeconomic circumstances will have a crucial influence on the young dyslexic’s chances of success. Fawcett goes on to add: “The suffering that is endured in the current school system and the attendant psychological scarring is hard to quantify, but it impacts on the motivation, the emotional well-being and possibly the behavioural stability of the dyslexic child. In many ways, it seems to me that dyslexics are working constantly at the limits of their endurance”.
Despite all the rhetoric about reform, our education system in the UK has seen little change as old practices die hard. The outdated pedagogical principles are still alive and kicking and need to be challenged. For any educator, the key to releasing academic success in dyslexic learners’ lies in understanding how their brains work, i.e. understanding how they process, how they visualise, and how they retain information.
What can parents do?
Mainstream education in the UK is not set-up to accommodate the right-brained learning style, and until we get this right, our educational establishments will continue to fail learners both emotionally and academically. The brains of dyslexic individuals are not defective, they are simply different, meaning there are different patterns to the brain wiring. This specific wiring can unearth special skills and strengths which more than makes up for the regular challenges most associated with dyslexia. However, during school years, these special skills and strengths are likely to remain hidden under lock and key. It is only when these individuals reach adulthood that some may be given the opportunity to showcase their strengths. Many may never get this opportunity and will go through life with strong feelings of rejection, failure, low confidence and self-esteem and a firm belief that they don’t have much to offer society.
In order that your child receives appropriate support in school, you have to be a proactive parent. Not only should you take a keen interest in your child’s classwork and how they are coping with this, you should also pay special attention to your child’s emotional well-being (especially if they become withdrawn and frightened to go to school). If you have any concerns, raise them immediately. Don’t feel compelled to accept the typical excuses such as: your child may be a late bloomer, give them time; some children are a lot quieter in class than others; or your child is lazy; isn't trying; doesn't pay attention; needs to concentrate; lacks motivation.
Research carried out by the National Institute of Health found that the crucial window of opportunity to help a child with reading difficulties is within the first couple of years at school, and that those beyond 3rd grade required much more intensive support. Therefore, the longer you wait, the more difficult it could be to turn things around. As a parent, you may want to inform the school that you are aware of this research. Also, it’s worth bearing in mind that teachers are responsible and accountable for your child’s development as detailed in the SEND code of practice.
“Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff’, (SEND Code of Practice, Ch6.36).
The impact of dyslexia in the workplace
Most employers will be aware that under the Equality Act 2010, it is unlawful to discriminate against a current or prospective employee on the basis of their dyslexia. Additional legislation requires all publicly funded companies to have a three-year rolling programme in place to address and eliminate discrimination of disabilities.
However, it is extremely rare for employers to possess the knowledge and expertise required to ensure that dyslexic employees are not placed at a disadvantage. This means that the underlying cognitive differences of dyslexia are likely to go unspotted and this can lead to countless problems. Disorganisation and poor working memory can often be mistaken as incompetence and carelessness, and an inability to do the job can lead to negative feedback and reprimands.
According to Reid & Fawcett 2004, “If dyslexic employees have to deal with managers and colleagues whose understanding of the nature of the dyslexia is limited, then they will be excluded rather than included”. This does not mean that employees with an early diagnosis of dyslexia are not likely to display similar symptoms. As growing evidence suggests, stress tends to ride comfortably within the slipstream of dyslexia.
Further problems may arise when it comes to the format and design of working documents and training materials. Most companies and organisations are inclined to design their training materials with the auditory-sequential learner in mind. It’s critically important to note that if we fail to adapt learning materials to the learner’s cognitive architecture or learning style, instructional design is always going to be a hit or a miss. This could deprive them of future development opportunities and confine them to barracks.
Support
The right-brained dyslexic learner may be faced with numerous barriers in the workplace, particularly if their daily tasks require skillsets that are more aligned to the left-hemisphere such as: sequential working memory: speed of processing; planning, prioritising, and managing time.
Employers and employees need to take advantage of initiatives such as the government’s Access to Work Scheme, which can help with buying: specialised equipment, assistive software, awareness training, workplace strategy coaching etc. Finding a top neurodiversity service provider who can provide specialist coaching and assistive technology training is vital to ensuring that employees are given the opportunity to reach their true potential and maximise their contribution to the company/organisation. An Access to Work Advisor should be able to make some recommendations following a workplace assessment. Here are some things service users may also want to consider when choosing a provider:
Conclusion
It would be safe to say that by and large, the dyslexic right-brained learner will be distinctly disadvantaged many times throughout their school years. The main culprit in all of this is undoubtedly ‘chosen ignorance’. As long as we have an education system that continues to build its curriculum around one particular learning style, dyslexics will never feel they are operating on a level playing field. Evidence of poor practice can be found far too easily and unfortunately, we don’t need to look too far back to find it either. In June 2015, an open letter was sent by teacher, Mary Meredith to the Education Secretary, Nicky Morgan claiming that the new English GCSE contravenes the 2010 Equality Act by discriminating against pupils with dyslexia. Ms Meredith argues that the reformed English exam will place them at a distinct disadvantage due to a high emphasis on verbal recall (an underpinning weakness for many dyslexics). The government’s report, she says, “reveals breathtaking ignorance about the nature of this type of disability”.
As touched on previously, parents must take a proactive role in their child’s education. If you have concerns, push to have them assessed by an Educational Psychologist. Be prepared to encounter resistance as schools may discourage this option as they don't often welcome the added strain on resources or the additional paperwork that evolves once a child has a statement. Other schools may make use of the cheaper option of using teaching assistants to help the children. Although teaching assistants do a great job in the classroom, they do not have the expertise nor the qualifications to work with the complexities of dyslexia. This would mean that in effect, they are giving the responsibility to some of the least qualified people in the education system. The message is clear, develop your awareness, know your rights and be prepared to fight your corner. You may rest assured, the wagons will be gathering around the school to defend theirs.
This negative experience of school can live with many dyslexics well into adulthood and issues with confidence and self-esteem can be deep rooted. When moving into employment, dyslexic candidates should think carefully about their chosen career paths. Think about strengths, weaknesses and skillsets. If the job requires a skillset which aligns itself to most of the candidate’s weaknesses, it’s probably best to leave it. Although employers are required by law to make reasonable adjustments, it may not be sufficient to ensure adequate performance. What are you good at? The dyslexic way of learning can be a gift in many areas of employment and employees are known to flourish in creative industries such as: science, carpentry, computing, people related services, design, electronics, the arts, music, mechanics and architecture to name a few.
Research indicates that there are 4 factors that enable dyslexic adults to achieve success in the workplace (Gerber, Ginsberg and Reiff 1992). These are:
Further advice and help may be sought from the following organisations:
References
The Dyslexic Advantage, Eide & Eide 2011
Upside-Down Brilliance, Dr Linda Kreger Silverman, 2002.
McCormack, R. COSCA, Counselling & Psychotherapy in Scotland: Dyslexia and Mental Health (exposing its poisonous roots).
Scott, R. Dyslexia and Counselling, Whurr 2004
Fawcett A (1995) Case Studies and Some Recent Research. In Miles T, Varma V (eds.) Dyslexia and Stress. London: Whurr.
Dyslexia in Context, Gavin Reid and Angela Fawcett, Whurr2004.
Have you ever wondered why dyslexic learners tend to struggle in mainstream education? And why the barriers they frequently encounter in education often re-appear when they enter the world of work?
As dyslexia is not exactly uncommon in the classroom, it would be realistic to presume that the rapid developments in neuroscience over the past several decades would best inform advances in education. We should expect teachers to have a good grasp of the way dyslexic learners learn and the strategies that work best for them. So by the time the dyslexic learner is ready for the world of work, they should have a good knowledge of: their particular strengths and how to overcome academic challenges, and how their particular processing style can be used as an advantage when retaining and recalling information (learning best).
If you believe this to be the case… here’s some food for thought!
What defines dyslexia?
Let us look at what defines dyslexia. If you’ve trawled the internet looking for definitions, you are likely to have stumbled upon many variations. This has probably left you in a cloud of confusion and with more questions than answers. Probably due to the fact that you will not be able to find a clear explanation that is universally accepted of what exactly constitutes dyslexia. Dr Silvia Moody gets my vote by adding a bit of transparency to her definition:
“Dyslexia is often regarded simply as a difficulty with reading and writing, but in fact literacy difficulties are no more than surface symptoms of weaknesses in short-term memory, information processing, perceptual, spatial and motor skills.
The literacy (and numeracy) difficulties associated with these may be severe and obvious, or they may be more subtle, manifesting themselves in general slowness rather than inaccuracy in tasks involving written English. Other surface symptoms include difficulties in managing, organising and recalling information, and personal organisation and timekeeping.”
Learning Styles
It is widely accepted that neuro-differences such as dyslexia, dyspraxia, AD(H)D and ASD are associated with a specific type of visual-spatial talent. That is, an enhanced ability to process information visually and globally (holistically) rather than locally (part by part). There are many distinct advantages to processing this way as the human brain can process images 60,000 times faster than it can process text (3M Corporation 2001). The Art Dyslexia Trust in London views the correspondence of artistic talent, scientific brilliance, and dyslexia in particular family lines as simply different aspects of visual-spatial thinking (Silverman 2002).
In 1981, Dr Roger Sperry was awarded the Nobel Prize for discovering that the brain’s two hemispheres (the left and right) process information in very different ways. Ever since, there has been a steady stream of books popularising the idea that individuals can be either “left brained” or “right brained” in their cognitive approach (Eide & Eide 2011). Although Dr Sperry’s left brain, right-brain dichotomy may now be viewed by many as an oversimplification, it still contains a great deal of truth.
Research carried out at the Gifted Development Centre over the last two decades suggests that “there are essentially two basic learning styles to be addressed, and that teachers are already reaching one of the two. Auditory-sequential learners are more likely to be counted among children for whom school is a positive experience. Visual-spatial learners and more often counted among the underachievers, the creative nonconformists, the highly gifted dropouts (some of whom are being homeschooled, the mathematically talented children who hate arithmetic, the scientific geniuses who struggle with reading, the technological wizards whose learning occurs after school hours at their computers, the musically and artistically talented, the daydreamers who can’t focus when the pace is too slow, and bright children from culturally diverse groups” (Silverman, 2002).
Just as a large percentage of the population tends to be auditory-sequential learners, (left hemisphere) others classified as dyslexic or neuro-different learners tend to have a visual-spatial learning style (right hemisphere). This doesn’t mean that there are learners who are wholly right-brained or left-brained. Virtually all behaviours and modes of thinking require both hemispheres working together (Hampson 1994). However, there remains little doubt that there is a high percentage of learners who are much more proficient in learning in one hemisphere, than the other.
The left hemisphere deals with words, logic, analysis, lists and sequences whilst the right hemisphere is responsible for rhythm, spatial awareness, colour, imagination, holistic awareness and dimension. The right hemisphere also tends to view information as a whole, rather than as individual details.
Why do most dyslexics struggle in mainstream education?
The widely accepted view is that the dyslexic way of learning (visual/spatial) is not the way the majority learn. However, it is still a common style of learning and presents itself in every classroom. This should mean that teachers would be well equipped to teach to this style. If so, why do most dyslexics struggle in mainstream education?
Is it because their dominant right-brained learning style is not conducive to the way in which we are taught in schools, colleges and universities? Or maybe that dyslexic strengths often go undetected because the current framework seeks to categorise certain people or their way of learning as abnormal? Could it be that it’s acceptable for dominant left-brained learners to have recognised weaknesses in right hemispheric areas such as; holistic thinking, visual spatial ability, creativity and problem solving, but not for the dominant right-brained person to have recognised weaknesses in left hemispheric areas such as; logical, abstract, sequential and symbolic processing. What if very few people, including the majority of teachers don’t actually understand what dyslexia is? Would they know that dyslexia’s biggest disability is self-esteem? Meaning, they view themselves as failures instead of embracing their unique talents.
The answer is simple – they can all be contributory factors. After all, academic instruction in mainstream education continues to favour the left brain mode of thinking and lacks differentiation. This sets the perfect fertile ground for failure and self-esteem issues.
I remember coming across a statement from a British Educationalist (name unknown) which read “In order for a child to operate effectively, they must begin their learning from a platform of strength and competence. This means reinforcing their strengths and providing opportunities to maximise these rather than marginalise those who learn in non-traditional ways”. You would probably have great difficulty finding anyone in education who would disagree with this!
What would we expect to see if a child does not begin their learning from a platform of strength and competence?
The school environment can be an extremely daunting place for many dyslexics and can often be the perfect breeding ground for stress and anxiety.
It is often said that our school days are the best days of our lives, but try telling that to a dyslexic child! Imagine what it would be like if you were afraid of going to school every day, terrified of being humiliated and shown up in class. You have difficulty with reading, problems with spelling and handwriting; you have a poor working memory and expressing yourself verbally is a challenge. Every part of your school day, from class work to communication with teachers and peers is difficult. And what if no one takes any notice? What if other kids keep calling you “stupid” and think it’s justified because they’ve heard teachers say it to you many times? This is often the experience of young people with dyslexia; some cope better than others; some teachers and schools are better equipped to deal with it than others, but in many cases, the frustration of struggling with reading, writing and spelling can lead to feelings of embarrassment, humiliation and low self-esteem.
Humiliation causes resentment which can lead to challenging behaviour, a tactic often deployed by dyslexics to avoid the experience of repeated failure. Common sense dictates that children who are subjected to humiliating experiences may respond with resentment or anger. As noted by Scott (2004), dyslexics tend not to have the route of verbal expression open to them as a means to express their anger.
Fawcett (1995), writing about the varying effects of stress on children and adolescents, comments that they will react to stress in a variety of ways, dependent on their personality or temperament. Case studies include examples of hair and weight loss, blinding headaches, a ‘devil may care’ response and confrontational behaviour used as a smoke screen to mask their difficulties. As well as the factor of individual temperament influencing how an individual responds to a stressful school environment, socioeconomic circumstances will have a crucial influence on the young dyslexic’s chances of success. Fawcett goes on to add: “The suffering that is endured in the current school system and the attendant psychological scarring is hard to quantify, but it impacts on the motivation, the emotional well-being and possibly the behavioural stability of the dyslexic child. In many ways, it seems to me that dyslexics are working constantly at the limits of their endurance”.
Despite all the rhetoric about reform, our education system in the UK has seen little change as old practices die hard. The outdated pedagogical principles are still alive and kicking and need to be challenged. For any educator, the key to releasing academic success in dyslexic learners’ lies in understanding how their brains work, i.e. understanding how they process, how they visualise, and how they retain information.
What can parents do?
Mainstream education in the UK is not set-up to accommodate the right-brained learning style, and until we get this right, our educational establishments will continue to fail learners both emotionally and academically. The brains of dyslexic individuals are not defective, they are simply different, meaning there are different patterns to the brain wiring. This specific wiring can unearth special skills and strengths which more than makes up for the regular challenges most associated with dyslexia. However, during school years, these special skills and strengths are likely to remain hidden under lock and key. It is only when these individuals reach adulthood that some may be given the opportunity to showcase their strengths. Many may never get this opportunity and will go through life with strong feelings of rejection, failure, low confidence and self-esteem and a firm belief that they don’t have much to offer society.
In order that your child receives appropriate support in school, you have to be a proactive parent. Not only should you take a keen interest in your child’s classwork and how they are coping with this, you should also pay special attention to your child’s emotional well-being (especially if they become withdrawn and frightened to go to school). If you have any concerns, raise them immediately. Don’t feel compelled to accept the typical excuses such as: your child may be a late bloomer, give them time; some children are a lot quieter in class than others; or your child is lazy; isn't trying; doesn't pay attention; needs to concentrate; lacks motivation.
Research carried out by the National Institute of Health found that the crucial window of opportunity to help a child with reading difficulties is within the first couple of years at school, and that those beyond 3rd grade required much more intensive support. Therefore, the longer you wait, the more difficult it could be to turn things around. As a parent, you may want to inform the school that you are aware of this research. Also, it’s worth bearing in mind that teachers are responsible and accountable for your child’s development as detailed in the SEND code of practice.
“Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff’, (SEND Code of Practice, Ch6.36).
The impact of dyslexia in the workplace
Most employers will be aware that under the Equality Act 2010, it is unlawful to discriminate against a current or prospective employee on the basis of their dyslexia. Additional legislation requires all publicly funded companies to have a three-year rolling programme in place to address and eliminate discrimination of disabilities.
However, it is extremely rare for employers to possess the knowledge and expertise required to ensure that dyslexic employees are not placed at a disadvantage. This means that the underlying cognitive differences of dyslexia are likely to go unspotted and this can lead to countless problems. Disorganisation and poor working memory can often be mistaken as incompetence and carelessness, and an inability to do the job can lead to negative feedback and reprimands.
According to Reid & Fawcett 2004, “If dyslexic employees have to deal with managers and colleagues whose understanding of the nature of the dyslexia is limited, then they will be excluded rather than included”. This does not mean that employees with an early diagnosis of dyslexia are not likely to display similar symptoms. As growing evidence suggests, stress tends to ride comfortably within the slipstream of dyslexia.
Further problems may arise when it comes to the format and design of working documents and training materials. Most companies and organisations are inclined to design their training materials with the auditory-sequential learner in mind. It’s critically important to note that if we fail to adapt learning materials to the learner’s cognitive architecture or learning style, instructional design is always going to be a hit or a miss. This could deprive them of future development opportunities and confine them to barracks.
Support
The right-brained dyslexic learner may be faced with numerous barriers in the workplace, particularly if their daily tasks require skillsets that are more aligned to the left-hemisphere such as: sequential working memory: speed of processing; planning, prioritising, and managing time.
Employers and employees need to take advantage of initiatives such as the government’s Access to Work Scheme, which can help with buying: specialised equipment, assistive software, awareness training, workplace strategy coaching etc. Finding a top neurodiversity service provider who can provide specialist coaching and assistive technology training is vital to ensuring that employees are given the opportunity to reach their true potential and maximise their contribution to the company/organisation. An Access to Work Advisor should be able to make some recommendations following a workplace assessment. Here are some things service users may also want to consider when choosing a provider:
- Recommended service providers should be well experienced and have a proven track record in neurodiversity (ask for endorsements)
- Ask for the name of the coach who will be supporting you. Check them out online. If they claim that they are well experienced, there should be some links to their contributions.
- Assistive technology offers a way for many dyslexics to save time and overcome some of the issues they may encounter in the workplace. An experienced neurodiversity coach, should also have an in-depth knowledge of all market leading assistive technology packages and should be able to contextualise them with your daily work tasks
- As dyslexia and neurodiversity is closely linked to stress, anxiety and depression, an experienced neurodiversity counsellor can be a real asset. A neurodiversity counsellor should be able to pick up accurate integral feelings in both functional and cognitive senses.
Conclusion
It would be safe to say that by and large, the dyslexic right-brained learner will be distinctly disadvantaged many times throughout their school years. The main culprit in all of this is undoubtedly ‘chosen ignorance’. As long as we have an education system that continues to build its curriculum around one particular learning style, dyslexics will never feel they are operating on a level playing field. Evidence of poor practice can be found far too easily and unfortunately, we don’t need to look too far back to find it either. In June 2015, an open letter was sent by teacher, Mary Meredith to the Education Secretary, Nicky Morgan claiming that the new English GCSE contravenes the 2010 Equality Act by discriminating against pupils with dyslexia. Ms Meredith argues that the reformed English exam will place them at a distinct disadvantage due to a high emphasis on verbal recall (an underpinning weakness for many dyslexics). The government’s report, she says, “reveals breathtaking ignorance about the nature of this type of disability”.
As touched on previously, parents must take a proactive role in their child’s education. If you have concerns, push to have them assessed by an Educational Psychologist. Be prepared to encounter resistance as schools may discourage this option as they don't often welcome the added strain on resources or the additional paperwork that evolves once a child has a statement. Other schools may make use of the cheaper option of using teaching assistants to help the children. Although teaching assistants do a great job in the classroom, they do not have the expertise nor the qualifications to work with the complexities of dyslexia. This would mean that in effect, they are giving the responsibility to some of the least qualified people in the education system. The message is clear, develop your awareness, know your rights and be prepared to fight your corner. You may rest assured, the wagons will be gathering around the school to defend theirs.
This negative experience of school can live with many dyslexics well into adulthood and issues with confidence and self-esteem can be deep rooted. When moving into employment, dyslexic candidates should think carefully about their chosen career paths. Think about strengths, weaknesses and skillsets. If the job requires a skillset which aligns itself to most of the candidate’s weaknesses, it’s probably best to leave it. Although employers are required by law to make reasonable adjustments, it may not be sufficient to ensure adequate performance. What are you good at? The dyslexic way of learning can be a gift in many areas of employment and employees are known to flourish in creative industries such as: science, carpentry, computing, people related services, design, electronics, the arts, music, mechanics and architecture to name a few.
Research indicates that there are 4 factors that enable dyslexic adults to achieve success in the workplace (Gerber, Ginsberg and Reiff 1992). These are:
- Self-understanding
- Being in a job that taps into their strengths
- Making use of technological and creative solutions
- The understanding and support of people around them
Further advice and help may be sought from the following organisations:
- Access to Work https://www.gov.uk/access-to-work/how-to-claim
- British Dyslexia Association helpline: 0333 405 4567 http://www.bdadyslexia.org.uk/
- Employers Forum on Disability. Tel: 020 7403 3020. Fax: 020 7403 0404.
Email: disabilitydirections@efd.org.uk http://www.businessdisabilityforum.org.uk/ - Disability Law Service provides free legal advice to disabled people and representation where appropriate.
Tel: 020 7791 9800. Fax: 020 7791 9802. Email: advice@dls.org.uk - The Employment Tribunal has a National Helpline number
Tel: 08457 959 775. Fax: 01284 766 334 Web: www.ets.gov.uk - Employment Rights Association. Tel: 020 7387 2522. Fax: 020 7387 2250.
Email: enquiries@lowpayunit.org.uk Web: www.lowpayunit.org.uk - RADAR is able to give advice on the Disability Discrimination Act:
Tel: 020 7250 3222. Fax: 020 7250 0212 Email: radar@radar.org.uk Web: www.radar.org.uk - Equality and Human Rights Commission. This is an independent body working towards the elimination of discrimination against - and equalising opportunities for disabled people. Helplines: England. Tel: 0845 604 6610 Wales Tel: 0845 604 8810 Scotland Tel: 0845 604 5510
Email: info@equalityhumanrights.com Website: http://www.equalityhumanrights.com/ Provides government information booklets on the Disability Discrimination Act.
References
The Dyslexic Advantage, Eide & Eide 2011
Upside-Down Brilliance, Dr Linda Kreger Silverman, 2002.
McCormack, R. COSCA, Counselling & Psychotherapy in Scotland: Dyslexia and Mental Health (exposing its poisonous roots).
Scott, R. Dyslexia and Counselling, Whurr 2004
Fawcett A (1995) Case Studies and Some Recent Research. In Miles T, Varma V (eds.) Dyslexia and Stress. London: Whurr.
Dyslexia in Context, Gavin Reid and Angela Fawcett, Whurr2004.
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