Bear with me

bearwithmeweb_lcaveBear with me as I fumble for words,

it takes time, which may seem absurd

 

Bear with me as I doodle and draw,

I have the feeling I just can’t write anymore

 

Bear with me as I go for a walk to clear my head,

to try and lift this feeling of dread

 

Bear with as I get myself back on track,

to meet this deadline which I know I can crack

 

Bear with me as I doodle and draw, my head is full,

I can’t think straight anymore

 

Bear with me as I take my time,

find a pace that suits me fine

 

Bear with me as I pick up the pace,

I feel I can win this deadline race

 

Bear with me as the words transpire

Woohooo look at me I am on fire

 

Bear with me as my fingers tap away,

I am nearly done it’s the end of the day,

For this little rhyme,

it took a huge amount of time,

 

Bear with me as bring this to a close,

Scraping through by the skin of my nose,

As I sigh with relief,

I will keep this brief

 

Bear with me is my mantra in life,

its kept me out of certain strife,

Knowing I need that extra time

letting people know I am Dyslexic is fine

Dyslexia is part of me

so please bear with me and let me be me

Words and illustration by Laura Cave-Magowan

If you would like to hear more about Laura’s illustrations, she will be doing a talk at our Members Day and AGM on Saturday 17th November.

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Dyslexic autobiographies

Here are some life stories of dyslexic people that I’ve found helpful.  The first 2 are podcasts.  The others are books, 2 of which are available in audio.

Podcasts

Anthologies

  1. ‘Dyslexia and Us’

Dyslexia_and_Us_book_cover

Published 2011.  Available in print.

Dyslexia Scotland produced this book in collaboration with Edinburgh Libraries.  It gives over 100 personal stories of dyslexia by people of various ages, from a wide range of backgrounds.  I identify with many of the people who contributed to this book because many of them remained anonymous and most of the ones who didn’t are not famous.

One story helped me to understand people’s responses to dyslexia.  It taught me that people’s expectations are based on what is usual.  But dyslexic people are unusual because there’s a wide difference between their strengths and weaknesses.

It also taught me that humans instinctively fear difference.  This fear can make us reject people we perceive as different, and behave aggressively towards them.  People don’t like admitting to this behaviour so they blame others.

2. ‘Creative Successful Dyslexic – 23 High Achievers share their stories’

By Margaret Rooke.  Published 2016.  Available in print.

This tells the stories of 23 successful dyslexic people.  Most of these people are in the public eye.  Each profile starts with 1 or 2 photos of the person and the gist of their story.  Then the person tells us about their career.

I found the stories engaging and accessible.  I found it interesting to discover how people had entered and progressed through their career.  In many cases, their journeys were creative and unconventional.

They also describe specific ways that their dyslexia affects them in their work.  For example, footballer Steven Naismith describes how he’s good at being in the right place at the right time, as you can see here.

Book-length autobiographies

  1. ‘The Life and Rhymes of Benjamin Zephaniah: the Autobiography’ (poet, activist, lyricist, writer)  Published 2018.  Available in audio and print.

This taught me about performance poetry, social issues and the positive influence writers can have on other people’s lives and society.  Benjamin talks about the transformative effect that poetry and martial arts have had on his life.  He also describes how his mum would speak in rhyme at home; how his performance poetry career started in a church context; and how he once pitched a radio play to a producer by performing the words, music and sound effects.

2.  ‘Pour Me – A Life’ By AA [Adrian] Gill (critic)                                                                     Published 2015.  Available in audio and print.

This book is extremely eloquent.  Although it deals with some difficult experiences, the writing is so rich that I found it a pleasure to read.  I was particularly struck by Adrian’s account of how he became a journalist: to paraphrase him, he’d tried everything else.

3. ‘Jo Malone – My Story’ (entrepreneur)                                                                                  Published 2016.  Available in print.

The most significant point of this book for me was when Jo managed to talk her way into a perfume laboratory in Paris.  This was highly irregular – only the perfumers were allowed into the lab.  And yet, it was a pivotal point in her career because it’s where she discovered her gift for smell.

Some themes I noticed in these 3 people’s experiences were: they benefited from opportunities to learn and develop their skills outwith formal education (e.g. family, church); they used original approaches to harness opportunities that grew their careers; and they managed to change their behaviours and / or overcome external barriers.

By an anonymous member of Dyslexia Scotland

Let’s Use Blue Ribbons To Show What Dyslexia Can Do

I was watching a BBC 1 program about the marches commemorating 100 years since women were given the vote. One of the commentators quoted women like Marie Wilson (from The White House Project) “You can’t be what you can’t see”.

This got me thinking – this quote is as relevant to dyslexia as to the suffrage movement, as dyslexia is a “hidden disability” for lack of a better term.

Firstly, and most encouragingly for those who feel that they are losing the battle with dyslexia, we cannot be only dyslexic, as no one can see it. Others see the stellar person who contains the learning/thinking difference we call dyslexia.

Secondly, I think part of the problem with our disabling society as that it cannot be understanding and accommodating of dyslexia if it cannot see it. Obviously no one will ever manage to make dyslexia visible and I’m not entirely sure we want it to be (because we should not let dyslexia define us).

However, I believe a good way to make dyslexia visible to society is to showcase our dyslexic talents and then say to people “and did you know that I am dyslexic and this is how society disables me”.

I believe this is especially important as dyslexia is sooo diverse. If you are a frequent reader of Dyslexia Scotland’s blog you may know that I am very creative and have begun making blue ribbons for the annual Dyslexia Awareness Week (each November). You may also have noticed that my use of the blue ribbon has changed and evolved over the months and years. One of my latest creations is in the photograph below.

DK_2018_blue_ribbon

I decided to knit these large ribbons so that they would be more visible at Dyslexia Awareness Week displays. Also I thought they could be worn by school ambassadors (possibly as a sash) perhaps even with badges attached (in order to aid in distribution).

However, this one is multi-toned partly to make what is essentially a bit of a boring scarf (ask any long-term knitter, they’ll tell you how soul-destroying such a project can be) a bit more interesting for me: but also to show how multi-faceted dyslexic traits can be (but how they are all part of the one thinking/learning difference)

Returning to the battle for equality and how women banded together and used their united cause and sheer numbers to gain the vote – if we start talking about dyslexia we can identify each other. Because,  We cannot be united when we cannot see/identify each other!

Thirdly, I’d like to ask a question of parents, teachers, tutors and employers = “How can someone be working towards success if they cannot see achievement? For example,

  • If they always see red crosses all over their work that has received a failing grade? You could use that very same red pen to write in the correct spellings and punctuation (or “I don’t understand what you mean). Also, why not add marks beside each section/answer to show where marks are won and lost”?
  • If they never get an award or certificate for anything, then certificates could be given out for creativity, showman/showpersonship and teamwork as well as academics.
  • If someone is always told “you’re bringing the team down”?  Why not try the following magic word – “THANKS”? The workplaces (I have experienced) where “thank you” is liberally used have high morale.
  • If a child is told “you cannot ever work on your passion because you really need to work on all this stuff you struggle with”. As far as I can see successful people are at the top-of-their-game because they are doing what they are brilliant at and getting others to do what they can’t. How can any human being survive, thrive and succeed: if all they seem to do is fail?

Therefore,  I suggest that everyone lets their (guiding) light shine. Don’t hide it under a bush and don’t blow it out. Hold your brightly shining light high and take it around the world and aim for the moon (even if you miss you’ll end up among the stars)…And wear dyslexia blue ribbons during Dyslexia Awareness Week (5-10 November 2018)!

Doreen Kelly, Volunteer and Member of Dyslexia Scotland

 

Growing positively from trauma

Capture

(Image standard copyright Dyslexia Scotland)

Several years ago, I had some negative experiences in employment.  These were caused by my dyslexia and people’s unhelpful responses to it, both before and after I was identified.  In this blog post, I’d like to tell you about 7 things that have helped me grow positively from these negative experiences.

1)    Counselling

About a year after the experiences, I started having flashbacks.  I didn’t know what they were – I was afraid I was losing my mind.  So I went for some counselling.

This gave me names for what I had experienced (trauma) and what I was experiencing (Post Traumatic Stress).  It also let me see that we can’t undo the past or forget it; but we can grow positively from it.  I started to see myself as a survivor instead of a victim.  This let me start to gain control over the traumatic experiences.

2)    Stress Control

Stress Control’ is a course that tells you how to manage stress.  I attended one presented by some psychologists from my local NHS trust.  There was a question box.  I asked ‘Is Post Traumatic Stress (PTS) different from “normal” stress?’  The short answer was ‘Yes, PTS is different.  But it’s treatable, by talking over the traumatic events in a safe environment’.  This reassured me because I’d done that in counselling.

3)    Independent research

Once I knew I’d experienced trauma, I was able to find self-help material on it.  Here are some resources that have helped me.

Trauma is Really Strange’ – comic book.

Making Sense of Trauma – How to tell your story’ – tells you how you can use narrative to grow positively from trauma.

The Forgiveness Project website and book – share people’s stories of forgiveness and photos.

4)    Ongoing support and self-help

I’ve gone to a mental health drop-in twice.  This has given me the chance to talk to mental health professionals about whatever I want help with.  They’ve been calm and non-judgemental and have helped me well.

I also asked a mental health organisation to recommend self-help resources on workplace bullying and emotional healing, which they did.

5)    Creative arts

Writing, singing and photography all boost my mood and keep negative thoughts out of my mind while I am doing them.

Attending some adult learning and Dyslexia Scotland Adult Network prompted me to start writing for publication.  My first piece was very cathartic because it let me make something positive out of my negative experiences.  Since then, writing has been a therapeutic and rewarding constant for me.

I sing in a couple of groups.  The beneficial effect of this lasts long after our practices and performances because the music we’ve sung replays in my head.  And I find myself singing it at odd moments.

I take photos of nature, for example the butterfly above.  I enjoy looking at the photos afterwards.  I often marvel at the beauty and detail in them.

6)    Lovely people

I attend an organisation weekly.  I greatly benefit from being part of it because the people there are good to be with.  They smile at me and call me by name.  They talk to me and respond to my dyslexia sensitively and intelligently.  They encourage and support me.  They are accepting, positive and kind.

7)    Being proactive

Doing things to protect other dyslexic adults from trauma has let me use my experience to help others.  For example, I wrote to my employer telling them how they could improve their management of dyslexia.

How about you?

What’s helped you grow positively from trauma?

By a member of Dyslexia Scotland

Dyslexia and mental health

Our 9-year-old daughter is dyslexic.  Dyslexia runs through both sides of our family although myself and my husband are not dyslexic.  When we started to realise that our daughter was finding reading, writing and spelling difficult at school, we panicked.  We wanted school to solve this for us straight away.  As we have learnt more and more about dyslexia over the past two years we realised that dyslexia is life-long but that most people develop strategies to overcome the barriers.  Our daughter is wonderful, creative, inventive, artistic, considerate, kind, intelligent and hard working.  All those traits will set her up for a wonderful life.

However, we know school is going to be tough, but we continue to focus on the positives and we always talk of dyslexia in a positive way to our daughter. One of my main reasons for this is that our family also has a history of mental health issues.  I can see that my dyslexic daughter is sensitive and has already been doubting herself because she is dyslexic.  I want her to know that dyslexia is not a disability, it is a different way of thinking and that being able to think differently is actually really rather wonderful and makes her unique.

I became a member of Dyslexia Scotland in 2017 and joined the Moray Firth Branch Committee in 2018.  As a result, I was able to attend a recent residential weekend for all branches in Dunblane at which committee members from the various branches across Scotland came together to share their learnings, to meet and talk to each other and gather information from Dyslexia Scotland about new projects and resources and work being done to promote awareness of Dyslexia Scotland.

At the residential weekend, I met adults with dyslexia and parents like myself with dyslexic children, there were also teachers and people from business.  Whether they were looking for support or offering it, everyone was there as a volunteer.  Speaking to people either in the same situation as myself or having gone through something like what my daughter is going through, was so enlightening and so inspiring. These people have had such wonderful varied lives, they have had some fantastic careers and experiences. There were artists, teachers, business owners, civil servants, office managers and more.  All had experienced periods in their life which were challenging and many had experienced periods of mental unwellness largely through their years of education when times are really tough for dyslexics.

We were lucky to have Eugene Adams of Our Mind Matters come and talk to us about mental health and self-esteem in children and his work in the education sector trying to assist children who need support and assist teachers in providing that support.  Children (and adults) with dyslexia are highly susceptible to have low self-esteem and possible mental unwellness and although Eugene was not talking about children with dyslexia specifically, it was good to hear Eugene talk about how to support mental health in children.  For me the key things were to listen, be positive and promote being active.  I will ensure that I always talk to my daughter about dyslexia being a positive thing, I will try to always listen and make sure that she knows she can come to speak to me or someone else she trusts at any time and I will always encourage her to be active whether that be in sport and physical activity or participating in something she enjoys such as arts and creative activities.

Mental health affects everyone not just people with dyslexia although the evidence does suggest that people with dyslexia are highly likely to suffer mental ill-health at some point and most probably during their education years. We need to remove any stigma associated with both dyslexia and mental health.  I want to encourage the 10% of the population with dyslexia to feel strong enough to say, “I have dyslexia and I am not stupid”.

By Mandy Clinch

If you need help and support, call Dyslexia Scotland’s Helpline on 0344 800 8484 or email: helpline@dyslexiascotland.org.uk

For more information about dyslexia, please visit our main website:

www.dyslexiascotland.org.uk

Or our website dedicated to supporting children and young aged 8+:

www.unwrapped.dyslexiascotland.org.uk

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Writing for dyslexic wellbeing

writing_for_well_being

Writing helps me take care of myself, practically and emotionally.  In this blog post, I’d like to tell you about 3 things I write and how they help me.

1. Guidance for dyslexic adults

I share good practice with other dyslexic adults by writing blog posts, magazine articles and tips guides.  I find helping my peers exhilarating, confidence-boosting and emotionally healing.  The guidance I write also lets me identify and harness things I can do to self-manage my own dyslexia.

2. Letters I don’t send

– To people who have been important to me but whom I’m no longer in touch with

This lets me ‘check in’ with people at different junctures.  It helps me to cope with their loss and absence.  But it also helps me to celebrate things I would have liked to share with them.

– To people whom I never met

…such as family members who have passed on.  This lets me express things that I did not have the chance to say to them.

– To people I’m angry with

This lets me express my anger safely.  It often lets me see aspects of the situation that I haven’t seen before, and makes me feel calmer about it.

In each of these cases, imagining the other person as the audience helps me crystallise my thoughts and express my feelings.  Even though I know the people I’m writing to are not going to read any of what I write, it still helps me to articulate it.

3. Poetry

Writing poetry helps me recover emotionally from my negative experiences.  It does this in two ways.  Firstly, it lets me feel that I am gaining control of my experiences by:

– reducing them 

Poetry is very distilled.  So describing my experiences in a poem contains them and makes them feel more manageable.  The distilled nature of poetry also gives you a lot of choice in what you say and don’t say.  If there is something that you don’t want to share, you can just leave it out.

– expressing any of them I wish in an indirect way

For example through imagery or metaphor.

– giving them some order 

My memories of these experiences are patchy and not in chronological order.  By contrast, poetry has structure, which lets me put my experiences in a certain order.  It doesn’t matter that the order I put them in is not the order they happened in; what matters is that they are now ordered and it’s me who has put them in that order.

Secondly, writing poetry lets me feel that I am distancing myself from my negative experiences by:

– creating something new and beautiful out of them

This transforms them into something else, which gives me an alternative reference point for them.

– engaging my mind 

Crafting a poem – for example teasing out ideas, playing with words and searching for rhymes – takes my mind off everything else.  I find this complete absorption in a creative activity very therapeutic.

– achieving

I find the editing process very satisfying because it lets me articulate myself fully.  Each poem I write gives me a sense of achievement, especially as I never know I have it in me until I’ve written it.

More information

If you are interested in finding out more about how writing can help your wellbeing or other people’s, whether you are dyslexic or not, I recommend a book called ‘The Writer’s Key’ by Gillie Bolton.  You can find out about it here.

By an anonymous adult member of Dyslexia Scotland

The Adult Network: An Interconnected Patchwork of Blue Ribbons

On Saturday 2nd June I am looking forward to attending the big adult network meeting (where all 3 networks will come together). I will bring a display of my handcrafted blue ribbon badges. Although I do not feel I would be able to talk to the whole room about my creativity; please feel free to come and ask me about my work (if you’re coming too). I would ask one thing though, please, don’t worry if I take a moment to compose an answer to your questions as my processing speed is still a problem for me. And I am currently working on conquering my anxiety (which can arise when I’m trying to talk to people) when my anxiety and slow processing (related to my dyslexia) sabotage me at the same time I can dissolve into a jibbering mess. But as a former Brownie and Girl Guide I am not one to shrink from a challenge (I have, however, learned to take on realistic challenges rather trying to run before I can walk).

The photo above could be a classroom or stall display for Dyslexia Awareness Week. But I think its best feature is that it is made up of individual badges each individual could wear. The stars can all be untied from the central sunshine badge, also the blue diamonds which attach the big blue ribbon to the solar constellation can then be used on this own. As a display, worn as a scarf or a child’s sash (perhaps by a school’s/class’s Blue Ribbon Ambassador). The photo below shows an individual star badge and blue diamond badge. Some tying in of the “tiers” is required on the star badges, but I can show people how this can done (if my fingers will work when people are watching that is).

I will try to make as many blue ribbon badges and large blue ribbons as possible for my display as I know many of my fellow adult network members do a lot of good work with their local branches and may want supplies for this year’s DAW (Dyslexia Awareness Week: 5-10 November). And don’t worry, I agree with Ellie the brilliant young creator of the Dyslexia Scotland Blue Ribbons, blue should be free. Therefore, I will not be looking for payment for the blue ribbons. I have had displays of blue ribbons, badges at other events and people insisted on making donations, which I have passed on to Dyslexia Scotland (therefore if you see a collecting can at my stall – please don’t feel obliged to make a donation in order to take badges).

If you are interested in attending the all adult network meeting in Stirling on Saturday 2 June, please see our website for more details.  No need to book, just come along at 11am.

Doreen Kelly, Adult Network Member

GDPR and Dyslexia

I only have a surface level understanding of the new GDPR regulations, but hope it will cut down on my semi-junk-mail (which contributes to my information overload). I just wish one particular organisation would get the message and stop sending me the ‘do you want to opt-in letters’ (I’m sure I’ve had at least 2 letters already).

I do however, like the idea of organisations having to ask people to opt-in on forms; as I am seriously sick of having to read the fine print beside those tick boxes so carefully (sometimes even having my husband double check for me). On one form one would be asked to tick if you WANT to receive information, the next would be tick if you DO NOT want junk mail and then there were the third set of forms that you would have needed a post-graduate law degree in contract writing to understand what you are agreeing to if you tick the box!

I found that wee bit at the bottom of store points cards forms etc (that one is expected to fill out in checkout queues or some other distracting and time limited situations) extremely annoying and a little disabling.

A bit like all the different chip-and-pin machines; some of which say ‘Please REMOVE your card’ while others say ‘Please DO NOT remove your card’. The number of times I’ve taken my card back when the instruction actually said the opposite, is embarrassing. Nowadays when I have to use my card, I ask the checkout assistant if I’ve to take my card when one of those statements appears on the wee screen.

I hope these new regulations stop all the letters and emails I get – which I rarely read, but I never quite know if I should throw away or not.

Hopefully organisations will be motivated to declutter their websites and adverts so that those who have not opted-in can find out about their goods and services (that the individual customer actually wants). I find it very difficult to navigate all these websites with lots of bells and whistles which hide the information I actually want. And I can too often tell the story of an advert (off the telly), but when asked what was the advert for, I’m at an absolute loss!

My final point on the introduction of the new GDPR law is that as per usual it’s ironic – organisations are having to send out mail-shots which may be treated like junk mail, by the recipients. I have had recent experience of this particular aspect of these new regulations, as in my temp job in a housing association, I volunteered to fold hundreds of letters to go out to all the tenants.

Anonymous

Do you want to find out more about GDPR? Click on the link below:

https://ico.org.uk/for-organisations/resources-and-support/getting-ready-for-the-gdpr-resources/

 

 

The Choices We Make – the Life it Shapes Part 2

In my last blog ‘Part 1’ of this, I told the story of being moved from one school to another, to get help with my dyslexia, and how that move made a huge positive difference in terms of my literacy skills. On the other hand, the school move led to 7 years of bullying, and it destroyed my confidence and outgoing personality.

I ended my last blog pondering, if I could do it all over again, would I pick changing schools and get vital help for my dyslexia, or would I stay and grow up potentially heavily dyslexic, but with friends and confidence?

This is part 2, because the thing about regrets or wishes for ‘do overs’ is that they’re based on 20/20 hindsight and a presumption that life would turn out differently – better – if we’d followed a different path in our lives. But there’s no such guarantee, now is there?

I often have these ‘what if’ conversations with my partner. He grew up with confidence and friends and no learning (or other) difficulties. He got a ‘sensible’ (but not passion-felt) degree. He moved to a small Scottish town, he bought a flat, he got a safeguarded job, which he’ll be in until he retires. He never travelled. He isn’t ambitious. He doesn’t have a drive towards anything other than an easy life and financially safe retirement. And there’s nothing wrong with that! But not terribly exciting, in my opinion.

Whereas, I had learning struggles and so I studied hard to overcome the worst of my dyslexia. My bullying led me to desperately wanting to understand human behaviour and developed my passion for psychology. I fought my low confidence and self-worth for decades, constantly forcing myself to push beyond my boundaries. I left my business degree and the chance for a reliable book-keeping career behind, and moved to London. I then moved to Australia and New Zealand. After a bad break-up, I finally moved to Scotland, and I got my dream degree in psychology, despite critics telling me I couldn’t make it. With each step I took down my unorthodox path, I grew a little bit more in confidence and spirit. I walked away from another long-term, but bad relationship, ignoring the fear of being alone, or to be found unwanted, and I found love again with a supportive, accepting and great man – but not until I’d come to accept and love myself, flaws and all.

I’ve now set up a private counselling practice, despite my fear and embarrassment that my website, Facebook posts or contract might be riddled with spelling mistakes. I can still feel overwhelmed with a sense of ‘I can’t do this’, ‘I’m a fraud’, ‘I’m not as good as everyone else, so I shouldn’t be doing this’. But I won’t let my fears or inner critical voice stop me.

So, was I to get a do-over when it came to picking schools, I might have wanted to stay put and hope to have grown up with friends and more confidence. However, I know that the struggles I faced, the emotional turmoil, and the confidence battles I had to fight with myself, made me a stronger person, made me determined and stubborn (for better and worse), made me ambitious and adventurous. I made me someone who practices compassion in all encounters, knowing what it feels like to left out, ignored, or (mis)treated for being ‘different’; and it made me someone who wants to help improve other people’s lives. Had I had an ‘easy’ life growing up, I probably wouldn’t have developed such strengths.

What about you?

Terese Smith, guest blogger

5 ways to present information visually

I benefit from information being presented visually. So in this blog post, I’d like to share with you 5 ways to present information visually, and the purposes I use them for.

1. Spider diagram

What’s a spider diagram?

A diagram that has a main idea in the middle and key points around it. Spider diagrams don’t always use colour and have no specific structure.  In other words, you can position the key points wherever you wish.

I use spider diagrams to:

a) Brainstorm for a piece of creative writing

b) Plan a piece of non-fiction writing. I write my key points on post-it notes because this lets me move them around once I have them all down. Having my content all on one page lets me make connections between points.  For example, often I realise that 2 or 3 points that I thought were separate are actually examples of the same thing.  That lets me group them.  Moving and grouping my points generates a structure.

c) Learn and give talks. When I’m using spider diagrams for talks, I add pictures because they help me memorise the content. I chunk my talk into sections and for each section I make a different spider diagram on a different colour of paper

2. Mind map

What’s a mind map?

Like a spider diagram, a mind map is a diagram that has a main idea in the middle and key points around it. However, mind maps also show how the points relate to each other, and use colour, symbols and pictures.

Here are 3 resources on mind mapping

a) Audiobook: Mind Mapping – How to Liberate Your Natural Genius

b) Step-by-step instructions: ‘Understanding Dyslexia’ pages 68-75

c) Software:  I Have a Writing Difficulty, What Can Help?

3. Illustrated text

What’s illustrated text?

Text and complementary images presented together to convey the same information. I make a simple table in Word with 2 columns. I put one point in each row, with an image on the left and the corresponding text on the right.

I use illustrated text to:

a) Learn talks I give

b) Learn stories

c) Summarise recommendations I make in a talk (I hand out copies to the audience)

You can find sources of images in

a) CALL Scotland’s Guide to Picture and Symbol Sets for Communication and

b) Our top 5 sites for sourcing great images and photos on your iPad.

4. Sketchnote

What’s a sketchnote?

A record of something in words, pictures and other visual elements e.g. colour, frames, callouts. The text and visual elements combine to make an integrated whole.

I’ve made sketchnotes to summarise the main points of talks and blog posts I’ve given / written. And sketchnotes by others have helped me to learn stories and to find out about a network group.

For more information see Sketchnoting for Teaching and Learning.

5. Timeline

What’s a timeline?

A line that shows the events of something in chronological order.

I made a timeline to remind myself of a correspondence I had with an organisation.

Manual or electronic?

I use a pencil and paper to create some visual presentations of information e.g. spider diagrams; and a computer for others e.g. illustrated text.  If I’m presenting the information to others, I create an electronic version.

Further information

You’ll find a summary of this blog post here, along with some worked examples.

By a member of Dyslexia Scotland.