Getting to Know Your Learning Strategies: Part I

 

I was told I was dyslexic when I was around 6 in the early 1990s, and got extra tutoring for it, but it was believed then that dyslexia was merely a shortcoming in being able to read and write in my native language. Once I was able to do that, I was ‘cured’ – no one understood that I’d have the same problems learning to read and write in a new language, as I struggle to sound out words, or that I had working memory problems – making exams very problematic – and no one picked up on my dyscalculia either.

I love learning and reading and writing, so I was lucky that I was very motivated to keep at it. I never thought I’d get a university degree as I didn’t have the grades to get into university in Denmark, where I lived. In 2009, I was helped by a friend and got accepted into Stirling University here in Scotland and I was finally on my way towards my dream degree in psychology. Another friend told me about the university’s dyslexia support and I finally gained a formal identification in 2010 at 27.

I was offered extra exam time, help with essay spell checking and various software packages, and I said to the educational psychologist who diagnosed me: ‘I feel like I’m cheating now – getting all of this, which my peers aren’t’, and he said: ‘You’ve been playing football all your life with your peers, except you’ve been playing uphill. You’re not cheating, you’re getting support to play on a level playing field’.

But I still wasn’t given any leaflets about dyslexia, or any book recommendations, or links to follow, so I wasn’t much wiser. I came to learn that I needed to read a text three times, and recap everything I read in writing myself, to get it stored in my memory – and that this didn’t make me stupid.

I realised, via the software that I needed to read things on paper, to highlight it, rather than on a screen. I learned that being read aloud to was preferential, but while also reading along myself to see the words as they were spoken to me. And I learned that via practise – writing essay after essay – I did improve simply by repeating a task.

I also learned that it was no good to just read (and re-read) and memorise – I needed to apply the knowledge in either practice or, at least, via meaningful, real-life examples. Text books are often poor at offering this, so I needed to pause and come up with real-life examples in my head, where I could apply my new knowledge, and ideally share this example with others to really get it hammered into my own memory. I also needed to go hunting for the right kind of text books for me, and not just accept whatever the tutors suggested, as some books are more dyslexia friendly that others, in layout, font and their form of explanation. I needed non-fiction and text books to apply the rules of storytelling – a passion of mine – to really relate and, thereby, remember.

I have a whole host of self-taught learning strategies – some weirder than others. For example, I’m no good at head maths, so I tap out small figures with my fingers on my leg, or quickly add up using taps of a pen onto paper, using the number formation of a dice. Though, obviously, this doesn’t work for bigger numbers.

Of course, I wish I’d known these things earlier to help me through life, but better late than never. And of course, these strategies are personalised towards my needs. Yours might be different, but they will be there, you just need to find out what they are and apply them.

What do you love doing? What kind of information do you retain and is that because it’s linked to something you love? Now, try to apply this to things that you struggle with. Maybe you already know your learning strategies? What are they and how did they come about?

Thank you for reading my blog – check out ‘part II’ on the 25th of January 2019.

Terese Kansted

Dyslexia Scotland blogger

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Facebook and Literacy

Photo by mkhmarketing

According to recent research conducted by Booked, a magazine for UK schools, 70% of headteachers believe that Facebook and Twitter has adversely affected the literacy of young people.  To be fair to them, the examples that are used to back up this claim are not without merit:

“I wont to work wiv you’re  company.”

Another example the research cites is applicants deeming it appropriate to put xs (as in kisses) at the end of their applications when applying for jobs.

While the last example is something that is blatantly inappropriate, the first one throws up several interesting points.  Firstly “wont,” though outdated now, is an example of a word that is in itself correct, but lacking the right context, which would be something like the following:

It was Harry’s wont to go for a run before breakfast.

This is the case as wont is another word for habit, practice or custom.  Similarly, although “you’re” is correct when used as a contraction of you are, the company to which the person in the above sentence is referring will belong to someone and so your would be the correct word to use here.  Crucially, these are examples of two errors that would not be picked up by a spellchecker.

While some young people (actually people in general) may just use text speak to be lazy (something that “wiv” is but one example of), this research makes no mention of either the benefits literacy can attribute to social media or those who have genuine difficulties with spelling, reading and writing.

Given that literacy problems are such a big part of what it means to have dyslexia, it does the pupil/teacher relationship no favours when accusations of idleness are thrown about with no consideration for those that may have a significant and undeniable problem in this area through no fault of their own.  By not acknowledging people with dyslexia (or those that may be struggling on undiagnosed), such research risks stigmatising faultless young people.

Another error that was singled out was the difference between to, too, and two.  But there is also the difference between affect and effect, practice and practise, of and off, elicit and illicit, there, their and they’re…I could go on.  The point is, so much of the English language has two (or sometimes more!) words that sound the same and yet mean completely different things.  Therefore, not only can people with dyslexia have great difficulty learning to read, write and spell words, but they also sometimes encounter problems learning the correct context in which to use them.

The research made no allowances for simply being human either.  Yes, people should proof-read what they write and not rely on spellcheckers or other people to point inaccuracies out to them, but we all make mistakes, no-one can ever be perfect.  While I can understand the importance of presenting yourself in the best light when it comes to applying for jobs, why does an individual’s Facebook account have to be word perfect and grammatically sound 100% of the time?

As I have stated previously, nothing is mentioned with regards to technology advancing literacy.  Facebook now has a built-in spellchecker that will alert you to an error in the same way Microsoft Word does.  I obviously can’t speak for everyone, but being made aware of a mistake encourages me to correct it – to ensure I am easily understood by those with whom I am conversing if nothing else.  If Facebook does this, is it not a good thing?

What’s happening while that’s going on?  It could be anything at all; recommending great reads, finding an informative link, helping someone out with an academic quandary, offering a frustrated individual the chance to vent when things go wrong and a platform to shout from the rooftops when something great has happened.  I’ve seen all these things occur as a Facebook user, probably because it is the most accessible platform to use in order to say something to people we know en masse.  When this can be so much more problematic for individuals who have dyslexia, the last thing they need is for social media to be vilified.

It also seems a tad convenient to blame social media – a faceless entity that can’t answer back – for falling literacy standards when it is also considered that England is the only developed nation where children are deemed to be worse at mathematics and reading than their grandparents.  When such a bold and distressing claim is made, it is too simplistic to besmirch social media and not make other correlations.  What about the constantly changing curriculum?  A possible over-reliance on certain authors and texts?  Class sizes?  Teacher education and standards of teaching?

In short, while social media may have its faults, it is not fair to blame it for falling literacy standards without also acknowledging all the good it does.  Social media has its place in teaching literacy just as books do and there is no reason why they can’t harmoniously co-exist.

The article about the research in question can be found here:  http://www.dailymail.co.uk/news/article-2507642/Facebook-Twitter-harm-pupils-literacy-claim-headmasters.html

What Gaps Exist?

Following the recent news that Michael Morpurgo has written the first book in a series that is being published with the intention of making it easier for dyslexic parents to read to their children, I was surprised that, as the volunteer Resource Centre Manager for Dyslexia Scotland, I hadn’t realised that such a big gap in the market existed.  While it makes sense that everything that can be done to make reading easier for those who struggle with it should be, this is not something I had previously thought about.  In my defence, I’m neither dyslexic nor a parent and therefore had no reason to.

That having been said, it has caused me to ponder what other resources could be developed and used by dyslexics.  While I have seen books that explain what dyslexia is to children of various ages, for instance, I have seen none written from the point of view of a dyslexic parent.  Similarly, while there are books detailing how teachers can assist dyslexic pupils, as far as I’m aware there is nothing out there written from the perspective of a dyslexic teacher.

These are, of course, just two examples and it is probable that those who have experience of the condition can think of many more.  Getting back to the matter at hand, though, the fact that the idea for a series of books aimed at dyslexic parents and their children came about after Barrington Stoke were approached by a man who faced difficulty reading to his child poses an interesting point.  If something so worthwhile can occur through a simple conversation, what could a more frequent dialogue between dyslexics and official bodies, such as Government organisations and publishers to name but two, achieve?    On a related note in terms of resources, what would dyslexics like to see produced?  Given the gap that has been closed as a result of one man’s plight (although it is doubtless many other dyslexic parents will have also faced this issue) it stands to reason that many more barriers may well be overcome with open communication lines, which is why roundtable events, feedback and social media are so important – in giving dyslexics and those who help them a variety of ways to communicate you are not only making them feel more comfortable but giving them various ways in which to express themselves.  In doing so, a clearer idea is gained with regards to what support and resources dyslexics need.

In this instance, books that are accessible to dyslexic parents benefit more than just them and their children.  While it is true that they will improve the self-esteem of the parents and ensure that their children are not denied a love of books, reading and all the things that come with it (knowledge, empathy and a more imaginative mind were just three things that came into my head as I was writing), it benefits the wider world too.  For if dyslexics are given the ability to read to their children, does it not stand to reason that having this opportunity may make them want to overcome the difficulties they may face as a result of their dyslexia and become more productive in the workplace as a result of their improved literacy, for example?  Would being read to from a young age possibly make it easier and more enjoyable for youngsters to learn to read and consequently value education more?  While the definitive answers to these questions cannot ever be known, I cannot see a negative outcome to such a worthwhile endeavour.  Let’s hope Michael’s book, called All I Said Was, is the start of a new phenomenon: parents having a way in which to read to their children without being hindered by dyslexia.

All I Said Was by Michael Morpurgo and Itch, Scritch, Scratch by Eleanor Updale, books that have been created to enable dyslexic parents to read to their children, will be published in March 2014 by Barrington Stoke.

Reading Snobbery

A friend of mine was having a rant on Facebook last night because someone who was a complete stranger to her had taken it upon themselves to berate her for reading a gossip magazine (you know, something like Hello! or Closer).  It wasn’t as simple as decrying her choice of reading either; the individual made the assumption that as she was reading such a thing, she had to have issues with confidence and self-image, so I get the impression the discussion got quite personal.

Although my first thought was the obvious one of “Who do people think they are to make such aspersions about total strangers?” it later got me thinking about how dyslexics might feel should a similar situation happen to them and what the potential consequences of such an occurrence might be.

When an individual makes a disparaging remark, no thought is given to the circumstances of the recipient of the disdainful comment, or what such words might cause them to internalise, regardless of whether or not there is any substance to the both what was said or the subsequent thoughts the receiver might have in relation to it.  While some people might say it’s easier to live by the adage of if you haven’t anything nice to say don’t say anything at all, it isn’t always as simple as that.

In the instance of grouping children by reading ability, they quickly learn who are deemed the struggling readers, by the size of the lowest set of nothing else – because lower ability groups need to be smaller so that the children who need the extra support get it.  But still, I remember being appalled and hurt when a child (by this point someone old enough to know better than to say such a thing) felt the need to tell me that we would be reading better and harder books were it not for me – I later moved from the bottom to the top reading stream so her nastiness was just that and her comment bore no weight in the long run – but even in primary school children are taught to associate certain types of books – those that are shorter in length, for example – with a decreased level of intelligence.

Why does this have to be the case?  As has been proven countless times dyslexics can be whoever they want to be – I certainly didn’t know Jamie Oliver and Keira Knightly (to name but two) were dyslexic before I started volunteering here.  That being said, when book snobbery begins in primary schools, why is it a surprise that it is rife among the British general public?  Why do popular book series’ that appeal to the young and older people alike, such as Harry Potter or The Hunger Games, have to have separate covers for children and adults?  If you enjoy reading, it shouldn’t matter how the content is dressed up, whether it be a front cover of a book or the medium within which the book is contained, whether it’s a gossip magazine, an audio book or an encyclopaedia.

Nor should the content of your preferred reading material be judged.  Although I don’t read an awful lot of it personally, chick lit such as the recently released Bridget Jones: Mad about the Boy gets an awful lot of bad press.  Actually, it’s more that the women that choose to read them sometimes get seen as having nothing between the ears, because it’s not seen as intellectual.  At the opposite end of the scale, science fiction and fantasy fans are seen as nerds, and those that prefer books thought of as high brow classics – I’m thinking along the lines of Jane Austen here –  could be deemed old-fashioned.  My point is, everyone has different interests, the same way that people have different levels of proficiency with regards to reading.  As a result, no-one should be condemned because of their personal tastes or abilities.  The consequences of having something as inconsequential as what a person chooses to read being belittled and mocked could be far-reaching, not only affecting their educational development and self-esteem, but ultimately their willingness and ability to reach their full potential.

While I don’t think anyone would argue with me about the fact that reading snobbery needs to be combated, less clear is how this should be done, although educational intervention is key to change societal attitudes.  I’m not saying that setting by ability needs to be eradicated, that does have its place as they can be of great benefit to children.  However, it still needs to be made clear that along with the support that these teaching methodologies provide, children also need to be taught that life is about more than being put in a particular group or being given a specific label.  It’s about making the correct choices for yourself so you can aspire to be exactly what you want to be and nobody has the right to make anyone – child or adult, dyslexic or non-dyslexic, feel as if they cannot achieve that because of what they choose to read.

What will I do now?

When I left school, I literally had no idea what I was going to do. When I was growing up, I wanted to do everything, be a writer, a singer, an actress, an artist and for a while I wrote poems, but, the longest standing aspiration was a fashion designer.

I began school well, but soon, my difficulties crept in and I went from doing well, to near bottom of the class. I never really understood why and neither, it seemed did my teachers.

Now I am not work shy and I worked my @*£ off to try and be the best that I could be, but, I never got there. Often my reports said …. is a lovely child to have in class, but they always said the same thing, not trying hard enough, could do better etc etc, all I wanted to scream was ‘ I am, I try really hard’

By the time I got to standard grade I had something to prove, I wanted to show everyone that I was trying hard enough, so in my 3^rd year mock exams, I studied really hard and actually got reasonable grades. However, by the time it got to my 4^th year mocks my grades were shocking and the teachers began to write me off. This made me all the more determined to do well in the actual exams so I got my head down and did not too badly.

I was determined to stay until 6 year at school and attempt to get some highers, I loved art and wanted to go on to study to be a fashion designer but after missing out on higher art due to written work I began to give up on the idea. I tried again in 6^th year to get some highers: English and Advanced Higher Art (I was able to take it even although I failed my higher, due to artistic ability). Nevertheless pressure from the school to leave because it would be beneficial to me and still having no support to address my issues I left school with no highers and a conclusion that I was not the academic type!!

I went to work in an office after school, I had no real idea what I wanted to do, but, I thought getting some administration skills under my belt could help. My first job proved fruitful and after a year of working as an office junior I moved up within the organisation to a position that offered career prospects. However, I was never really settled and wanted more.

After working for a while in a few different jobs, I made the decision to try and get back into education; I wanted to do something that I really enjoyed. I applied to college to do a foundation course in fashion design with a view to going on to study fashion Marketing.

Then, I found out I was pregnant and as fashion is a difficult industry to work in with no guarantee of jobs, I knew I needed to do something else. When my little one was 5 months old I applied to college to do a course in communications, I combined all of my passions and all the things I was good at and found something that fitted me really well.

College was like a breath of fresh air and I applied the same work ethic as I had always tried in school, the difference was, I had the support that I needed and the tutors took the time to explain the concepts and ideas in a way that suited your learning style. I found myself helping my classmates to understand, ensuring that no one fell behind and for the first time I was doing well, this was a fantastic feeling.

Don’t get me wrong it was hard; I was studying full time, with my difficulties and a baby to look after, there were tears, late nights and times when I wanted to give up, but I had a clear goal in mind and would do anything to achieve it. After 2 years and 2 good qualifications, I was given an unconditional offer to university.

I honestly thought I would never see the day, me at university…. there must be some mistake! I was so happy.

I went immediately to the learning support when I started, to see what help I could get. I knew that I could do better than I did at school and my grades at college proved that. As college did not require much essay writing and the course was continually assessed with a practical project at the end instead of exams, I knew that University was going to be a whole different ball game.

I was assessed and identified as dyslexic; I was given an education package which listed all the help I was going to get and University, while no walk in the park was a complete eye opener. I loved it and came out at the other side tireder, older and with a slightly different take on the world. However, I had some fantastic experiences; I was much smarter and more socially conscious. I now have a good understanding that I could do anything that I put my mind to and a really good mark in an amazing honours degree to prove it.

I am so glad that I didn’t listen to myself when I thought I was ‘not the academic type’, determination and a willingness to succeed was the most important thing for me, it was not that I couldn’t learn it was that I was not being taught right.

This is what I tell everyone one who needs to hear it. Don’t give up, whether it’s is educational, vocational or just in general the world is your oyster, it’s all about finding the thing that spurs you on.

There is no one size fits all approach to learning and because you don’t excel in one way doesn’t mean you will never get to where you want to be. Even if you don’t get everything you hoped for when you leave school, there are options available to you. It may take you a little longer than your peers to get there, but in the end it is the journey and what you learn along the way that really counts.

Let your inner star shine

What’s your experience? Has your school experience made you think you can’t achieve something?

Life Skills Learned at University

While it is true that University is not for everyone and that those with dyslexia will find it more difficult than those that don’t have the condition, I don’t think enough is made of the invaluable life skills a university education can teach you, particularly in light of some of the problems dyslexics are known to experience.  Given recent research, (ironically published by Disney to mark the release of Monsters University) that compiled a list of fifty life skills that University teaches people, the benefits are clear, as can be seen from the list below:

BUDGETS, BOLOGNESE AND BLAGGING: THE 50 LIFE SKILLS LEARNED AT UNI

1.             Budgeting and prioritising	26.          Writing footnotes
2.             Living with others	27.          Looking for a job
3.             Doing a weekly food shop	28.          Setting up the internet
4.             Paying bills	29.          Blagging essays
5.             Studying independently	30.          Being a good team player
6.             Managing money	31.          That fridges don’t clean themselves
7.             Making friends	32.          Using fridge space effectively
8.             Navigate your way around	33.          Making sure the house is locked
9.             House / flat hunting	34.          Playing pool / pub games
10.          Socialising with all sorts of people	35.          Saving energy
11.          Registering at the doctor or dentist	36.          Blagging ‘group discussions’
12.          Turning up to lectures at the right time	37.          Getting to lectures off campus
13.          Appreciating home	38.          Using top up gas or electric key
14.          Supermarket shopping	39.          General DIY
15.          Coping without mum and dad	40.          How to use the bus
16.          Skim reading long books	41.          Setting up a television
17.          Pulling an all-night study session	42.          Which dishes aren’t microwaveable
18.          Being considerate to housemates	43.          Sorting out the boiler
19.          Using a washing machine	44.          Sorting recycling
20.          Going three nights with no sleep	45.          Building flat-pack furniture
21.          Making spaghetti Bolognese	46.          Making scrambled egg
22.          Using the library	47.          Fire safety
23.          Socialising in big groups	48.          How to re-use takeaway containers
24.          Cleaning	49.          How to turn on the cooker or grill
25.          The effectiveness of a good nap	50.          You can’t eat mould

Source: www. dailymail.co.uk

While some of these so-called skills are merely common sense (is it not obvious eating mould is a bad idea?), others are invaluable lessons that help people in their daily lives.  Learning to be a team player, for example, means that in the world of employment you are not going to struggle to work as part of a team.  It is also true that you don’t have to go to University in order to gain knowledge about the things on the above list, and indeed can and should learn them in other circumstances.

However, University, due to the nature of academic institutions and often there distance from family, means that it is uniquely placed to embed some of the more practical and work-orientated aspects of the list into the skill-set of participants.  Let’s face it, who wouldn’t want to ask for a bit of parental help when faced with problems in their flat, whether those concern cooking, the washing machine or some other calamity that seems like the end of the world at the time?  And while socialising with different kinds of people does not seem to be a hardship to most people, it might be that things like learning to skim read, timekeeping and prioritising tasks are arduous things for someone with dyslexia.

Whatever the specific issues an individual with dyslexia encounters, there is one thing University guarantees, particularly for those who choose to live away from home: you are forced to be independent like you never have been before and potentially face demons that you would not have been given the chance to face so completely were it not for the University environment.  Although it’s scary, it’s also liberating (once you get over the fear).

While it isn’t for everyone, there is no denying that it is a very particular situation, given the focus placed on independent study and self-reliance in general.  At home, you have parents or guardians, while at school you have teachers and in the workplace colleagues who are on hand should any problems arise.  Conversely, within the structure of the University environment, you are essentially on your own unless otherwise directed, be it by a lecturer or to a seminar.  But I think that needs to be embraced.  Because with self-reliance comes resilience, the likes of which I believe you cannot know unless you are forced to stand on your own two feet.  In my opinion at least, nothing forces you to do that like University does.

A story by any other structure would teach the same….

Picture by Susana Fernandez

Having highlighted the importance of reading in my previous blog entry, I feel that I can safely argue the other side of the coin without being hounded.

Because the sad fact is, it is more than just dyslexia that can hinder someone’s reading ability and their fondness of books.  What they are forced to read, most notably in schools can also have a huge impact, which of course is even truer in the case of dyslexics given their difficulties with the act of reading.

I remember hating Shakespeare at school, something that was borne out of the archaic language and compounded by the fact that;

1. We studied five of his plays in five years in English.
2. The inflexible layout and structure of the textbooks, which implied that the compiler could somehow already know the words that were deemed a challenge for teenagers to understand when in fact Shakespeare was far from that easy to grasp.  Furthermore, the text of the plays were always laid out on the left hand side pages, while the dictionary definitions the author deemed necessary were on the right, breaking up the text so much that it was horrendously jarring.  And this is coming from a non-dyslexic.

I think my little anecdote demonstrates two things.  Firstly, ramming a particular author down the throat of a child only guarantees that they will hate that author forevermore.  Secondly, and perhaps more importantly in the context of Dyslexia Awareness Week, teaching with a one size fits all mentality is doomed to result in complete failure, particularly when no effort is made to relate the texts and themes contained therein to the lives of students.

Another anecdote:

I remember sitting watching West Side Story in a Drama class, thinking the department were scraping the barrel in terms of their film selection as the end of term was drawing near.  It turns out we were going on to study Romeo and Juliet and they wanted to show us that the themes covered within it weren’t exclusive to Shakespeare and were relevant today.

They succeeded, but I remember being less than thrilled about having to study another Shakespeare play.  It was only after I voluntarily picked up a copy of Malorie Blackman’s Noughts and Crosses that I fully understood why the story of Romeo and Juliet is timeless.  Although primarily a love story centred around a class war, it could as easily apply in a variety of circumstances as is illustrated in Blackman’s book which is set in a world where white people are treated as an inferior race compared to their black counterparts.  Without giving the plot away, the comparisons between this book and Shakespeare are undeniable (without being strikingly obvious) and yet are posed in such a way that young people can relate to the story.  So significant was its effect on me that it has been my favourite book since I first read it eleven years ago (despite the fact I still hate Shakespeare).

Of course, I’m not saying that people don’t have to do things they don’t want to just because they are dyslexic, merely that if they are unnecessarily forced to read something they risk becoming alienated and further disengaged with reading and learning in general.  And it is not as if, as I have hopefully illustrated, that key themes in books for example cannot be conveyed in a variety of ways.  This Dyslexia Awareness Week one of the questions that needs to be asked is that as no two people learn something in the same way, why are countless children taught in the same way with no consideration of the adverse effects that it could possibly have on them later in life?

Lost in Translation

It was never my intention to write anything remotely like a sequel to my Lost for Words? blog, however it later occurred to me that, as a result of some dyslexics having trouble with sarcasm, tone of voice and phrases that are not meant to be taken literally, spoken English, particularly in the UK, can be as much of a minefield as written English.

Consider the table below:

Source: dailymail.co.uk

Furthermore, that is far from an exhaustive list, both in terms of phrases and their meanings.

For example, “You really need to consider…” followed by anything that concerns other people can be UK speak for “I think my opinion is better than yours but I’m too polite to say so.”

Any sentence starting with “I’d rather you didn’t…” means “you had better not” as opposed “just because X says they’d prefer if I didn’t do Y doesn’t mean I can’t.”

And beware of someone who describes a film as “interesting.”  It usually means they hated it.

Most people learn the oddities of UK polite speak (for lack of a better phrase) through experience, but given the tendency of some dyslexics to take what people say at face value, there is a danger that such situations could be lost on them.

Think about the large variety of circumstances that require social interaction, both with those we know and strangers, while remembering that dyslexia is a processing disorder where those with the condition can have just as much trouble interpreting the meaning behind spoken words as well as what is written down.

Now think of the potential consequences.

I remember “I would suggest” being a favourite phrase among university tutors.  In the context of academia, if a tutor suggests something, it’s usually to benefit of the student and their grades, so it gets done without a second thought.  But dyslexics just starting out on the University journey may not necessarily know that, as they may see it as exactly what it appears to be: a mere suggestion, and their grades could suffer as a result.

I’m sure “I’d rather you didn’t” has been the war-cry of parents of young people everywhere and teenagers have discovered the true meaning to their cost when the misinterpretation results in them being grounded.

And don’t get me started on the potential dangers of using “with all due respect” (or any variation thereof) in the workplace….

As dyslexics may have a bigger issue with navigating this battlefield than their non-dyslexic counterparts, it could be argued that if this particular part of the English language poses a problem for them, it should be taught in classrooms, especially as polite speak seems to be unique to the UK.

Better to teach children of the UK the idiosyncrasies of their native language at a young age, than for them to potentially remain ignorant and risk losing out and causing themselves unnecessary grief as they grow up.

 

What’s in a name

 

Having dyslexia can be frustrating; people don’t always understand it, they make assumptions, make jokes (ok, so most of which I actually find quite funny) and there are things that take longer or more effort to do.

Often, for many of us, it has negative connotations attached to it. This is especially true if you had to struggle for a long time before your difficulties were recognised. However, once you have been diagnosed/ identified everything falls into place, right?

Does being given the ‘label’ dyslexic help?

Often, people talk about the moment they are diagnosed as “everything falling into place” or “like a weight being lifted off their shoulders”.

But what does this really mean?

When I was diagnosed/ identified, it was just that, like everything falling into place, I could finally put a name to my frustrations and stop self diagnosing some of my symptoms/traits like poor short term memory or believing the negative things that had been said or implied over the years.

But, a diagnosis/identification wasn’t enough! I had questions and I wanted to ‘fix’ it….

There is no fix, we all know that, but there are ways of making life easier.

So, I now had to unpick my dyslexia, work out what my strengths and weaknesses were, what was actually part of my dyslexia and what was just my dizziness or clumsiness.

I had to work out what were the coping strategies that were going to work for me. This is a slow process, it takes time, effort, it’s frustrating, there is a lot of trial and error and I think, you are never fully done; every day is a school day!

I wasn’t diagnosed/ identified until I was in my mid 20s and as I was in further education, I got a lot of help to get me through my course and many of my techniques came from that, but it was only through working with Dyslexia Scotland 4 years after I was diagnosed/ identified that I really started to understand my dyslexia. I began to understand what it means and what is available, knowing other people who are dyslexic and how their traits differ from mine all really helped me.

So what’s in a name? Well nothing really, putting a name to it isn’t the end of the story, knowing you’re dyslexic is helpful and like everything falling into place, but it is only in truly understanding your dyslexia that you can start to move on from the frustration, begin to make your dyslexia work for you. Playing to your strengths and not dwelling on your weaknesses.

Symbiotic partnerships

Dyslexia Scotland relies on the continued support of its members, ambassadors, staff, volunteers and of course many organisations to help us achieve our goals.

One such important partnership has developed with Edinburgh City Libraries.

Sarah Forteath, Business Development Manager, Library & Information Services at City of Edinburgh Council writes:

‘Edinburgh City Libraries and Dyslexia Scotland have developed a strong partnership since Dyslexia Awareness Week launched in Central Library in Edinburgh in November 2010.

The success of the partnership is based on the mutual benefit to both organisations – through our increased knowledge of dyslexia we have been able to develop our reading services to incorporate the UK’s first reading group for children with dyslexia.

We have been able to encourage many more young people with their parents and families into our libraries by using Dyslexia Scotland’s host of fabulous ambassadors to launch events –  as well as their President Sir Jackie Stewart and Kenny Logan!

In turn we host a series of creative and entertaining events for free in our libraries for Dyslexia Awareness Week every year and encourage several hundreds of people to get involved in reading for pleasure.

In the next 12 months we aim to roll out several more Dyslexia Chatterbooks reading groups across the city too!

Our partnership is of great interest to other professionals and I’ve been asked to speak about it at a Spotlight at the annual conference of the Chartered Institute of Library & Information Professionals (CILIP Umbrella 2013) in Manchester on 3 July.’

To find out what events are available in The Edinburgh area visit www.edinburghreads.eventbrite.co.uk.  Details of events taking place across Scotland during Dyslexia Awareness Week will be published soon.