ISEC 2005
Inclusive and
Supportive Education Congress - International Special Education
Conference
The University of Strathclyde, Glasgow, Scotland
1st – 4th August, 2005
Inclusion:Celebrating Diversity?
Should we not consider
dyslexia as an ’effective difference’, rather than an ‘affective
disability.’
Dr. Joyce L.Hargrave-Wright
Should we not consider dyslexia as an
’effective difference’, rather than an ‘affective disability.’
In 1989, a 43
year-old dyslexic, studying for a doctorate in geo-physics,
described her thoughts to me:
‘To think of
dyslexia as a writing/reading handicap is to fail to recognise
the essence of the problem. Dyslexia for me is a communication
problem. I have lived my life trying to understand why my
behaviour is uncomfortable to others……Because people judge us
through common (expected) patterns, we do not make ourselves
understood, yet our behaviour is in accordance with how we see
the world.’
In 2003, Gordon
Sherman, former President of the International Dyslexia
Association, suggested in the Perspectives publication,
Spring 2003, that we all have different brains.
‘With this view,
we tackle the mysteries of the dyslexic brain and even admit
that brain variation is an asset for the human species….dyslexia
exists only in the context of today’s society, a fleeting moment
in geological time. Indeed, we humans have been illiterate far
longer than we have been literate…..Given the challenges we face
in our unstable natural and social environments, alternate brain
designs might be important assets, even pivotal.’
Definitions of
dyslexia
have frequently focussed solely on poor literacy skills. The
importance of the global nature of dyslexia, has therefore been
diminished. My research has led me to pose questions as to the
true understanding of the nature of dyslexia and whether there
is a proper awareness of the lifelong difficulties that lateral
thinking dyslexics face in a world that, is geared to linear
organisation.
Have we
achieved the goals that we set at the outset of the dyslexia
movement in the U.K. – in which I was involved? Is it possible
to say, forty years later, that dyslexics are being given the
opportunities that they need – to allow them to be ‘different’
and to be able to explore their talents and strengths? Do the
dyslexia institutions, associations, education authorities and
the world of the workplace, offer the support, resources and
approaches, that are suited to the dyslexic mind, or is the
focus on ‘curing’, ‘changing’ and ‘bringing up to standard?’
There is a
constant cry for ‘coping strategies’, to enable dyslexics to
perform to an expected standard. Instead, why do we not
provide them with the optimum tools to maximise their
contribution to the world?
The
aims of my presentation
therefore, are as follows:
i)
to show the global needs of the dyslexic
ii)
to encourage the conference participants to enhance their
knowledge of dyslexia and to think of dyslexia as an ‘effective
difference’, rather than an ‘affective disability’
iii)
to indicate the strategies needed to help dyslexics to
live in a world that
often appears
alien to them – true inclusion
iv)
to recognise that all facets of life are equally unique
and valuable,
including perception, character, ability, talents, creativity
and intuition – a
true
acceptance of diversity.
Since
the 1960s, the act of assessing perceived dyslexics and the
ensuing vital discussions, along with a multitude of research
including my own, has allowed me to have insights into the
characters and abilities that have not ‘fitted’ in with
established views on dyslexia, which primarily still focus on
poor literacy skills.
In the event,
many dyslexics eventually read competently, though spelling can
remain a difficulty throughout life.
With
decoding(reading), the text remains as a constant reference.
Encoding (spelling) requires the recall of letters to match
sounds, which can result in an appropriate letter or blend being
chosen, though not necessarily the correct one for the required
word.
For examples, ‘thay’
for ‘they’
or ‘stashun’
for ‘station’
The spelling of
dyslexics is often described as bizarre. Seldom is this so, as
in many cases, a high degree of logic and common sense has been
applied.
Difficulties
in acquiring literacy skills
can be the result of :
a) poor health
b) a low ability c) socio-economic factors d) inefficient
teaching
e) parents
moving house constantly f) sight/hearing problems and in some
cases,
g) one
manifestation of dyslexia
Proper
assessment procedures and appropriate remedial measures must be
awarded, whatever the genesis of the difficulty. However, in
considering the presence of dyslexia, we must be sure that there
are distinguishing features in the assessment evaluations, that
would lead to a reasoned find of a dyslexic mind.
It is my
contention that the over-concentration on inefficient literacy
skills has masked the other important and on-going
manifestations of dyslexia.
It is of course,
to be appreciated, that currently, literacy skills will still
remain vital to the welfare of any individual and that being so,
everyone deserves the best tuition, resources, expertise,
awareness and understanding, to enable them to compete in the
world as it stands today.
Increasingly,
there are practical techniques that can help to compensate for
poor spelling, whatever the cause.
However, in this
linear based world, the difficulties usually encountered by the
dyslexic throughout life, are often discounted or indeed
overlooked.
Dyslexic
manifestations, as indicated by my research (Exeter University
1999), can include the following:
1.
Organisational skills which do not match the expectations
of the world. It is
possible
for a dyslexic to find the answer to a problem, without being
able to
describe the process taken to
reach this conclusion. Problems often arise with the
organisation of facts, ideas and instructions that emanate from
our linear based
world
2.
Laterality difficulties, so that in many cases, a dominant
side (right or left) has not
been
established. Identifying left or right, e.g. when driving a car,
can be confusing.
3.
Directionality, including not being able to find
destinations easily.
4. An
undeveloped short term memory/recall
5. Confusion
of thought, which cannot then translate into coherent spoken
words
6.
Difficulties with assimilating more than one piece of
information at a time,
therefore
easily overloaded.
7. Poor
literacy skill acquisition, predominantly spelling
(encoding)
8. Printed
text that can blur and print that ‘jumps’, when the
dyslexic is under stress,
e.g. when
publicly reading/speaking or being required to copy from board
or book.
9.
Difficulties in retrieving and prioritising facts.
10. Low
esteem
The presence of
these manifestations at a level that can cause disruption,
separate the dyslexic from the non-dyslexic. The number of
manifestations that are significant, are not easily quantified,
in that individuals display different thresholds of coping and
non-coping. If we accept that dyslexia is genetic, familial or
hereditary, then it also has to be accepted that dyslexia traits
do not disappear when children become adults, though there may
be some diminution with age and maturity.
Perhaps we
should question claims to ‘cure’ or ‘change’ brain patterns. Is
there not a danger of losing ‘something’ of importance in the
process?
A participant in
my research, commented that he was trying desperately to
‘conform’. He is still learning to discipline himself to
complete forms accurately and to follow structure, as laid down
by schools and the workplace. The negative effect is that he
now feels that he is losing creativity. Hopefully, it is still
there, ready for retrieval for the benefit of expanding
knowledge and vision to the world in a future time, when
diversity of brains is an accepted ’norm’.
Much of my
research evidence, suggests that the conventional education
system may be focussing on the wrong kinds of skills, leaving
behind many of the people who have the most to offer.
‘They process
information in a way that does not necessarily fit in with the
recognised format. Perhaps it is the education system that is
in error, in that it does not allow for intuition, creativity
and individualism. (Hargrave-Wright, 1995:11)
Attitudes are
important and allowance for the dyslexic’s individuality in the
learning and teaching structure, is crucial to their progress.
Awareness of needs and understanding of the different ways of
learning are the keys to success - and so lay the foundations
of confidence, that can be enjoyed throughout life.
In addition,
self-esteem can only be regained by the dyslexics themselves, by
believing in and accepting, their own strengths and weaknesses.
Perhaps it is the systems that will eventually have to change.
Perhaps too, we should present an education that embraces
multi-varied skills and talents.
Even in the year
2005, definitions of dyslexia still concentrate on poor literacy
skills, with a focus upon poor reading. During my years of
Headship, I considered that properly devised literacy programmes,
particularly with a multi-sensory approach, were crucial for the
remediation of inadequate literacy skills, whatever the reasons
for the difficulties.
However, it
could be argued, that in the case of dyslexia, these excellent
schemes have often been given such a high priority in any
support provision , that it has been an easy matter for both
parents and teachers alike, to gain the impression that poor
literacy skill acquisition is the only manifestation of
dyslexia.
Dyslexia has
unfortunately been encapsulated within the range of
institutionalised education, when accepted at all, and in many
areas of educational and governmental influence, still does not
appear to have moved on from this concept. Even test and
screening materials concentrate on literacy skills and do not
give us real understanding as to the real nature of this
‘different’ way of thinking.
Dyslexia has
been over-analysed and over-tested over the years and sadly has
almost become a caricature in the public eye. Why is it not
possible to agree that we all think and learn differently? Why
are we so frightened of those who have original thought
processes and who do not react well to expectations and
conformity? We all have different talents, so why are a
selective few of these, considered ‘markers’ for intelligence
and educational prowess? Who decided that literacy skills were
the only worthwhile intelligence? Reading and spelling are
artificial skills that have been imposed upon us. Representing
the world orally and visually are natural functions.
Representing thought in symbols is not natural but now seems to
be taken to be the only option.
I am concerned
about the current spate of ‘cures’ and ‘treatments’, that are
often expensive and so far, with no proven guaranteed outcome.
Why would anyone want to be changed – to lose their essential
self? Would we have wanted to have lost the immense talents
that have been brought to us daily over the years, by those who
think creatively and uniquely?
Our teaching
processes and our systems in the workplace, tend to be linear in
character and are usually offered as mandatory, without a
choice. Sadly, differences, individuality and flexibility are
not easy to quantify and regulate, so that intelligence and
levels of education recognition, are too often measured by
standardised tests and prescribed bodies of knowledge.
Self-esteem and confidence is too often undermined by the
comparison of one child/adult with another, or with a
standardised ‘norm’.
Tom West
suggested that it is our task to outwit nature by preserving the
high talents without any of the disadvantages. (West:1991)
Does today’s
society stand to benefit from thinkers who process information
more globally and from other activities often associated with
dyslexia, e.g. mechanical aptitude, creative problem solving,
ability to connect disparate data, artistic expression and
visualisation.
Dyslexics, over
the years, have been exhorted to adopt coping strategies, to
enable them to work in the mode expected by government
legislation, educationalists, the workplace and society
generally. If individual approaches had been accepted, then the
words ‘compensate’ and ‘strategies’, may never have become
common in the whole area of Special Needs. To think differently
does not necessarily mean wrongly, even when poor literacy
skills are involved.
‘Perhaps the
problem is not so much how to help children(and adults) to
measure up but rather how to identify and develop widely varied
but often substantial talents that appear well suited to provide
novel and integrated solutions to extremely modern problems.’
(Sherman 1998:2)
General
Strategies
Most strategies
are used to combat an unwelcoming world, though not all tactics
are easily available or easily adapted. For instance the use of
IT can be beneficial for dyslexics. Nevertheless, technology is
not optimised for the dyslexic and does not always allow for
individual creative thought processes. On the whole dyslexics
prefer to use speech, so IT needs to concentrate on speech
recognition.
‘Progress now
needs to be made in the world of research as how to provide the
dyslexics with optimum tools to aid communication. (Hiscock
1995:128)
A complication
to my way of thinking, has been in the use of the word
‘disability’, as applied to dyslexics, usually aimed at the lack
of reading skills or occasionally the whole range of literacy
acquisition. The considerable talents and strengths of
dyslexics, have rarely seemed to have been taken into account –
and the presence of supreme artistic talents, for example, still
does not appear to be taken as a measure of intelligence. I
firmly believe in the recognition of multiple intelligences,
including,
a) interpersonal
b) intrapersonal c) linguistic d) mathematical and logical e)
visual and spatial f) kinaesthetic and h) naturalist. (Smith
,1998)
All these
intelligences should be equally valued by both the dyslexic and
by those seeking to instruct and lay down patterns of learning
and behaviour.
‘Too great a
reliance on one process may only represent an extreme range of
variation in human intellect which uses strategies based on
visual-spatial faculties in preference to those based on
language: each human brain has these faculties in effectively
different proportions – both are useful. It is only our word
dependent society, which labels one extremity of the range a
‘deficiency’ (dyslexia), whilst ignoring its beneficial
aspects. At the other extreme, the disadvantages of the
‘linearlexic’
non-seeing mind,
receive no recognition at all.’ (Parkinson Smith,1997)
Strategies can
be positive/negative, functional/dysfunctional and work both
ways – what you can be offered to the dyslexic and what the
dyslexic can use to help themselves.
Positive
Strategies
should focus upon strengths, thus providing some success.
1.
Acceptance
of the nature of one’s own difficulties is paramount before
moving on
to
remedial/compensation/different approaches. It is then possible
to negotiate with families, friends, schools and workplaces.
Only at that point can real acceptance be possible. Then it
becomes easier to develop functional strategies for coping with
the difficulties.
2.
Identification
of the areas for negotiation is the next step. Assessment,
diagnosis,
counselling and discussion, can all help with the processing of
the identification of
needs and
appropriate support. These needs can range from raising the low
opinion of
one’s own ability, the relief of stress symptoms, to the
acquisition of
practical
skills and literacy knowledge.
3.
Positivisim
is the keyword for all dyslexics. A positive approach is needed
for the
acquisition of
skills, whether literacy, vocational or aesthetic. We are
happier if we are allowed to concentrate on the areas for which
we have ability and talents.
4.
Life Skills.
Dyslexics need to like and respect themselves before they look
at the
world head-on.
Careers should be chosen in the light of possible stress
factors, so strengths and abilities can be exploited. Hobbies
can give the sense of self-worth and many dyslexics have
reported high efficiency and success in such activities, which
have then turned towards professional careers.
Self-assertiveness and Yoga classes are often beneficial, in
that there is the opportunity to meet others, often who are
similarly despondent. Nothing is more healing than mutual
support.
5.
Study Skills.
As confidence grows, help can be sought and accepted from
trusted
friends,
family and colleagues, especially for handling forms, cheques
and
accounts.
There are many areas where the dyslexics themselves can offer
help.
Support is
a two-way activity and each person has their own level of
expertise to
offer.
Techniques for acquiring necessary study skills including
organisation of
work
schedules, timetables and examinations, should be incorporated
into any
teaching
situation.
Negative
Strategies
tend to focus on anger and despair, thus interfering with
opportunities for negotiations.
Inadequate
Strategies
2.
Withdraw from the whole situation rather than negotiate
within the situation.
3.
A preference for being called ‘lazy’, rather than ‘not
bright’
4.
Contemplating suicide
5.
Security, rather than taking a risk, appears to be
preferred, so any struggles
are kept
to a known environment.
6.
Poor perceived organisational skills sometimes lead to
under or over
organisation.
7.
Jobs and careers can be abandoned because there is no
control of the working
methods.
8.
Social interaction can be difficult, so events avoided.
Hiding in tasks, such as
the
dispensation of food and drink, give the opportunity of
anonymity.
Lack of
Strategies
1.
Self-image is poor, so why try? The dyslexic often shows
low expectations
and
therefore diminished effort.
2. There is
often no understanding of time span, so dyslexics can be
unpunctual.
3. Low
confidence produces a fear of making errors, so that tasks are
avoided.
Keeping in the background can also be a tool for
non-involvement.
4.
Errors are feared, so tasks are not attempted.
5.
Further training for a job can often be avoided because
of presumed difficulties and expected distress over
examinations/promotion
6.
Dyslexics can be reluctant to tell others of their
difficulties for fear of being
rejected.
7.
Emotions can be hidden, thus leaving others in a state of
not understanding
the situation
and possibly reacting in an unfavourable way.
8.
Making errors and not seeking support or practical help
can be
Disadvantageous.
Inappropriately
Generalised Strategies
1.
Spell checkers are useful but can prevent practice and
therefore the
consolidation of
fact learning.
2.
Preparation for any event or piece of work can be muddled
and obsessional in
character.
3.
Headaches, vomiting and tiredness appear to be common
withdrawal reasons.
4.
Avoidance tactics in the classroom/workplace include the
constant need to visit the lavatory, losing breaking
pens/pencils and copying from neighbours.
5.
Poor memory is used to explain lack of achievement.
6.
Behavioural difficulties in school and work cover lack of
understanding of
those tasks
that are expected of them.
7.
Dyslexics appear to trust selectively, usually close
friends/relatives.
SUMMARY
Definitions of
dyslexia have frequently focussed on poor literacy skills. The
importance of the global nature of dyslexia has therefore been
diminished. My research has led me to pose questions as to the
true nature of dyslexia and whether there is a proper awareness
of the lifelong difficulties that lateral thinking dyslexics
face in a world that is geared to linear organisation. Have we
achieved the goals set at the outset of the dyslexia movement?
It is possible to say, decades later, that dyslexics are given
the opportunities that they need to allow them to be ‘different’
and to explore their talents and strengths? Do the dyslexia
institutions, associations, education establishments, really
offer the support, resources and approaches that are suited to
the dyslexic mind, or is the focus still on ‘curing’, ‘changing’
and ‘bringing up to standard’?
There is a
constant cry for ‘coping strategies’ to enable dyslexics to
perform to an expected standard. Why not instead, provide them
with the optimum tools to maximise their contribution to the
world?
Perhaps the time
has come to redefine dyslexia:
Where it
becomes impossible to conform to expected behaviours without
distress and a breakdown in intellectual and emotional
mechanisms, then it is possible to assume a problem that
requires a definite diagnosis and name, followed by an awareness
of individual needs, appropriate support and importantly,
recognition of strengths.
References
Gomensoro. S.
Letter written to Hargrave-Wright re. dyslexia assessment
(1989)
Hargrave-Wright,
J.L. (1995), ‘Misunderstandings’, in Dyslexia, Signposts to
Success –
A Guide for Dyslexic Adults.
British Dyslexia Association, 1995,11
Hargrave-Wright,
J.L. (1999), Continuing Manifestations and Coping Strategies
of Adult
Dyslexics,
Ph.D. research, Exeter University (1995-9)
Hiscock, N
(1995), ‘We Dyslexics Need to Communicate’, in Dyslexia, An
International Journal of Research and Practice,
vol.1, no. 2, Miles, T.R.(ed).
British
Dyslexia Association. Wiley, 1995, 128
Parkinson Smith
(1997), ‘ And Now for the Good News’,an Arts Dyslexia Trust
lecture,
at the BDA International Dyslexia Conference,York
University,1997
Sherman, G.
(1998), President’s address in Perspectives, Journal of
International
Dyslexia Association, Winter, 1998.
Sherman, G
(2003), ‘ Neuroanatomy of Dyslexia, Through the Lens of
Cerebrodiversity’ in Perspectives, Journal of
International Dyslexia Association.
Spring
2003, 12.
Smith, A (1998)
‘ Bringing out the Best’. Workshop in Celebrating Success,
Raising
Achievement for All,
NASEN Annual Study Course, Somerset, 1998.
West,T. (1991),
In the Mind’s Eye, Prometheus Books, 1991, Preface.
