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Presentation at Sofia University, Sofia, Bulgaria Joyce L. Hargrave-WrightConference:16th-18th March, 2007Should we not think of dyslexia as a ‘plus’, rather than a ‘deficiency?’
In 1989, a 43 year-old dyslexic student, from Argentina, who was studying for a doctorate in the UK, described her thoughts to me: ‘To think of dyslexia as a writing/reading handicap, is to fail to realise 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 expected patterns, we do not make ourselves understood, yet our behaviour is in accordance with how we see the world.’ This viewpoint reflected my own viewpoint, that dyslexia is an ‘effective difference’, rather than an ‘ affective disability ’. Gordon Sherman, former President of the International Dyslexia Association, based in America, suggested in the Perspectives publication in 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 for longer than we have been literate….Given the challenges we face in our unstable, natural and social environments, alternate brains might be important assets, even pivotal.’ Definitions of dyslexia have frequently only focussed on poor literacy acquisition as the only issue for consideration. Therefore, the importance of the global, unique and lifelong nature of dyslexia has often 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. Let me just explain how I see the deficiencies in these modes of thinking. Are we able to say that dyslexics are always given the opportunities they need to allow them to be ‘different’ and to be able to explore their strengths and talents? Are dyslexics always offered the support, resources and learning approaches that are suited to the dyslexic mind, or is the focus on ‘curing’, ‘changing’ and ‘bringing up to standard’. Dyslexia is not a disease to be ‘cured’. Sadly, in order to get resources, both of teachers and funding, the word ‘disabled’ has been attached to dyslexia. To my mind, resources should be available to cover the needs of all children and adults. 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 own contributions to the world. Of course strategies have an important place in the lives of all of us but they can be functional and also dysfunctional. Negative strategies tend to focus upon anger and despair, thus interfering with opportunities for negotiation. Positive ‘tools’ should utilise strengths, thus providing a measure of success.
It would be useful at this point to enumerate some of the many reasons for poor acquisition of literacy skills.
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, which would then lead to a reasoned finding of a dyslexic mind. It is to be appreciated that currently, literacy skills 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 too, there are practical techniques that can help compensate for poor spelling, particularly in the realms of technology. However, in this linear based world, dyslexics also encounter difficulties in life skills, on a day to day basis, including the following:
During a research on ‘Continuing Manifestations and Coping Strategies’, which I undertook in the late 1990s, I devised a questionnaire on the day-to day manifestations of dyslexia, that were suggested to me by the 250 dyslexics, aged 5-60 years of age, whom I studied in great depth. I was surprised and quite shocked at the number of manifestations and traits that were part of their everyday lives but were not directly involved with literacy skills in their purest form. I was made aware that these behaviours, as described by dyslexics themselves were important ‘markers’ for recognising the presence of dyslexia. The presence of these manifestations (traits or behaviours), at a level that can cause life disruptions, 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. Dyslexia manifestations do not disappear when children become adults, though there may be some diminution with age and maturity. Much of the evidence in the researches that I have conducted, has suggested that the conventional education system may be focussing on the wrong kind of skills, leaving behind many of the people that have the most to offer. In the event, dyslexics often face a reduction in their quality of life because of their differences in thought processes. ‘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 always allow for intuition, creativity and individualism’ (Hargrave-Wright, 1995) Until differences can be accepted, there is bound to be frustrations in a day to day struggle to conform.’ Attitudes are important and an allowance for the dyslexic’ individuality in the learning and teaching structure is crucial to their progress. Awareness of needs and understanding of 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. Does today’s society stand to benefit from thinkers who process information more globally, or from activities often associated with dyslexia, e.g. mechanical aptitude, creative problem solving, ability to connect disparate data, artistic expression and visualisation. If individual approaches had always 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. ‘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) As I mentioned at the beginning of this talk, the use of the word ‘disabled’ has to my mind, been a complication, usually aimed at the lack of reading skills or occasionally the whole range of literacy acquisition. The considerable talents and strengths of dyslexic have rarely seemed to have been taken into account. The presence of supreme artistic talents, for example still does not appear to count as a measure of intelligence. I firmly believe in the recognition of multiple intelligences, including:
(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. Each human brain has visual –spatial and language faculties but in differing proportions . Both are useful. It is not a question of one faculty being ‘right’ and the other, ‘wrong. ‘It is only our word dependent society which labels one extremity of the range, a ‘deficiency’ whilst ignoring its beneficial aspects. At the other extreme, the disadvantage of the ‘linearlexic, non-seeing mind, receive no recognition at all’ (Parkinson Smith 1997) Our brains are the products of genetic blueprints handed to us from our parent and grandparents and all those that came before us. We must accept therefore that with all the inevitable variables, there are inevitable variations. We should rejoice in our differences. One of the implications of our education systems is that pupils learn only too quickly what to expect and sadly to accept, what is ‘normal’, as presented to them in constant tests and the need to be at a certain level at a certain age. Low self esteem is inflicted on children at a very early age, as they become aware that their test results do not match with the expected levels. There are many renowned dyslexic people who are often quoted as examples of heights that can be reached. I think it is important to realise that dyslexia covers the whole gamut of intelligence, age, social interaction and emotion - as is found in the total population. So that whilst accepting the fact that dyslexics can think creatively, imaginatively and intuitively at any age and level of ability, the number of those who become world influences are limited - again, as in any population. However, the shining examples of Winston Churchill, Charles Darwin, Napoleon Bonaparte, George Washington, Thomas Alva Edison. Theodore Roosevelt and Albert Einstein, are sufficiently evidential, to give hope and inspiration to those dyslexics who feel isolated and alienated from the world. I am sure that his dyslexic thinking made Richard Branson (Virgin Airways etc.) the entrepreneur that he undoubtedly is today. Roald Dahl showed his dyslexic creatively in his exceptional talent for creating children’s literature.
Poor literacy skills must be addressed at all levels and the best resources and expertise must be accessible. I just want to make sure that the focus on literacy skills does not diminish, mask and cloud all other considerations , so that dyslexics never have the chance to shine and have success in the areas where they have their strengths.
References
Gomensoro,S. (1989), From letter to J.L.Hargrave-Wright. 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 , 1995-1999 Parkinson Smith, (1997), ‘And now for the Good News’ an Arts Dyslexia Trust Lecture, at the BDA International Dyslexia Conference, York University. Sherman, G. (1998, President’s address in Perspectives, Journal of International Dyslexia Association, Winter, 1998 Smith,A.(1998) ‘Bringing out the Best’, Workshop in Celebrating Success, Raising Achievement for All. NASEN Annual Study Course, Somerset. NOTE: Copies of this talk, plus information sheets on the following areas are available through the Conference facilities
Please feel free to use any of the material, provided that there is proper acknowledgement as to it source.
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This site was last updated 29-Jul-2007 |
