From : Presentation proposal for talk to the International Dyslexia Association

Conference 2001 (USA)

Title: Continuing Manifestations and Coping Strategies of Adult Dyslexics

Why do dyslexics need strategies?  From evidence presented during  my investigations, it appears that the most likely reason for adopting a certain approach for working, or to live comfortably from day to day, is to conform to the expected ‘norm’ in any given situation. 

Dyslexic manifestations do not disappear when children become adults.  Although some of any problems may diminish with age, the basic traits tend to remain, hence it is important to teach children to succeed despite their presumed difficulties.

  Most strategies are used to combat an unwelcoming world, though not all tactics are easily available or easily adopted, For instance the use of IT can be beneficial for dyslexics but often technology has not always been optimised for the dyslexic and also the necessary skills have not been taught effectively.  On the whole, dyslexics prefer speech, so computer training needs to concentrate on speech recognition .

If we assume that dyslexics are often capable of creative and intuitive thinking, they may also find difficulties in the communication of their ideas and the requirement to assemble facts (prioritise) in a linear fashion.  The dyslexic therefore, needs to be

provided with optimum tools to aid communication skills.

  Negative strategies can include anger, anti-authority and the inability to re-frame. Positive strategies should utilise strengths, thus providing a measure of success and the wherewithal to diminish the anger and allow mutual respect for differing viewpoints.  

  Proper remediation for any absence of literacy skills is a critical aim but not always successful.  As Sherman said, in the President’s letter in the International Dyslexia Association’s publication, in 1998,

‘Moreover the opportunity should not be missed to reinforce gifts that otherwise may lie latent because of lack of use, lack of nurturing or low esteem.  Remediation is useful for weaknesses but nurturing is equally essential for strengths.’

Time is required to explore student’s and workers’ perception and experience of education and the workplace.  They need to have expectations of personal success and that there will be positive consequences.

Adult literacy initiative has sometimes appeared to associate adult students with disadvantage, disability, lack of confidence and poor self-image.  However, students/workers need to be allowed to take responsibility for their lives, actions and decisions.  They must be allowed to take risks and not be ‘cocooned; or else there is a danger that they become ‘victims. 

Strategies should be used to effect positive change and not simply to allow people to remain static and outside of society.  Strategies are often initiated by the dyslexic but should also be offered to tutors and management, who then benefit from the adoption of strategies, e.g., in allowing appropriate methods of working and the appreciation of the dyslexic’s entire [previous learning and work experience.

Discussion point 1. 

 Memory strategies are an important part of the learning process. Children and adults need to be helped to remember by learning how to organise material, to identify key words, drawing diagrams and to adopt good listening skills.  Do we concentrate sufficiently on these skills during the formal school/college years?

Discussion point 2.

We develop and mature at different ages and yet out educational systems generally pre-decide what standard and amount of knowledge and skills should be acquired by particular birthdays, giving little flexibility in assessing capabilities.  The participants in my research saw this fairly rigid approach as a possible cause of later problems.  Is there a case for flexible progression unattached to age?

Discussion  point 3.