Wolverhampton 2006

Talk in Wolverhampton Grammar School, January 24th 2006. Dudley Dyslexia Association

Joyce Hargrave-Wright (Dr.)

Lateral thinkers in a Linear World (Full Text)

I always remember the time, when my son started his first own business After a life of frustration where he was misunderstood, considered as outside of the normal parameters expected in our education system - and never having his strengths recognised - he decided to be his own master. He would allow himself the right to work in his own distinctive fashion and to make decisions based on his unique knowledge and understanding of the way things worked – for him. Whilst telephoning him, I joined with him to laugh at his days ‘activities’. He had found mud on his shirt, so changed into a clean shirt, which remained buttoned incorrectly all day. . He had used his bicycle to travel the short way to work and had padlocked it, on his arrival. Time to go home – and he had the wrong padlock key with him and had to walk home. I rang Julian recently to confirm that I could use these stories. After generously agreeing that I may do so, he added that perhaps I had better add the information that on the previous day to my telephone call, he could not understand why he was unable to find the pocket in his tee-shirt. He had the shirt on back to front. He also confirmed that he still spells his name ‘Julain’, on a bad day. He still solves problems in an imaginative and effective way but often has no idea of the processes and steps that he took to reach his conclusion. Dyslexia is life –long. You do not suddenly change who you are, how you think and learn, how you organise your thoughts and how you view the world. In his middle years, he has chosen his own life style. He is happily married, he runs another successful business, is skipper of his own boat and lectures at a Further Education College. He has written several books. He has fought to get to this position. He is dyslexic.

Page 2. Lateral thinkers in a linear world Joyce L.Hargrave-Wright (Dr.)

My experience over the years has led me to see dyslexia as a ‘difference’, rather than a ‘disability’. Perhaps it is a sad reflection upon our government and education legislation, that we have to apply the epithet ‘disabled’, to obtain the necessary financial, personnel and equipment resources. The crux of the various areas of my research over the years, has been focussed on revealing the true nature of dyslexia. Literacy skill difficulties have many causes and should of course, be rigorously addressed, whatever the geneses, which could include illness, low ability, non-conducive socio-economic conditions, constant house moves, sight/hearing problems among many others. 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 finding of a dyslexic mind. The lateral thinking processes of dyslexics confront difficulties when trying to conform to the expectations of the world, which is primarily organised in a linear fashion. In a word dependent society, other ‘intelligences’, especially those showing creative, intuitive and imaginative talents, have often had to take second place. Dyslexics have reported to me, the feelings of inadequacy that remain with them, whatever success they may have achieved. My main source of information has been from the insights and the unique knowledge of the dyslexics with whom I have been privileged to work. We must recognise that dyslexic children become dyslexic adults, with all the accompanying lifelong characteristics of dyslexia, which could include individual organisational skills, an undeveloped short-term recall and a poor sense of laterality and directionality (left/right and little idea of their geographical position). Maturity, plus growing knowledge and more self-awareness of positive strengths and abilities, will naturally effect development and change. However, the fundamental traits will remain within the person’s persona. One of the manifestations that defines dyslexia, is an apparent inefficiency in working memory. Working memory represents a system for the temporary holding and manipulation of information. This inefficient recall of information is shown most forcibly with dyslexics, when the need to encode (spell) is part of their skill learning. Spelling relies on the recall of the correct symbol for the sound presented. Whilst it is necessary to use varied approaches as appropriate to any individual, phonic knowledge is vital to dyslexics, so that they can appreciate sound/symbol correspondence and the use of consonant and vowel blends and digraphs, thus enabling them to link sounds to make words. We have 26 letters (graphemes) in our alphabet, which produce 44 different sounds (phonemes) and also we need to know that several letters or combinations of letters can be used to produce these sounds, e.g. sound /sh/, can be presented by ‘ci’, ‘si’, ‘s’, ‘ti’ and ’sh’. Sound /k/ can be represented by ’k’, ‘c’, ‘ck’, ‘qu’ and ‘ch’, usually dependent upon their position in a word. In a school or workplace situation, dyslexics need to give information in small ‘chunks’ and repeated as often as needed. A multi-sensory system is the best way to ensure that all pathways (sight, hearing kinaesthetic, speech) are used, thus reiterating and consolidating information. Dyslexics adopt coping strategies to enable them to work in the mode expected by the education systems and the world of work. However, if individual approaches had always been accepted, the words, ’compensate’ and dare I say ‘Special Needs’, may never have become common. Page 3

Positive Strategies should utilise strengths, thus providing some success and a route by which anger and depression can be alleviated and also give a base for negotiations. Negative Strategies include a propensity for anger, an antipathy to the establishment and the inability to re-frame. Memory Strategies are an important part of the learning process. Dyslexics need guidance, in order to i) organise material ii) identify key words iii) understand the benefits of drawing diagrams iv) ask for information to be repeated. Dyslexics tend to go into ‘overload’, when given more than one piece of information at a time. Stress then ensues, which then makes learning and ingesting information even more problematical. Attitudes and teaching styles need to be adjusted towards the learning patterns of the learner – understandably difficult in today’s educational systems, where a formalised curriculum and routine testing does not lend itself to flexibility and individuality. Surely society ought to take the opportunity to benefit from thinkers who process information globally. This same society who impose structures on learning styles, also benefits from talents so often associated with dyslexia. For example, mechanical aptitude, creative talents, ability to connect disparate information and artistic expression.

It is my contention that the over-concentration on inefficient literacy skills has seemingly masked the other important manifestations of dyslexia. It became very clear to me early on in my career, that developmental dyslexia did not stop and start at given points but was part of a person’s thinking processes and therefore on-going throughout life. If we accept that dyslexia is inherited/genetic, then we must assume that one is dyslexic before the need to acquire literacy skills – which have been largely imposed upon us and are artificial, unlike the oral tradition which is a natural function. It we lived in a non-literate society, the dyslexic would still be dyslexic. I have conducted a small and so-far unpublished research, looking at assessed dyslexics of different nationalities from all over the world. I was interested into taking into account the additional problems of culture, language and different social and educational opportunities. My main aim was to discover manifestations of dyslexia which remain lifelong regardless of these national difficulties. The results have been interesting and I found many similar lifelong manifestations that have been reported to me from those dyslexics from worldwide countries, including India, Nigeria, Italy, Papua New Guinea, Turkey, Greece, Ethiopia, South Africa and Spain. One of the participants was highly gifted Argentinian lady, aged 43, whose first language was Portuguese. English was her second language and she did actually come to the UK to obtain a Master’s degree at one of our universities. Eventually, in her own country, she became a leading educationalist. She was referred to me because of some irrational behaviours at the university including losing her way in the buildings and having no concept of time. She had always read well though her encoding skills (spelling) were poor, in both languages. She explained her feelings in emotional but telling terms.

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‘To think of dyslexia as a reading and writing handicap is to fail to recognise the essence of the problem Dyslexia is for me a communication problem……I have lived my life trying to understand why my behaviour was uncomfortable to others and avoiding emotional stress……… We lack in the perception of things and our behaviour is according to what we see and how we comprehend and understand what we see. Like colour blind people, we do not see information easily, that is visible to others. Because people judge us through common, expected patterns, we do not make ourselves understood, because our behaviour is in accordance to how we see the world. When we are tired, it is more difficult for us to translate our patterns of behaviour to others, and sometimes, we simply give up. As a blind man develops other senses to protect himself, we probably do the same. It is difficult to effect change, as to the dyslexic, their behaviour makes complete sense. The adaption to another set of behaviours is very hard and with all the constant demands, we do sometimes need our space – to be ourselves. If this space is not allowed, our defence systems will do it anyway and force us to give up.’ She asked me why different behaviours are not accepted and often not allowed. Why cannot dyslexia be considered as a variance of human perception. She concludes that it seems that generally, dyslexic people are taught to hide their disability, their differences – but why should there be this necessity to feel guilty. ‘We will not stop being dyslexic by not telling others about it and the emotional effect of hiding our difference will only worsen our communication problems. We do have to learn to negotiate but in any process of negotiation, both sides must know and accept differences.’

In 1998, a BBC programme contained this truism ‘ The minds of dyslexics are like TV sets – the aerial is fine but the signal needs to come from a different direction before the picture is clear. Various theories based on supposed neural deficits to explain dyslexia, have been published in the past few years, none of which have really explained the nature of dyslexia or achieved universal acceptance. Can we not just accept that we are all ‘different?’ These theorists seem to be saying that ‘ a human being has blonde hair and blue eyes’ In truth, some do and so do not – some have no hair at all. We are no less human beings.

Dyslexia does not imply a ‘condition’ that affects one small part of the brain - that may function differently in all of us. Dyslexia effects the whole person, how they think , experience and understand the world. Therefore, dyslexia can be the cause of good qualities as well as poor qualities and as such is an essential diversity. I worry about so-called ‘cures’, pills and potions, rocking boards, gene therapy, copious draughts of oil, even coloured glasses. I am all in favour of people being made to feel comfortable by whatever method they find acceptable. However, to make a categorical statement that such and such a procedure ‘cures’ ‘changes’ ‘alters’ or ‘normalises’, is misleading and can be damaging. I would not want to change my son or grand-daughter one iota. They have talents that I could not dream of owning. Each time I go to London Airport and see the huge hangar doors, I remember my dyslexic husband (sadly now deceased), who helped to design them. Some of his inventions were astonishing. Page 5

Some dyslexics appear to have an ability to think in visual-spatial terms, so that they think three dimensionally, hence so many who enter the artistic/ architectural/engineering fields . I do not cook well or garden well, produce wonderful art, nor am I a computer ‘whiz kid. I do not assume that I am inferior to those with these talents - I employ my coping strategies and get someone else to effect these chores and tasks. By that token therefore, neither do I consider myself superior because I can match sounds to letters (spell) efficiently. Why is it not possible for us to accept that some people do not spell well and allow them to use other methods of communication, leaving their time and energy for their strengths and abilities? I am sure that you have heard of Steve Chinn, who until recently was the Head of Mark College, in Somerset. He is famed for his grasp of the difficulties that dyslexics often face with mathematics and has written definitive books on this fascinating subject. He recently wrote a letter to the ‘Times’,1.7.05, re ‘Perfect Spelling’ He said that perfect spelling ‘ attracts an unjustified arrogance from those who are blessed with specialised memory that can achieve this outcome. Perfect spelling is not a consequence of higher intelligence. It is not that type of skill. It requires a perfect category of memory that can accurately visualise the way that a word is written. There may be some patterns and spellings that can be related back to Latin or Saxon but the relationships and patterns are not consistent enough for these to be reliable deductive procedures. Good spelling is primarily a feat of memory and should not bestow upon those who can demonstrate the skill, any intellectual superiority over those who cannot, especially dyslexics.’ I do realise that this can be seen as ‘fighting talk’ by many parents and teachers and of course, it has to be appreciated that currently and in the foreseeable future , literacy skills will still remain vital to the welfare of any individual whilst these skills remain the centre of our educational processes. 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. I can recommend language schemes, teaching approaches that are applicable to all learners. However, increasingly, there are practical techniques that can help to compensate for poor spelling. Oral communication is becoming more acceptable and available.

However an innate undeveloped short term memory, possible poor right and left directional understanding and a very real propensity to become ‘overloaded’, when plied with too much information, are part of a dyslexic’s everyday existence. In addition, dyslexics often show organisational skills which do not match up to the expected formats and processes of the world’s education and work systems. It is often possible for a dyslexic to find the answer to a complex problem in an innovative and superior way, though not necessarily able to describe the process taken to reach this conclusion – not helpful in examinations! Dyslexics generally think laterally in our linear based systems and the world does not feel comfortable with diversity or flexibility or individuality, mainly because it is more uncomfortable for administration! However, it will have to be the systems that change eventually and we should be striving to give the most appropriate help for future needs as well as current demands. Page 6

We need to realise that dyslexics often waste time, year after year, in being forced to learn their ten spellings and to try to understand sound/symbol correspondence, which they often never achieve – and therefore feel failures. Dyslexics would be better served to have their own abilities and strengths encouraged. With acceptance that dyslexia is genetic, familial or hereditary, then dyslexic children will become dyslexic adults with all the accompanying manifestations. Maturity plus growing knowledge and more self-awareness, will effect natural development and change. However the fundamental traits will still be within the person’s persona. In the line of continuum that could describe the weaknesses and strengths of the total populace, it would seem that dyslexics are those who have difficulties in conforming to the expectations of the world. However to think ‘differently’ does not necessarily mean ‘wrongly’, even when literacy skills acquisition is involved.

Dyslexia can show a confusing variety of reported manifestations. However, dyslexics of all ages, should not be ‘cocooned’ or else there is a danger that they become victims. ‘Strategies should be for change or for positive action, not just coping to allow people to stand still and get lost in society. Motivation is the driving force (ALBSU 1990)

A recently used term is ‘people with dyslexia’ ; a misleading and potentially dangerous description in my view, as if dyslexics are ‘normal ‘ people with an added extra that needs to be neurologically changed. When this ‘change’ has been effected, then presumably the person is acceptable and assumed to be ‘normal’. Again, a question could be asked as to how the standard of normality is fixed. Dyslexics do not have dyslexia nor should they be described as ‘with’ dyslexia. They are dyslexic. Much of the evidence in my research suggested that our conventional education system focuses on the wrong kinds of skills, by leaving behind many of the people who have the most to offer. Self-esteem can only be captured by the dyslexics themselves,, by believing in their own capabilities and in the recognition of their own strengths and weaknesses. So should we now think of dyslexia as an effective difference rather than an affective disorder? Attitudes are important and an allowance of the dyslexic’s individuality in the learning and teaching structure, is crucial to their progress. Perhaps it is only a dyslexic who can teach teachers how to teach dyslexics!! Awareness of needs and understanding of different ways of learning, is paramount in the instilling of self-esteem necessary for success and also to lay down the foundations of a confidence that can be enjoyed throughout life – and that is without question, an unalienable right for every one of us..

Joyce L.Hargrave-Wright (Dr.) Wolverhampton School, Dudley Dyslexia Association January 2005

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