Focus on ability
Voices from the Margins, Mission Statement: "To empower people from society's margins to learn new skills, build confidence and shape their own futures". (Registered charity 1121255)
Dyslexia - Changing Perceptions
By: Mike Juggins for the British Dyslexia Association Handbook July 2009
Dyslexia in CONtext: “The point is not merely to understand the world, but to change it…” (Karl Marx)
I’m a self-taught writer, and without a spell check and the invention of cut and paste I would be stuffed. It is therefore very ironic that I attempt to explain why media other than just written words are needed if we are to move the debate on. I believe that… if we can involve more dyslexic people then we stand a better chance of positively changing how society views and then supports dyslexic people of all ages.
In truth, formal education has not been too kind to me. I struggled to achieve as a very dyslexic child in a predominantly text-based education system, and have had to witness the same for many others.
However, for the last ten years I have tried to affect policy and practice positively, and to involve many more fellow dyslexics in this process. I really welcome the opportunity to contribute to this Handbook. My aim, like many others, has always been to raise greater understanding and appreciation of dyslexia.
Viewed as a gift or a curse, dyslexia is the country’s biggest disABILITY. Yet for many it remains hidden, for fear of humiliation or a sign of weakness. Dyslexia affects 1 in 10 of the general population. Many people view their dyslexia as simply a natural difference in brain functioning (learning style) based on neurology. Whilst others also feel that highly developed visual spatial and lateral thinking skills can come hand in hand with the difficulties. Unfortunately, the medical model of disability still dominates the issue, whilst the real voices of dyslexia remain mostly on the margins. At times it would seem that the world of dyslexia is dominated by cranky theories that relate to the causes of dyslexia, and costly remediation products or tuition in areas of difficulty.
The national dyslexia charities have done well keeping dyslexia in the public eye. However, there is a real need to involve many more dyslexics in the debate about education, support services, employment and health issues. I want the new Disability Duty slogan, that reads “nothing for us without us”, to become reality.
Image and word mutually advance understanding.
I feel that information and news about dyslexia, and its many complexities, needs to be in visual formats such as video streaming from a web site. It is not just what gets communicated, but how we communicate, that is as important.
Put another way… a multi-media approach needs to be adopted and used across the board regarding how dyslexia, a disability that often impacts on people’s literacy skills, is debated. Last year the Government made a call for evidence regarding dyslexia and education. Only a small percentage of respondents were actually dyslexic. This was almost certainly due to the text-based method of their call for submissions.
Now we all know that the world of words, in the printed format, is closed to many dyslexic people. Dyslexics experience difficulty with text-based modes of communications, therefore special emphasis needs to be placed on disseminating information in accessible formats. For example - MP3s, podcasts, web sites, videos and diagrams.
I don’t think that the issue will move on as dyslexic people are not getting the information they need to make positive changes in their own lives. Information is power, and when government departments and major stakeholders produce information solely in text-based formats, it disables me and many other dyslexics.
In order to practice what I preach, there is a video version (podcast) of this ARTicle streamed at www.voicesfromthemargins.co.uk, and on the BDA website. Voices from the Margins is a small charity with the big aim of enabling people from society’s margins to learn new skills, build confidence and tell their stories through the arts.
I have just heard that a new trust, The Dyslexia and SpLD Trust, has been set up with a key aim of promoting improved practice and outcomes for (and with?) individuals with dyslexia. As the Creative Director of Voices I sincerely hope that I can be of service to this trust in meeting this aim and actively involving many more dyslexics in the debate regarding positive change.
A change in the way the issue of dyslexia is communicated would, I’m sure, lead to real inclusivity and understanding, and thereafter bring about a positive revolution in the education system...
Dyslexics drowning in the mainstream
‘If I hear I forget, if I see I understand, if I do I remember’ relates to modern ways of looking at learning styles Auditory, Visual and Kinesthetic. This age-old proverb gives us a key to the responsibility society has in providing equal access for all learners.
Dyslexia, from the Greek dys – meaning difficulty, and lexia – meaning words, only explains some of the difficulties we experience. Memory and organisation are also affected. However it is the negative impact of “word schools” on self-esteem that often remains into adult life.
We continue to teach and test in words despite what we know about learning styles (or should that read learning needs).
It seems so short-sighted when an individual’s intellect is still often measured in relation to their literacy skills. Especially when you consider all of the wonderful innovations dyslexic minds have given the world.
Virtually every fellow dyslexic that I have ever met suffered emotional damage whilst at school. Most are so deeply concerned that future generations do NOT have to go through the same experiences as they did at school. The harsh facts are that we do not screen for dyslexia enough, and that most dyslexics still go unidentified and unsupported.
Organisations, like Adult Dyslexia Access who are based in the North West, have been screening and supporting adults for ten years. Dyslexia needs to be understood by everyone entrusted with teaching or training a dyslexic thinker. Teacher training needs to take place with all teachers not just the new ones. Limited classroom support combined with extra time during exams is simply not enough.
Accessible information motivates success
Historically, educationalists have attempted to change the way the child naturally learns rather than adapt teaching methods to match learning styles. This needs to change, and I know that most of our wonderful teachers are capable of learning the strategies necessary.
Dyslexics do need be taught in a way that acknowledges their weakness but MORE importantly focuses on their strengths. The use of multi-sensory teaching strategies would benefit most students but especially dyslexics. Providing dyslexics with the opportunity to be fully involved in learning should be the key goal of policy makers. Facilitating an engagement in the wonder that is learning and not, as is often the case, leaving them on the periphery – a social under class in the making.
From what I know of the ‘No to Failure’ and Xtraordinary People initiatives, it is clear that many like-minded people are pushing for change also. We just need to get the message out there in accessible formats. There is such a waste of potential as most dyslexics struggle.
As I have said, each individual has the ability to process information in all number of ways; finding one’s own most effective mode is vital if intellectual potential is to be fulfilled. Computers and new technologies can help students, but the emphasis must be on making the curriculum as accessible as possible.
Most of the curriculum is needlessly fragmented by professionally-defined subject areas. This does not serve the dyslexic student, or in fact many non-dyslexic students, in most circumstances, as it means that ideas and concepts that are naturally linked get separated.
We use all of our senses simultaneously when learning: seeing, smelling, hearing and feeling. When these senses are forged with insight, imagination, ambition and empathy in a relaxed and happy state, you have a potent mixture. Each brain perceiving and processing differently, each mind wonderfully powerful and yet uniquely special.
Making tasks visual or practical, and avoiding large amounts of text books, allows for real creativity and cognition on the part of the student and teacher. Using a flow chart, making a working model or running computer visualizations enables students to understand in a real and substantial way. Promoting discussion also enables students to understand and often bed-down new information.
However, being dyslexic is not just about being a poor reader or speller, it can also manifest itself in an individual’s ability to order their own thoughts and ideas, particularly on paper. Short-term memory difficulties are also common… hold on! I think I have already written that! Well, at school, confidence is usually shattered and potential unfulfilled for dyslexics. How can it be that 50% of the prison population is dyslexic? Over proportionate rates within unemployment, mental health and homeless figures also dictate that change is urgently needed in the way society views and deals with dyslexia.
Dyslexics of the World Untie
Unidentified dyslexia is costing the country billions. Greater understanding, and thereafter support in the workplace and across the education system, must come soon, redressing the balance and enabling society to benefit from the abilities that many dyslexics have.
An identified, and thereafter supported dyslexic person can be a real asset in any workplace and learning situation. Often they bring a uniquely different way of thinking and problem solving. However the vast majority continue to struggle in our very text dominated society.
Well, enough words as you have the pictures that come with this article that carry their own meanings. I really do wish I could have ended this article in a more positive way…
So I will: Dyslexia, focus on ability!
“Those are my principles, and if you don't like them... well, I have others”. (Groucho Marx)
Mike Juggins is the Creative Director of Voices from the Margins. Mike has run creative workshops, lectured and shown inspiring films Internationally on the issue of dyslexia. He is a member of the arts dyslexia trust and has produced visual material for both the BDA and Dyslexia Action over the last ten years. www.voicesfromthemargins.co.uk
As an artist Mike’s first love is painting and his vibrant expressive oil paintings are rapidly gaining in reputation. “Painting is my high place. Spontaneity and serendipity are welcome guests. I channel gesture, colour and emotion in a free state of mind, often taking cues from the music I listen to”. Mike’s work can be seen at his studio as part of the Devon Open Studios event between Saturday 5th to Saturday 20th September 2009. For further details please visit www.mikejuggins.com
Mike Juggins: 01364 652197 Mob: 07734 810597 email: juggins1@btinternet.com
Music to inspire: A different find of wonderful
