Throw
them a chance to succeed and not another spelling test!
Up to 10% of the population are dyslexic. How do we level the educational playing
field that provides the platform for their intellectual development? My name is
Mike Juggins and I am a dyslexic artist and writer. The aim of this article is
to re-focus society's view of dyslexia and education. The issue of how to secure
alternative provision will then be tackled.
What is Dyslexia?
Dyslexia is a word
that suffocates and disguises the truth of a rather complex matter. Indeed, dyslexia
is a clumsy term that is unkind, as 'Dys' means 'difficulty' and 'lexia 'means
'words' . . . therefore the focus is automatically negative by definition. It
focuses on a small weakness of a whole mind set, rather than incorporating areas
of intellectual difference, many of which are strengths.
You see, we dyslexics are talented, socially disadvantaged and misunderstood -
taught through a method which leaves us confused and excluded from the intellectual
development we seek and deserve. We exist in a place and in a time that sees dyslexics
drowning in a shallow mainstream.
Dyslexia
is a difference in the wiring of a brain and not, as is suggested by some experts
in the field, simply being "lazy" or "dysfunctional". But let's face it, some
of these self proclaimed experts only ever get their information second hand.
They will never really experience the difference in brain functioning in the same
way that a dyslexic does.
The press often
talks of re-mediation, cure and even eradication! Well it may come as a surprise
but... I don't want to be cured, I want to discover and learn in the broadest
sense of the word, not just be forced to notate and regurgitate. Frankly, I don't
care if my spelling is really awful, as computers provide me with non-judgmental
spell checkers. Often it seems that no other group in society is forced to over
focus on their weaknesses at the expense of their strengths and their emotional
equilibrium.
Unfortunately society insists
on measuring our intellect by our inability to perform word-based tasks and chooses
to highlight our weaknesses whilst often ignoring our abilities. No one individual
is fully proficient in all areas of brain functioning. Physical and visual faculties
are arguably more important than word-based skills in many facets of modern living.
Current provision
Constantly focusing on inadequacy will invariably adversely effect confidence
and self-esteem. I believe that dyslexia is a natural and potentially beneficial
difference and not a dysfunction. The plethora of strengths many dyslexics possess
would suggest that this is the case. In fact there are a large number of dyslexic
success stories, despite the lack of appropriate provision through generations.
Dyslexics often have fluid, spontaneous, sets
of natural strengths. They are often global thinkers, due to a more equal balance
in size between the two hemispheres of the brain. When nurtured they are often
able to see the bigger picture. This can often provide the dyslexic with unique
problem-solving skills that can positively benefit the whole of humanity. Einstein,
Darwin, Eddison, Picasso, W.B.Yeats, Da Vinci, Lennon, Branson etc are all fine
examples.
The present system causes emotional
scarring, and low self-esteem then follows. Despite having higher than average
IQs we often end up on the employment scrap heap or locked up in prisons. We are
disadvantaged by inappropriate teaching approaches that never think to look at
our preferred learning style and adapt accordingly.
Literacy skills would improve if the individual's confidence and motivation could
be improved through better-suited multi-sensory teaching practices. We must start
looking at the whole person and not just their weaknesses.
A
twin track system
At present, we attempt
to change the individual and not the system, as it keeps down the costs, in the
short term. However, the human cost on the individual who is denied an appropriate
education cannot be measured. Whilst the financial cost to society regarding the
amount of unemployed and imprisoned dyslexics is costly in the extreme!
Solutions in the form of either a "twin track"
system or separate state funded schools for dyslexics should be considered. These
approaches would offer the type of teaching that is necessary to accommodate the
dyslexic's difference in processing.
The
twin track system would involve a separate multi-sensory (holistic) learning environment
within the mainstream. This would complement the current teaching environment
currently provided. Whilst a separate school for dyslexics in every school authority
would also provide individuals with the opportunity to grow as confident people
rather than ending up with low self esteem.
How would it work?
Changing the way
we teach would have a profoundly positive effect. Acquiring Basic Skills is vitally
important for all, yet dyslexics have difficulty learning these skills out of
context. Subject areas such as history and geography or drama and English that
overlap must work together whenever possible. This sort of change would motivate
dyslexics to learn across the curriculum. It would enable them to link concepts
and work on areas of weakness whilst simultaneously enjoying subjects whilst working
on joint topics.
The provision of more
practical tasks and discussion opportunity will positively affect dyslexics' ability
to learn. Extra literacy remediation often leaves that dyslexic feeling even more
inadequate . . . In an understanding environment copying from the board
and ploughing through text heavy books would have to be greatly minimized. They
are a block to real understanding for the dyslexic. Information being relayed
in mind maps or diagrams is more effective. These are all simple changes that
would have such an emphatic effect on individual dyslexics. Virtually all of these
changes would come at no extra financial expense!
Conclusion
The majority of dyslexics
underachieve academically, unable to for-fill their full intellectual potential
in the patched-up, weakness-focused system that presently exists. Change must
come for all dyslexics and not just the lucky few whose parents shouted loudest.
Or the adults lucky enough to receive good advice about what they are entitled
to.
The emphasis must be on the system
to match teaching method to learning style. It is no longer acceptable to place
the pressure (blame) on the individual dyslexic student to always adjust. What
we need is less fixing of the unbroken and more nurturing of the dyslexic's strengths
by providing them with a suitable learning environment.
February
2001
Mike
Juggins
Mike is a dyslexic
artist, visual communicator, writer, broadcaster, maker of videos and campaigner
for the recognition of dyslexic children's needs in the educations system. His
website is here.