"What caused me mental health issues was not from reading Harry Potter or Anne Rice’s Vampire Chronicles, but that my school refused to have me assessed for dyslexia and thus having little to no support with my reading. I felt stupid and belittled by teachers and fellow students. It’s a horrible feeling when you know that you’re not stupid but people talk down to you like you’re lazy or ignorant because you hate reading and it takes you twice as long as other people."
"I was very lucky that when I went back to college at 25 I was diagnosed as dyslexic and was given support in college and at university too. I had a fantastic English lecturer at college too who opened my eyes to Shakespeare and I found myself laughing heartily at the jokes within Romeo and Juliet that I would never have understood before. He also reignited my love of poetry which has lead me on to reading the likes of Oscar Wilde, W.B. Yeats and Seamus Heaney, who I perhaps would have avoided in the past."
"Lewicki would like to take the one course required in French in English instead, or have the university provide a translator, but he says "they're insistent that they will not support any form of accommodation." He says a university official suggested that he apply to another program that is "less stringent on bilingualism."
"They can say, 'Go somewhere else,'" says Lewicki. "But turning someone away because of a disability and saying, 'There are other options,' is still discrimination. If you turn someone away from your store because of the colour of their skin, or their gender, or identity, that's still discrimination, even if there's a store next door that would take them."
"There was so much that I wanted to express in my writing and in my exams, and so much that I wanted to explore with reading, and yet, I felt at the time, trapped in a big glass box of my #dyslexia. And then, I began to *truly* understand how to use assistive technology, and for the first time in my life, I began to experience true flourishing.. That’s why I’ve put together a FREE interactive PDF guide on using Assistive Technology as a dyslexic student"
Click on the link below to access a copy of the free PDF guide!
"For many years, I have encouraged children to develop their vocabulary in their writing, urging them to be creative and ambitious with their word choices. Now this ambition must be curbed as teachers will be encouraging their pupils to use only words they can spell correctly … Those children with SEND [special education needs and disabilities] who have flair, creativity and write with a strong authorial voice will be deemed as not ready for secondary. This seems discriminatory...In the old system, the majority of marks were about composition. That’s just vanished. Now we are having to tell kids to forget about ambitious vocabulary, because it’s all about accuracy. So use ‘bad’ instead of ‘disastrous’, because you can spell it.”
"Academia, whether in the sciences or the humanities, revolves around reading and writing. As good as I am with math, at the end of the day I need to read enough to enter academic conversations and write my own contributions. When an entire profession is centered around the two activities I naturally struggle with the most, it is very easy to think that I just don’t belong.
Yet, this fear of disclosing my dyslexia has also helped me become resilient in the face of uncertainty and rejection. Most importantly, it has given me the opportunity to find new and creative ways to close the gap between what I am capable of doing and what I am expected to do.
With the help of accessibility tools such as text-to-speech and dictation, I have been able to successfully take all my classes and complete my research projects. As time goes by, I have been able to find workarounds to almost all of the challenges that I have faced. For instance, recording myself talking in order to learn new information."
"Our studies hint that dyslexia may be an asset to many scientists. For example, in 2012 we asked 15 college students to search for specific objects in busy photographs of natural scenes. Some of these scenes appeared repeatedly, which allowed us to measure how well students could learn the layout of such images. Dyslexic individuals needed fewer repetitions to master these searches than their nondyslexic peers, but only for blurred images. Such skills could translate well in medicine, for example, where physicians compare multiple diagnostic x-rays over time to identify tumors or growths."
"Dyslexic AND UN-Stoppable conducted its annual survey of the best websites for dyslexia. People from around the world cast their votes for the three sites that they feel offered the best value and information to help those with dyslexia. We are pleased to offer you the list of the Best Dyslexia Websites For 2016."
"The tribunal found Starbucks had failed to make reasonable adjustments for Ms Kumulchew's disability and had discriminated against her because of the effects of her dyslexia. It also found she had been victimised by her employer and there appeared to be little or no knowledge or understanding of equality issues."
"Last year my resolution was to read more books! As a dyslexic, reading was never a strength of mine, but I always loved stories. I set myself a target that I felt was achievable of 15 books in 12 months. I had friends who had larger targets, but I wanted to keep it realistic for me. I think if I had set it to 50 I would have become overwhelmed and given up by April. Reading books included eBooks and having my iPad read to me as well as paperback and hardback books. I smashed my target and read 35 books! A huge achievement for me which has helped me to realise that I’m actually a bit of a bookworm after all!"
“There’s just this umbrella category of learning disability,” said Berninger. “That’s like saying if you’re sick you qualify to see a doctor, but without specifying what kind of illness you have, can the doctor prescribe appropriate treatment?” “Many children struggle in school because their specific learning disabilities are not identified and they are not provided appropriate instruction.”
"When [a non-dyslexic] looks at a sentence, their brain sees the words are spaced correctly. What lands on the eye of a dyslexic person is exactly the same – it's in the brain that this is broken up improperly, so you get a perception of the words in a way that isn't orderly and doesn't make sense, which makes it challenging to read," said Donoghue.
"[Researchers at the University of Geneva] found that we have a rhythm in the language centre of our brains, a kind of hum of the brain. Some people think it's like the idling of your car, but it's been hypothesised that in fact this might be the rhythm that helps us break up our words into phonemes, or pieces that make sense to us."
Read more of this post buy clicking the link below
"Wolf, who has a dyslexic son, is on a mission to spread the idea of “cerebrodiversity,” the idea that our brains are not uniform and we each learn differently. Yet when it comes to school, students with different brains can often have lives filled with frustration and anguish as they, and everyone around them, struggle to figure out what is wrong with them."
"“Dyslexic entrepreneurs reported as good or excellent at oral communication, delegation, creative and spatial awareness tasks, whilst non-dyslexics reported as average or good,” Logan says. People with dyslexia, she found, tend to compensate for things they can’t do well by developing excellence in other areas: oral communication, delegation (because they must learn to trust other people with tasks they can’t do from an early age), as well as problem-solving and people management."
"In the study, one group of 10 dyslexic kids played a Wii video game called Rayman Raving Rabbids for 12 hours over several days while another group played a video game that didn't focus on action. The kids who played the action game improved their reading speed by as much or more than a dyslexic child normally would in an intense reading program, Facoetti said. The video games may train the brain to pay more close attention and focus on things, Facoetti said." Read more of this post by clicking the link below
“Despite words to the contrary elsewhere, it is unlikely that the case will lead to a sudden flood of discrimination claims from dyslexic employees. However, concerned employers should consider seeking legal advice about their duties and the reasonable adjustments that they should be providing. It’s always prudent to periodically deliver training for management teams about equal opportunities, and specific dyslexia awareness training for colleagues of dyslexic employees ought to be provided.
As with any employment law issue, prevention is always better than cure. Taking constructive steps to provide a positive working environment for all employees – regardless of their abilities – will not only prevent the obvious risk of legal trouble, it can also improve productivity, morale and a sense of community. In the long run, this is worth much more than the cost of reasonable adjustments.”
“Every day new apps are developed to support literacy development and can provide children with great assistance in a colourful, fun and easy-to-use way, which can greatly reinforce the literacy tuition they get in the classroom for their teachers,” says the CEO of DAI, Rosie Bissett. “Apps provide a cheap (sometimes free), more intuitive and user-friendly mobile alternative to established and expensive literacy software for computers. "With children being more tech savvy than ever, apps also have an implicit ‘cool factor’ which encourages and motivates learning.
"A few years ago, I had a job interview with a well-known parenting website they didn’t warn me that there would be a sub-editing test. I was handed an article riddled with typos, a pen and twenty minutes to correct it. I knew as soon as they gave it to me that I wouldn’t get the job. I did my best, but without the help of Microsoft Office’s wiggly red line, or a dictionary, there was just no way I could spot a typo.
I kept it together long enough to get out of the interview before I burst into tears. Afterwards I couldn’t shake the feeling this was painfully unfair. I would have been good at that job. But because my mind doesn’t work like other people’s, I was never going to get the chance."
"Tushar Kirtane, a product manager at Pocket, told BuzzFeed News that accessibility integrations like this are a priority for the company. “We added support for Dyslexie because people wrote in and asked for it,” Kirtane said, noting that there aren’t yet many peer-reviewed studies that vouch for the efficacy of fonts intended to make reading easier for people with dyslexia. Which isn’t to say that Dyslexie isn’t effective, just that it’s still unproven."
"I have been trying to raise money this year for British Dyslexia Association on JustGiving. I started on 28th of February 2015 so I have just over a month to go until I switch to a new charity for 2016.
I set a very high target which I have no way in hell of reaching now. My month of #blogging4charity really didn’t go as well as I had hoped. However, I have raised £186.00 to date and would really love to smash past £200.00.
Over the next month, I am going to try my best to write some blogs to inspire you all to part with £1 or more to help me to reach my new target of £200.00!"
Rachel Squire from Glyndŵr University is conducing a survey about dyslexia and self-esteem. If you have dyslexia and are over the age of 18, please fill out this questionnaire for her dissertation. It takes less than 5 minutes. Survey link: https://glyndwr.eu.qualtrics.com/jfe/form/SV_5mroCpRFSRqUtvL
Celeste Hamre is a senior at Boston University, majoring in Psychology and Sociology and Minoring in Public Health. Check out the information for her senior research project:
"I am investigating all the factors and resources that can impact families who have a child with a learning disability. My goal is to document the stories of families navigating the advocating process for their children, highlighting the unique challenges they face. I plan to interview as many parents and teachers as possible about their experiences and to learn their story.
An interview is only a 20 Minute phone interview where you will have opportunity to share your experiences, thoughts and reflections. These interviews are extremely valuable and provide essential insight into the true experiences of families and teachers. All interviewee names and information is completely confidential."
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