Dyslexia Superpower: Know your superpower and World Around Me (31/52)

Following on from Victoria Tomlinson’s guest blog: Time to rethink dyslexia – ability not disability? and Sarah Robinson’s TED Talk: How I fail at being disabled, I thought I should explore further the notion of dyslexia as a superpower before giving an example of big picture thinking.

Sarah Robinson proposes five tips for how to fail at being disabled:

  1. Know your superpowers
  2. Be supremely skilled at getting it wrong
  3. Know that everyone is disabled in some way
  4. Point out the disability in others
  5. Pursue audacious goals

Particularly relevant to dyslexics is, “Know your superpowers” [at 02:21] because big picture thinking could indeed be a significant superpower prevalent in dyslexics.

Imagine if our education system, having firstly screened (free of charge) all children for Dyslexia, provided support not just to engage in language but also develop their emerging big picture thinking into a superpower. If nothing else, it would move the agenda away from disability!

Tarun Sainani, a former student and founder of  WT InfoTech – the company behind the World Around Me (WAM) App. To the best of Tarun’s knowledge, he is not dyslexic – but, at least in my opinion, possesses big picture thinking and, what’s more, has developed an App that embodies this thinking and, wait for it …, invented a new word! Wamification.

Tarun explains wamification in his press release announcing the partnership in Genova , in Italy, and a BBC radio interview [for definition of wamming see 05:40]. Genova seems to be a sweet spot for the WAM App, which overlays information on a phones camera. Imagine arriving in a strange city looking for an Mexican restaurant, city art gallery or a place of worship. Hold up your phone, activate your camera and the image now includes relevant places of interest – then click on one to find out more. No more exiting a tube/metro station not knowing which direction to travel!

And, what about World Around Me (WAM)?

In May 2016, WAM was selected as one of only ten apps for outstanding achievements as part of the inaugural Google Play Awards! And, the last time I spoke to Tarun he was flying off to another city looking to enhance their visitor experience.

Nigel Lockett – The Dyslexic Professor
University dyslexia support

Dyslexia Superpower: 50% of Africans live in areas without adequate water (30/52)

No, I’m not claiming that dyslexia is directly relevant to tackling the big challenge that 50 percent of Africans live in areas without adequate water – this will be 800 million people by 2025.

However, as The Dyslexic Professor, I am extremely pleased to be part of the team at Lancaster University that has just announced a £6.8M RECIRCULATE project to focus on “joining up” the different ways in which water supports communities, from sewage disposal to energy generation and water used in food production. It is based on the co-creation of solutions with leading researchers in Ghana and Nigeria in the first phase and the second phase bringing in partners from Malawi, Kenya, Botswana and Zambia. Interestingly, it is part of the Global Challenges Research Fund (GCRF) a £1.5B fund announced by the UK Government in late 2015. It has been specially designed to stimulate research on the challenges faced by developing countries.

For me, it’s a great example of big picture thinking in action. Yes, I do mean big – it will probably be the highest value research project I will ever be a co-investigator on! But, I really mean big in terms of complexity. I’m co-leading the work on entrepreneurship, innovation and knowledge exchange, which seats at the heart of this four-year project.

But why is this so important?

The Lancaster University’s award-winning Centre for Global Eco-Innovation, is quite literally full of bright scientists who are working across a number of areas related to water. The project brings four of these together (Energy; Food; Pathogens; Sanitation) and using the expertise on entrepreneurial learning in the Lancaster University Management School works to develop capacity in Ghana and Nigeria and develop the water economy. This means bringing together all the stakeholders – including entrepreneurs to co-create and take solutions to market.

Talking of the Centre for Global Eco-Innovation, you might remember me working with some of their PhD students …

The full video of Stimulating Entrepreneurial Thinking in Scientists programme:

My quote for the press release states: “Our goals are clear – to grow capacity and capability in Africa’s eco-innovation community. We are in no doubt that co-creating sustainable and scalable solutions together will be hard but the rewards of success to the people of Africa will be huge.

Now, all we have to do is deliver!

Nigel Lockett – The Dyslexic Professor
University dyslexia support

Dyslexia Superpower: Is EdTech missing an opportunity? (29/52)

Just how many “…techs” can we cope with? BioTech (Biotechnology businesses) FinTech (financial technology businesses) and, the focus of this article, EdTech (education technology business). Apparently, the latter could grow from $75bn in 2014 to $120bn in 2019.

This week’s Economist leader, Brain gains, and feature, Technology is transforming what happens when a child goes to school, argue that education technology and teachers could revamp school and, more specifically, that this will require three things to be successful:

  1. Edtech must be evidence-based (that is based on how children learn) and this needs to acknowledge the role of the teacher.
  2. Edtech needs to narrow inequalities in the education system.
  3. Edtech will only have an impact if teachers adopt it [I suppose 1. will help with this].

Perhaps not surprisingly, it cites many examples of learning facts and tutoring – such as Mindspark (India) with 45,000 questions generating 2 million answers a day; Geekie (Sao Paulo); DreamBox (US); Siyavula Practice (South Africa). I can see the huge advantage for maths, science and fact-based subjects.

Of course, as The Dyslexic Professor, I’m just as interested in how EdTech can support learning of languages and to engage with language. I’ll come back to this in a moment.

What struck me, whilst reading the article, was the number of education technology entrepreneurs I knew personally. This is even more surprising when you realise I’m not that well networked and haven’t been specifically looking for them! I will share four with you:

  1. Amazing Twinkl – co-founded by Jonathan Seaton – probably the leading online provider of learning resources to teachers across the globe.
  2. Explosive Webanywhere – founded by Sean Gilligan – spans both corporates and schools with their global e-learning platform.
  3. Innovative Synap – co-founded by James Gupta – a rapidly emerging online platform for creating, practicing and distributing educational quizzes.
  4. Wordy Wmatrix – lead by Paul Rayson – a truly innovative online tool for mapping and comparing large bodies of text to help find meaning.

Of course, it’s the online nature of each of these that unites them but also the deep knowledge and commitment of the founders.

Now, back to my hobby horse, how EdTech can support engaging with language – and for dyslexics in particular. A Google search on “dyslexia educational software for adults” results in relevant adverts for:

Then links to:

There is also the British Dyslexia Association’s New Technologies Committee website that lists a wide range of assistive technologies under:

For me as an adult dyslexic engaging in the workplace I particularly rely on prediction tools such as:

So, The Economist is right to highlight the growing market for EdTech and this applies equally to assistive technologies for dyslexics. I can also see how recommendations 1 (evidence-based) and 2 (narrowing inequalities) are relevant. But, what about teachers?

How can we expect busy teachers to gain the insights they need and, perhaps even more importantly, identify the learners that need the support? Remember, an individual test for dyslexia can cost over £500 and over £700 by an Educational Psychologist (see BDA). There are also a number of online test costing between £20 & £50 (See BDA).

Given that eyesight tests are free for children, why isn’t this also true for dyslexia?

Nigel Lockett – The Dyslexic Professor
University dyslexia support

Guest blog: Time to rethink dyslexia – ability not disability? (28/52)

I am delighted to be sharing this insightful blog from Victoria Tomlinson of Northern Lights PR. Two things immediately strike me about Victoria’s insightful blog. Firstly, her surprise, as a non-dyslexic, on learning that respected people in her network and client base are dyslexic and, secondly, that these individuals, with hidden dyslexia, stand out has having strategic thinking capabilities. At the end of her blog, her growing frustration of our educational and recruitment systems are palpable.

Time to rethink dyslexia – ability not disability?

Until four years ago my understanding of dyslexia was limited. The little I knew was gained from seeing friends of my children given extra time for exams, reading a few articles and hearing the despair of parents who were trying to help their children read or organise their lives.

The last few years have entirely changed my view of dyslexia. I am still no expert but I am left bemused as to why we call dyslexia a ‘disability’ and why our education system tries to shoe-horn everyone into tiny boxes that only suit a few. It seems to me we are missing out on huge talents.

So what changed four years ago?

A very senior and respected professional asked me to help them with their personal branding – to position them for non-executive director positions, write their LinkedIn profile and biographies and give them a focus as they approached headhunters. I had sat on a board with this person for some years, so thought I knew them pretty well.

I didn’t. At our first meeting, they told me, “I am dyslexic, I don’t want to talk about this openly, but what it means is I am an extraordinary problem solver. I seem to be able to look at problems really differently from most people and work out how to solve them, often in minutes. My career has been built on trouble-shooting.”

I was dumb-founded but so much suddenly became clear. They had often sent emails of one or two words which sometimes felt brusque if not rude. Some odd mannerisms now became understandable. And I could pin-point how they had done just this trouble-shooting for our own board, but we had not looked at it in that way.

The amount of work my business is doing with individual directors has grown in the last few years – similar work around personal branding, writing LinkedIn profiles and more. And I could not be more surprised at the number of senior people ‘coming out’ in my office and telling me they are also dyslexic but have never talked publicly about this.

And then earlier this year I read Nigel Lockett’s first blog as The Dyslexic Professor. He had come out.

I have known Nigel for ten years. He has been a client, he appointed me as chair of the advisory board at the University of Leeds, he has been a friend to our business and become a personal friend of mine. I call him one of life’s heroes. Until his article, I had no idea he was dyslexic.

But knowing he is dyslexic got me thinking. All these dyslexics are brilliant and quite outstanding in their fields. They are ‘successful’ by anyone’s standards and they all have something in common. They are innovative problem solvers – they look at the world differently, do things differently and create something very special in the process.

I mentioned some of this to another client recently and she suddenly said, “Oh yes, of course. My son is dyslexic. It’s a nightmare trying to get him through his schooling but at 15 he’s already got two businesses and they are doing well. He’s definitely an entrepreneur, he spots gaps and makes things happen.”

So as an outsider, I am looking at all this and thinking ‘why on earth do we call dyslexia a disability?’ Actually it is a huge ‘ability’ – but no-one is really tapping into this strength. What couldn’t they do to solve half our world’s problems if we only stopped wasting effort trying to straight jacket them into our dull, traditional expectations about reading and writing. Surely in this day and age, we can find a system that can educate these amazing people, but play to their strengths?

As I write this, two stories come to mind. The fantastic Sir Ken Robinson who gave a talk about education undermining creativity rather than nurturing it. I remember he talked about any parent who has two children will know they are completely different – yet come from the same parents, home environment, everything. So why do we force them to be the same through our schooling system? This talk has had 46 million views, yet still nothing changes.

And the other story was about Renee Carayol, a motivational speaker.

The story I remember is when he was working for a global corporate and was top salesman by a mile, year after year. Yet – year after year – in his appraisal his bosses would focus on the areas he was weakest at and his development plans were all about how he could improve these. Never once, he said, did anyone talk about his extraordinary success and discuss how to make more of this or pass it on to others!

All this has left me thinking. Our education system needs overhauling, top to bottom – I know, nothing revolutionary in that. But also, shouldn’t businesses, governments and higher education be actively looking for dyslexic talent to be the innovative and trouble-shooting wisdom we need for the future? Should we specify dyslexia as a key attribute for some of our top jobs?

This final point resonates well with an earlier blog – Vacancy: Dyslexics need only apply.

Nigel Lockett – The Dyslexic Professor
University dyslexia support

 

Dyslexia Superpower: The System Entrepreneur (27/52)

The mission of the RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce), of which I am a member (more on that in the next  blog), is to enrich society through ideas and action and their journal often includes suitably thought-provoking articles.

In 2017 Issue 1, Ian Burbidge argues for way to tackle the challenges faced by our public services is “to think like a system and act like an entrepreneur“. (Matthew Taylor (RSA Chief Executive) made a similar point in his 21st Century Enlightenment Revisited (2016) and System Thinking and Entrepreneurial Action (2017) articles). This is predicated on the sometimes unexpected consequences of shocks to society – or in system-talk, emergent properties. He gives the example of an increase in community spirit after a disaster and concludes that we need to recognise the inherent complexity of our world and develop an understanding of the bigger picture – of course, he really means big picture thinking (See – Time to see Dyslexia as a Superpower?) and seek flexible interactive responses which pinpoint and pursue opportunities –  of course, he really means entrepreneurial thinking. Hence the think like a system and act like an entrepreneur.

For me, this all points to the value of big picture thinking so evident in dyslexics and it is no surprise to me that entrepreneurial thinking should also be highlighted. Both, are matters close to my heart.

Firstly, we now know the brain of dyslexics are different (see – The Dyslexic Brain: Words, words, everywhere). This big picture thinking is a function of a cortex structure – more precisely long axons and loose minicolumns, which slows down processing.

Secondly, there are a disproportionately high number of entrepreneurs who are dyslexic – 35% of US and 19% of UK entrepreneurs are dyslexic (see – Julie Logan’s Dyslexic Entrepreneurs: The Incidence; Their Coping Strategies and Their Business Skills (2009) paper).

In Louise Tickle’s Guardian article (2015) she asks, “Dyslexic entrepreneurs – why they have a competitive edge?” and cites Lord Sugar, Anita Roddick, Richard Branson, Jamie Oliver and Ingvar Kamprad (Ikea founder). In relation to the RSA article, she highlights the importance a dyslexia-friendly working environment. More specifically, Sharon Hewitt and Hugh Robertson, who are both dyslexic, were determined to create these in their own companies – Chiltern Relocation and RPM respectively.

So, whilst agreeing that to solve big societal problems we need to think like a system and act like an entrepreneur, I can’t think of a better place to start than enabling dyslexics to develop their full ‘big picture thinking’ skills and additionally recognising there could be a direct link between dyslexia and entrepreneurial thinking. If true, let’s have schools, colleges and universities prioritising big picture thinking and workplaces fit for a dyslexic!

Nigel Lockett – The Dyslexic Professor
University dyslexia support

Dyslexia Superpower: Seismic Shift (26/52 or 50%)

To be honest, I never thought I would reach the half-way point. I think there are three main reasons (why always three?!) I have got this far:

  1. Readers’ engagement
  2. Guest bloggers
  3. A growing, and a rather worrying tendency, for self-actualisation!

Yes, readers’ engagement is definitely numero uno – No.1

I have been so surprised at the number of people prepare to ‘like’ and even ‘comment’ on the LinkedIn posts and contact me directly – particularly after the THE Disability on Campus: I have decided to go public as the Dyslexic Professor article. Thank you to one and all – and please keep commenting and sharing.

I secured two guest bloggers – Dr Vincent Walsh (one & two) and Anonymous Thick Lecturer (one & two). These have helped broaden the discussion, reaffirm the challenge and helped share the load. So, thank you both and please contact me if you want to write a guest blog.

I know it sounds a bit ridiculous that, why at the age of nearly 55, writing a blog exposing and explaining my deeply personal experiences of dyslexia and being a dyslexic academic (the Dyslexic Professor no less!) could be so empowering for me – self-actualisation. But, it has and I’m very glad to have ‘come out’ as a dyslexic.

So, what next?

Well it’s time for a seismic (try dropping that into a conversation!) shift in the editorial tone of the next 26 blogs. I’m going to entitle each future post – Dyslexia Superpower:

Why?

Because it’s time to move away from positioning dyslexia as a disability, or even a difference, and move to advantage or in my words superpower! I will be looking out for examples to support each blog – the next blog, Dyslexia Superpower: The System Entrepreneur 27/52, will be the first. Do share any stories of Dyslexia Superpower – I need the inspiration.

But, I am not alone:

  • 21st Century Superpower – amazing video


Also, their latest video with Jamie Oliver

Nigel Lockett – The Dyslexic Professor
University dyslexia support

Tantalisingly close to The Dyslexic Professor half-way point … (25/52)

Yes, this is the penultimate blog to The Dyslexic Professor half-way point! Of course, I will reserve the 26/52 (or 50%) blog for some, no doubt, profound reflective insights …

So, I will restrict myself to the mundane.

Firstly, I have updated the, type in Google “[University name] support for dyslexic students” league table that is complimented by the 10/52 blog. For me the top 4 sites were:

Secondly, Strathclyde usefully link to some informative videos:
The True Gifts of a Dyslexic Mind (2015) by Dean Bragonier

What is dyslexia? (2013) by Kelli Sandman-Hurley

There are others:
What Is Dyslexia? (2017) by Margie Gillis

Dyslexia and the Brain (2016) by Guinevere Eden

4 Lessons in Creativity (2012)  by Julie Burstein with Richard Ford (05:58)

Nigel Lockett – The Dyslexic Professor
University dyslexia support

Back on the [Dyslexic] road again … (24/52)

After a fabulous response to the THE Disability on Campus: ‘I have decided to go public as the Dyslexic Professor‘ article and a house move, I am now back to blogging on being the Dyslexic Professor or in the words of REO Speedwagon (3:10) …

Reflecting on the numerous responses from the THE article, I am conscious of a number of themes – some “I am also dyslexic” or more “I have a friend/child” who is dyslexic and, interestingly, I am now getting a few “I had no idea” and “thank you!”

From these, I conclude that academics know people with dyslexia or have children with dyslexia, that dyslexia can be hidden (I would argue that technology has helped considerably with this) and either there aren’t many academics with dyslexia or, if there are, they are not comfortable disclosing it – even to the Dyslexic Professor!

Regarding the latter or ‘Invisible Dyslexic’, I wonder if the exception that proves the rule is: a colleague who having had a public and painful reminder of their dyslexia when being required to read out in public, contacted me for support. They felt unsupported at the time and criticised. At no point in their career had they disclosed their ‘disablility’.

I’m really not sure where we go next. Technology is undoubtedly helping dyslexic academics enter the profession. However, this keeps their dyslexia hidden and leaves them anxious of exposure at any point. Having been in this position until the start of these The Dyslexic Professor blogs, I can fully understand this anxiety.

Of course, one answer is to disclose dyslexia. However, this may not be plain sailing – “I’ve finally admitted that I’m a dyslexic academic – and I’m terrified” (19 February 2016) from the Guardian’s  Academics Anonymous series.

At least for me, this brings it back to the real shift that is required …

Dyslexia is not a disability, or even a difference but rather an advantage or, in my words, a superpower!

Nigel Lockett – The Dyslexic Professor
University dyslexia support

There’s going public about dyslexia and there’s GOING PUBLIC! (23/52)

We all know that any post on social media is public – but how many people actually read our blogs? The answer is, that depends how many followers (and follower’s followers) you have and whether your blogs contain anything offensive, funny or illegal! Understandably, at least so far, my digital impact has been somewhat limited.

Perhaps this is all about to change. And, if it does, what are the implications for me?

This week, the Times Higher Education (THE) decided to publish a series of articles about Disability on Campus and ‘first up’ was: “I have decided to go public as the Dyslexic Professor“! Of course, THE has a far greater reach than I do. Proof of the pudding came pretty quickly …

My post on LinkedIn citing the article has already had over 1,500 views – compared to the normal less than 50. In addition, THE (@timeshigheredhas 234K followers on Twitter and posted a tweet on 14th May.

Perhaps more meaningfully, at least for me, is the number of direct emails from colleagues in universities. They broadly fall into two camps …

  1. I’m also a dyslexic academic but have not felt able to declare this to my university and even less so declare it publicly.
  2. I’m an academic or professional and don’t have dyslexia but one of my children or siblings does.

I was expecting the former and feel gratified for going public. However, I hadn’t expected the latter. In all cases the personal stories are both moving and shocking. We really have designed an educational system that rewards fine detail thinking and doesn’t just ignore big picture thinking but tries to crush it! The personal trauma is life-long and painful memories are just below the surface.

So, what next?

  • I will (increasingly with the help of my guest bloggers – please do feel free to join us) keep blogging with a target of reaching 52 post by 5th October – World dyslexia awareness day.
  • Look for groups to support: Dyslexia Champions, Made by Dyslexia
  • Consider bringing a small group together to arrange a gathering of academics and professionals in universities with dyslexia. Of course, this could provide a peer-support network but also agree some actions that could persuade the higher education sector that dyslexia is not a difficulty or even a difference but actually a superpower!

Nigel Lockett – The Dyslexic Professor
University dyslexia support

 

 

Guest Blog: “Reflections from Thick to Dyslexic Lecturer 2” (22/52)

Part 2 of the Guest Blog (Part 1) from a recently retired lecturer, considers the implications and adaptions required to survive in academia. What is immediately evident, at least to me, is the resilience which shines through and together with the personal support from family members demonstrates how a Lecturer with dyslexia can prosper.

Reflections on Thick to Dyslexic Lecturer Part 1:

When entering the world of employment being dyslexic and not being able to spell was always a problem and a point of contention, but when I became a lecturer in an Agricultural college the position changed and you were checking the English of the students.  This set-up a new challenge, how not to spell every thing wrong on the board!

The solutions were relatively simple:-

  1. I was lucky that overhead projectors were the in thing by then and in many ways better for teaching than the fancy electronic boards of today; but they gave the same advantage computers do today in that you presented preprepared notes to the students, but all these had to be hand written.  So in the first year of teaching every night was spent writing notes having the spelling checked by my wife and then copying them out by hand onto acetate sheets.  At times I even had my wife copying out notes onto OHP sheets for me. If I had not had my wife to check my spelling I do not know what I would have done!  The last thing you want as a new teacher is spelling mistakes every were on your work.
  2. Photocopying was not a common thing and hand outs were rare and very special so these were limited to diagrams and tables of information; so these had very little spelling/writing and the information was often taken from another source which meant the spelling had already been checked. (Bonus!)
  3. Student participation was seen as a good thing so getting students out to the front of the class to take turns in writing on the board was seen as a positive thing! (Double Bonus!)

As soon as I was confident in front of classes and this took a couple of years teaching, I found that being completely honest with the students was usually a good thing, they knew when it was not my hand writing on an OHP sheet.  The solution was to tell them that I was dyslexic this was always accepted without a problem and it even made some of the students more comfortable in my classes and for some it even gave them encouragement.

The staff on the other had were completely the opposite, firstly I could not be dyslexic as someone with dyslexia could not be bright enough to be a teacher and if I was it was morally wrong for someone like that to be a teacher.  I learnt to tell the students but to keep it from my colleagues! I even got to the point of telling parents and potential students at interview (when I was Head of Department) that we did our best for dyslexic students and gave what help we could and that in fact I understood, as I was dyslexic.  The relief in the potential student and particularly the parents was palpable.  The down side was I was told I was going over budget in student support and this was not fair or appropriate and I should reduce the demand for this from my department!

You would expect things to improve but some 15 years after starting teaching (in the 1990’s), in a senior staff meeting including the Principle and a few other not worthy individuals, my line manager accused me of being dyslexic as a put down “any one would think you were dyslexic”.  I informed him that indeed I was and that if he did his job properly and read his staff files he would in fact know this!  There was deadly silence, the principle restarted the meeting without comment and the matter was never alluded to again.  My line manager never spoke to me about it and acted as if nothing had happened.  He was not disciplined over the matter or given any pointers over the matter, I was an anomaly and this problem of a dyslexic teacher would never appear again!

Things improved with the use of computers and spell checks; such a fantastic improvement!  Soon we will be able to talk into a microphone and the computer will fill the screen with your words.  I have tried several times with current software but without success,  I know some people have found software that works for them, so it can’t be far away for all of us to have software that can read and write for us if we have the means to buy the new software;  the same applies to dictionaries that are not limited to words in common use.  Some of the time delay maybe down to management who do not see the importance of these steps forward in technology.; but the future is bright!

The down side that is that the less you use your English skill the worse they get, practice does help!!!

Being dyslexic has had a profound effect on me from the time I had to go to school and be judged (aged 4 & 3/4).  I am disabled and have been so since I was about 30 getting worse until I retired on the grounds of ill health; I was seen as disabled for only the last 5 years of my working life although my physical disability had stopped me from doing certain tasks at work for 20 years.  Being dyslexic was never seen as a disability.  Being dyslexic has had a much greater effect on me than the mobility problems which I encounter.

There are positive attributes to being dyslexic you learn to develop coping strategies and how to problem solve very early in life.  You learn how to stand up for yourself.  There are aspects where having a dyslexic brain helps; you can see the big picture and find away through the maize, but you need to be a master in diplomacy. Being in a meeting and finding the solution to a problem in 3 minutes which has taken your boss 3 weeks to find, does not go down very well.

Having to stand up for yourself and work hard to over come a difficulty can build up your resilience; this strength can be very useful in many aspects of life.

Dyslexics, with the use of new technology and better understanding by the public, should find it easier to rise to the level where their planning, problem solving and strategic competency skills can be brought to the fore.

What can we do to help? Tell our story, perhaps offer a long distance mentoring.  Real change will only happen when people understand disability and what it means.  You can have a disability and never be disabled by it because you never encounter situations where the disability comes into play.  You can have a disability that affects you all the time.  The more of the time a disability affects you the more impact it has on your life, it is not just a bout severity although the level is also very important.

A person who is permanently in a wheelchair faces many physical and mobility difficulties every day, many of these can be reduced or removed by planning and changes to the environment.  If they work at a desk perhaps at a call centre their disability can be negated while at work if sufficient care is given to the environment.  This level of attention is just beginning to appear for these people.

As language is critical at all times in our modern society and there are no longer thousands of factory jobs where those who find language difficult can work, it is critical that dyslexia is given the same standing as other disabilities and it is recognised very early on in life.  It is understood that language skills are established in children at a very early age, the first 2 or 3 years of life, we could think of teaching children more than one language and include a language which is basically phonetic. Strangely even English elocution lessons would be a massive help as then spell-checkers stand a chance.

There are many solutions out there and we are all individuals and we have to work out our own strategies but with modern technology the future is brighter than it has ever been!!!

A huge thank you too another dyslexic blogger!

Nigel Lockett – The Dyslexic Professor
University dyslexia support