Dyslexia
Dyslexia is a combination of abilities and difficulties that affect the learning process in one or more of reading, spelling and writing. It is a persistent condition. Accompanying weaknesses may be identified in areas of speed of processing, short-term memory, organisation, sequencing, spoken language and motor skills. There may be difficulties with auditory and /or visual perception. It is particularly related to mastering and using written language, which may include alphabetic, numeric and musical notation.
Dyslexia can occur despite normal intellectual ability and teaching. It is constitutional in origin, part of one's make-up and independent of socio-economic or language background.
Some learners have very well developed creative skills and/or interpersonal skills, others have strong oral skills. All have strengths.
(Source: The British Dyslexia Association 2006)
Why is dyslexia a disability?
The DDA 1995 defines a disabled person as someone with “a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities.” Dyslexia is covered under the law.
The key question is: how does dyslexia meet the criteria for being a 'disability'?
The list below should help bring some clarity to these issues:
- The common attendant symptoms of dyslexia can include one or more of the following difficulties with: written communication, word finding, memory, concentration, time, organisation, direction, rote learning. These could undoubtedly have substantial adverse effects on day-to-day activities.
- Dyslexic people can often find ways around their difficulties to minimise, overcome or mask the effect of their disability, especially if they are able to do things their way.
- If, however, for any reason, a dyslexic person cannot find ways round their difficulties, the effects can be severely disabling.
Dyslexic people may have coping strategies which cease to work under certain circumstances (for example, when someone is placed under excessive stress or a change of job). This must be taken into account when assessing the effects of the disability.
In addition to considering the strategic organisational aspects, such as culture and policies, each disabled person's work environment and needs will differ and will require specific reasonable adjustments to be made.
Dyslexia-Friendly Practices
- Some people may not have had their dyslexic-type difficulties formally identified or may not realise they are dyslexic. Consider offering dyslexia screening.
- Consult individuals about their own preferences for doing tasks in the most suitable way and at the right pace. Where necessary, make adjustments to work allocation, such as creating an environment with minimal background noise and interruptions.
- Enable the use of assistive technology to help with a range of skills. For example:
- a digital recorder for messages and meetings;
- text-to-speech software and also speech-recognition software;
- portable spell checkers and grammar-checking software;
- personal organisers, mobile phones, sat-nav. etc.
- Consider one-to-one support consultancy from a disability specialist to develop an 'individual workplace strategy' with the most appropriate adjustments for the specific needs of the individual in the context of their role.
Specialist dyslexia and product training is available through the re-adjust initiative; these are just some of the products:
