2.3 Living or working with someone that has dyslexia
Week 3 examined the biological aspect of dyslexia and its genetic heritability. Patricia’s story doesn’t end with her, as one of her daughters inherited the condition. But this is not specifically about her and her journey – it is about the many students Patricia shares her office and rooms with, and all of their journeys. Considering the bigger picture can be challenging, but is greatly rewarding.
Here are three key aspects to keep in mind, and suggested methods for addressing challenges, noted by the British Dyslexia Association. But keep in mind that dyslexia manifests differently in everyone, so behaviours and coping mechanisms can vary widely.
| Skills | Other soft skills | Emotion |
|---|---|---|
| Dyslexia primarily affects reading and writing skills. They might read slowly, skip words, or have difficulty spelling. This means that a neurodivergent individual (a person with dyslexia) may struggle with tasks like reading instructions, writing, email formalities, or even simple participation in a session. | It’s not all about the reading and writing. Dyslexia can impact short-term memory and organisational skills. This might mean forgetting appointments, poor time management, misplacing items frequently. | Dyslexia can affect self-esteem and lead to feelings of frustration, anxiety, or embarrassment. |
| Aspect | Suggestions |
|---|---|
| Communication | Use clear, simple language and provide instructions in multiple formats (e.g., written and verbal). Voice memos can be particularly helpful. Today, many tech tools like read-aloud and dictate can be used. Consider breaking information down into smaller chunks. |
| Distraction | We all are living in the smartphone era. Leave it behind! TV background noise is not helpful either. |
| Organisation tools | Utilise calendars, reminders, and organisational apps to help keep track of important dates and tasks. Use and encourage the use of colours to differentiate the tasks. |
| IT tools | Change the background colour of the screen (try different colours to see which works best). Use a dyslexia-friendly font like Arial or Calibri, avoiding Times New Roman. Larger print may also help. Try printing the page instead of reading directly from the screen, and use coloured paper for printing. |
| Patience and understanding | Be patient and understanding, especially when the person is tired. Exertion can exacerbate dyslexic symptoms. |
| Encouragement and support | Encourage your student to use alternative learning methods, like audiobooks or documentaries. Offer to help or at least to direct them to relevant resources and support teams when tasks involve heavy reading or writing. |
| Positive reinforcement | Focus on their strengths and achievements to boost their self-esteem. Reassure them that dyslexia does not define their worth. |
Sharing your home, office or classroom with someone who has dyslexia requires empathy, patience, and a willingness to adapt. By understanding their challenges and providing support, you can help create a positive and supportive environment where everyone will excel.