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# Introduction

David Grant writes in the introduction to his book That’s the Way I Think (2017, p. 1): ‘You don’t have dyslexia, you are dyslexic … It is a fundamental part of who you are.’ The issue is that dyslexia manifests differently in different people and can co-occur with other learning difficulties, which might highlight or overshadow certain traits.

This week will examine the identification of dyslexia, either in the form of a screening or a diagnosis. This is an important process because it helps to determine the most effective way to target intervention and support. An assessment will also aid a person’s understanding and self-knowledge about who they are. It may explain and help to dissipate the frustration and lack of self-confidence that often arise from feeling ‘stupid’ for not reaching the expected academic standards that others seem to achieve with ease, even though they know they have the ability. The results of an assessment can therefore be a huge relief and produce a sense of freedom, allowing a dyslexic individual to play to their strengths and avoid weaknesses. At the same time it can be a huge shock, especially if their culture does not recognise or support dyslexia (or other learning difficulties), and does not view them in a positive light. It is important to recognise these aspects of dyslexia that go hand in hand with the assessment.

Receiving a diagnosis of dyslexia or a learning difficulty can bring sadness or anger, especially if it comes later in life. Early diagnosis could have prevented much self-criticism and low self-esteem by providing timely support. However, learning is lifelong, and moving forward is essential. A late diagnosis, though painful, can be a positive step, as dyslexic learners often bloom later in life. Awareness and targeted support can lead to great achievements. As Week 4 will discuss further, many world-changing inventions were created or designed by dyslexic minds.

By the end of this week, you should be able to:

- explain the importance of screening and diagnosis in identifying dyslexia and other learning difficulties, and how these processes help in targeting effective interventions and support
- gain insight into the emotional responses and cultural challenges associated with receiving a dyslexia diagnosis, and how these factors can influence an individual’s self-perception and academic performance
- appreciate the significance of lifelong learning and the potential for late-blooming achievements in dyslexic individuals, understanding how awareness and targeted support can lead to significant accomplishments.

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OpenLearn - Understanding dyslexia
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