2.2 How to advocate for Dyslexic Thinkers

Our current education system isn’t designed for Dyslexic Thinking.

Tests rely on the ability to memorise facts and figures and regurgitate them against the clock. All things Dyslexic Thinkers struggle with.

However, in the real world, AI is taking over these kinds of tasks and the skills that dyslexics index highly in are now the world’s most sought-after skills.

Finding and focusing on dyslexic strengths is the secret to success for any dyslexic learner. And creating a strengths-first, inclusive classroom, is vital for teachers to do.

5 ways to advocate for dyslexia as a student (or parent):

• Make sure teachers understand your strengths and challenges.
• Explain your challenges so they aren’t misunderstood.
• Understand how you learn best.
• Be upfront and ask for adjustments.
• Use technology to level the playing field.

5 ways to advocate for dyslexia as a teacher:

• Dyslexic learners are often built for the world, not for school.
• Take a strengths-based approach.
• Dyslexic learners are brilliant thinkers but need more time.
• Technology is a key asset for dyslexic learners.
• Give options and choices in assessments and tests.

   Advocating for dyslexic thinkers

Timing: 11 minutes

In this video, Kate explains how you can advocate for dyslexic thinkers as a student, a teacher or a parent.

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Transcript

KATE GRIGGS

Let's face it. Our current education system is just not designed for dyslexic thinking. It measures and treasures the things that we find challenging, like reading, writing, spelling, and rote learning. So it's no surprise that dyslexic children grow up acutely aware of the things that they can't do, instead of treasuring the things they can do and are incredible at.

Tests, in particular, disadvantage dyslexic students, as they rely on our ability to memorise facts and figures and regurgitate them against the clock, all things we struggle with. However, in the real world, it's finding and focusing on your strengths that will help you to be successful and enjoy a happy and fulfilling career.

And creating a strengths-first, inclusive classroom where our brilliant dyslexic thinkers can shine with their different way of thinking is vital. And it's easy to do. Here are five ways to advocate for that as a student and a parent.

One, make sure teachers understand your strengths and challenges. We have a brilliant dyslexic thinking passport template on our website that helps you explain your profile.

Two, explain your dyslexic challenges so teachers don't see them as lack of effort or carelessness. And if they do, explain again, and point to this training.

Three, understand how you learn best. Experiment with different mediums, like video, PowerPoint, speech to text, extra time, to find out what works best for you.

Four, be up front, and ask for the adjustments you need to do your best work. Don't wait until you're falling behind. Succeeding is good for you and your teachers.

And five, use technology to level the playing field. Technology can be transformative for dyslexics and teachers too. So make the most of it. And here's Josh to explain five ways to advocate for dyslexic thinkers as a teacher.

JOSH CLARKE

Number one is to remember that dyslexic learners were built for the world, not for school. And the systems that we have in traditional education are not designed to support and to recognise what they need and where they thrive. So as a teacher, we need to recognise that our curriculum and our approach needs to have flexibility, creativity, and meet the student where they're at, not where the system thinks they should be.

Number two is we need to take a strengths-based approach to supporting our dyslexic learners. Of course, there's places where they struggle. And we're going to invest and help with that. But in order to build that self-esteem and to show a child of all they're capable of, we must first begin with their strengths. So as a teacher, we need to take the time to understand where they shine.

Number three is to remember that dyslexic learners are brilliant thinkers. And in order to show all that they know and all that they can process and create, they need more time to think through questions, to organise their ideas, to create that output. So as teachers, it's important to make sure that we're supporting them by giving them the time that they need for their brilliant thinking.

Number four is to remember that technology can be a key asset to a dyslexic learner. It helps them overcome barriers. It helps showcase all that they know. Technology is not a crutch for our students. It's a liberating tool for them to show their brilliant thinking.

And number five, we need to give students options and choices when it comes to assessments and tests. And if we can't, we need to help the child understand that it's the tests they're struggling with, not the content or the ability.

KATE GRIGGS

It's clear that the system dyslexics find themselves in currently isn't set up to showcase dyslexic strengths. And yet those are the very skills the world needs. Let's hear from Gavin Horgan, Head of Millfield Schools, who are leading the way in supporting dyslexic thinking.

GAVIN HORGAN

The positive change that we need to make is to advocate for dyslexic thinking in the schools, in workplaces, and everywhere, at home as well. Now, why is this? I think it's because our education systems globally are essentially based on a Victorian model. I'm not sure it ever worked very effectively. And we've never really had the guts to make the changes that we need to make. And actually, the changes are easy.

I think often decisions are taken by political leaders who have had a personal experience of education. Typically, that will be based on massive amounts of knowledge acquisition and an emphasis on grammar and spelling and operating under very strict time constraints. And they feel that they've done well because they've achieved success through that system. Therefore, they think, well, if it was good enough for me, it's good enough for everyone.

And that's where I think the laziness or the fear comes from. And instead, they could think, hang on, how could I make this even better for the future? Also, we can change the mindsets in homes. We can help parents to understand that dyslexia is something to celebrate, rather than to mitigate for. And eventually, that will move through into the world of work. And those skills which we know we already need and we will need more in the future and which will be a perfect copilot to AI, those skills can be developed through the development of dyslexia education.

End transcript

 

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