Renée van der Vloodt argues that ‘dyslexia’ expresses a talent, not just a disability. Hilary Farmer shows how working with that talent can eliminate the associated learning difficulty.
THERE is a striking similarity between a nine-year-old ‘dyslexic’ child and a 40-year-old business executive on stress leave for burnout. Both may suffer from poor short-term memory, inability to spell, anxiety, lack of concentration and difficulty in taking in what is said – in short, high levels of confusion. This is not a coincidence. We would like to suggest that, if ‘dyslexia’ and other related learning difficulties appear to be on the increase, it is because they are symptomatic of the distress caused by an inadequate educational system, which, in turn, echoes a society that is failing to meet the diverse needs of individual people.
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