Neurodiversity and Dyslexia

Introduction

Neurodiversity

Reframing what we think we know

Reframing what we think we know

processing difficultiesAuditory

Visual

Motor

Time

paradigm shift

laterality

meaning

implications• change in priorities

– interventions• 'remediation'• 'structural'

–Responsibility

• shift in perspective–specific learning differences–core differences

cognitive styles“I am not someone with dyslexia. I am

dyslexic. Were I not dyslexic, I would not be me.”

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Strengths of Visual and Verbal Thinking

Visual Verbal

speed ordered

imaginative analytic

creative critical

lateral logical

inductive deductive

symbolic abstract

overview detail

patterns elements

multi-dimensional 2-dimensional

inter-relationships cause and effect

Non dyslexic thinking preferences

0

10

20

30

40

50

60

70

1

Visual Visual preferenceverbal preferenceVerbal

Dyslexic thinking preferences

0

5

10

15

20

25

30

35

40

45

50

1

Visual Visual preferenceverbal preferenceVerbal

Short term memory

memorise

E U C P I R T I G B

BIG PICTURE

processing meaning• ‘software’

• ‘machine code’

– holistic

– sequential

role of 'working memory'

• ‘Difficulties’

• ‘Talents’

neurodiversity

bagatelle model

Neurodiversity: ‘Overlapping conditions’

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Dyslexia

Dyspraxia

Dyscalculia

AD(H)D

Multisensory

to learnlearning

Active learning

Feed

back

for

Learning

Learn

ingst

yles

Overview1 st

RANDOM

PATTERNS

INTERACTION

INDUCTIVE

SYNTHESIS

VISIONARY

Neurodiversity and Dyslexia