Neurodiversity and Dyslexia
Introduction
Neurodiversity
Reframing what we think we know
Reframing what we think we
know
processing difficulties
Auditory
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.”
www.outsider.co-uk.com
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
70
60
50
40
Visual
Visual preference
verbal preference
Verbal
30
20
10
0
1
Dyslexic thinking preferences
50
45
40
35
30
Visual
Visual preference
verbal preference
Verbal
25
20
15
10
5
0
1
Short term memory
memorise
EUCPI
RTIGB
BIG PICTURE
processing meaning
• ‘software’
• ‘machine code’
– holistic
– sequential
role of 'working memory'
• ‘Difficulties’
• ‘Talents’
neurodiversity
bagatelle model
Neurodiversity: ‘Overlapping conditions’
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Multisensory
Dyslexia
AD(H)D
Dyspraxia
Dyscalculia
Active learning
RANDOM
PATTERNS
INTERACTION
INDUCTIVE
SYNTHESIS
VISIONARY
Neurodiversity and Dyslexia