A Dyslexic’s Perspective: Schools Are “Outed” – Still! (Part 19)

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Last week, I tried to explain how world view perspectives and consequent filters determine how we interpret information.  I say “tried” because interpreting information can be a complicated issue, as things are usually not black and white but many shades of grey.  This is not to suggest that truth is not absolute, as much as to say that people will find themselves in differing places along the path from error to truth.  I personally believe truth is the ultimate intellectual and spiritual destiny for everyone, even if the individual is not aware of it.

Having said that, let me give you another example of differing perspectives regarding something near to my heart.  As a dyslexic, my filters respecting dyslexia are very different from those who see it as a “condition” that needs “fixing”.  A recent article I read brought this issue clearly to light.

The article started with, “The COVID-19 pandemic has exacerbated the challenges faced by people with dyslexia, who struggle with reading and writing despite apparently normal vision, intelligence, and spoken language ability.”  This is true, but it begs a definition of normal.  Also to be questioned is why dyslexics are singled out as affected when the lockdowns are affecting all students.
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More Stories About Students With Learning Challenges: Learning Challenges (Part 6)

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I love telling stories! I especially like telling real stories about real people that have happy endings or provide opportunity for learning lessons. As part of the education “industry” for over forty years, I have a lot of them to tell, but this time I am going to focus on a few stories that are very special to me because I was able to help parents of dyslexic children from my inside knowledge as a dyslexic.

I would like to start with a couple stories that involve reading, but before I do, let me share the common advice that I would give parents who were truly concerned about their child’s inability to read when “of age”!

Ready for this? Here goes! I would say “leave them alone!” Or “back off” or “stop telling them there is something wrong with them by your actions and by your words”! I felt for those students, because I am one of them.

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Another Dyslexic’s Journey: Learning Challenges (Part 5)

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Last week, I shared from deep within how I beat the system to succeed in spite of my “learning challenges.” If you have not already seen (heard or read) it, I suggest you go there before proceeding with this blog.

I have had the good fortune of meeting many a dyslexic student. Nathan was special in that his “condition” was rather severe.

This is a classic case of my learning more from the mom than I taught. I simply gave her the freedom to do what she felt was necessary to provide Nathan with the best possible preparation for life.

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Learning to Read as a Dyslexic: Learning Challenges (Part 4)

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I realize that this story should likely be in the archives as “ancient history.” After all, it is about an old man’s personal experience in school, many decades ago. However, some things actually don’t change much and if they do, it is not usually for the better.

I share this story with you because I have seen recurring variations on this theme during the many years I have been involved in education and I believe you need to hear this.

I didn’t learn to read when I was “supposed” to. However, I was intelligent enough to be able to fool my teachers into believing I had developed the skill. I was not interested in those silly Dick & Jane primers with pansy names like Spot and Puff for pets. They just did not appeal to me.

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