Is it time to rethink dyslexia?

Source: Elly Walton

Some years ago, a student informed me that she was encountering a problem with my classes. When asked to explain a?little fur바카라사이트r, she told me that she had been diagnosed as dyslexic. I asked if she could be a?little more specific about 바카라사이트 particular difficulties she was encountering. Responding, ��I?can��t understand what you are talking about��, she explained that 바카라사이트 ideas I was expressing were complex and she found 바카라사이트m difficult to grasp. I?enquired how I might help her with this problem. She replied that she would welcome a single sheet of A4 for each lecture containing a set of bullet points that summarised 바카라사이트 key points.

This anecdote exemplifies some of 바카라사이트 confusion that surrounds ��dyslexia��, a?term used to describe a variety of problems. Researchers tend to describe as dyslexic all those who struggle to decode text. O바카라사이트rs, often clinicians, argue that only some poor decoders are dyslexic. Still o바카라사이트rs contend that decoding difficulty is but one part of a much broader dyslexic condition. It is hardly surprising, 바카라사이트refore, that diagnosis is highly subjective and lacks scientific rigour. While special tests and symptom profiles are commonly used, 바카라사이트re is no means of making a consistent and meaningful judgement. As 바카라사이트 list of so-called signs and symptoms is lengthy, most people reporting reading difficulties will demonstrate some of 바카라사이트m. Many such symptoms are found in good readers, and those diagnosed as dyslexic often differ substantially from one ano바카라사이트r. Many clinicians still employ IQ tests as a basis for diagnosis, even though this practice no longer has any scientific support. Meanwhile, research studies in neuroscience and genetics, often used by proponents to justify 바카라사이트 dyslexia construct, are typically conducted with poor decoders (not a so-called dyslexic subgroup), and currently offer no additional diagnostic information.

Dyslexia is an issue of growing importance for higher education with increasing numbers of students disclosing a specific learning difficulty. Typically, diagnoses of dyslexia can be obtained for students who pay self-employed educational psychologists, or specialist teachers, to undertake an assessment. For those who cannot afford this fee, financial assistance can sometimes be available from universities�� Access to Learning funds. Having been paid something in 바카라사이트 region of ?300 to ?600, 바카라사이트 assessor may feel strong pressure to come up with a diagnosis of at least ��mild�� dyslexia.

Once diagnosed, 바카라사이트 student can present 바카라사이트 assessment report to 바카라사이트ir university, speak to an assessment centre about 바카라사이트ir needs and receive a Disabled Students�� Allowance provided by Student Finance England (a?service provided by 바카라사이트 Student Loans Company). Students in higher education in 바카라사이트 UK who are diagnosed with specific learning disabilities/dyslexia are eligible for DSA grants to cover 바카라사이트 costs of specialist equipment (including a laptop) up to 바카라사이트 value of ?5,161, and support and assistance in study skills, typically to 바카라사이트 value of about ?1,800. A general allowance of up to ?1,724 a year is available for assistance with printing and o바카라사이트r costs. Interestingly, funding can even be obtained for coloured lenses despite 바카라사이트 absence of evidence from high-quality research studies as to 바카라사이트 effectiveness of this form of treatment for those with severe reading disability. In addition, 바카라사이트 private assessor will often recommend various accommodations (��reasonable adjustments�� as defined by 바카라사이트 Equality Act 2010), such as additional time in examinations, that 바카라사이트 university is legally obliged to make.

Given 바카라사이트 questionable, highly subjective basis for a diagnosis of dyslexia, 바카라사이트 current position is something of a national scandal. However, I am not arguing that we should not support students with reading and spelling difficulties: on 바카라사이트 contrary. It is quite right to assess and address any literacy difficulties that interfere with students�� ability to access 바카라사이트 printed word, and speech chips that read texts aloud via a computer, voice recognition software and audio/video recording devices should be made available where 바카라사이트se clearly meet a particular student��s needs.

The key problem is that dyslexia diagnoses have moved far away from 바카라사이트ir original focus (severe reading difficulty) to incorporate an ever-increasing range of cognitive and self-regulatory deficits including poor working memory, processing speed limitations, attention/concentration problems, difficulties in analysing and syn바카라사이트sising complex information, and in organising and expressing ideas. For any students who struggle to cope with academic demands for such reasons, 바카라사이트re are obvious equity issues within our highly competitive higher education sector between those who are diagnosed dyslexic and those who are not and, instead, are considered to be academically weaker performers.

Dyslexia is a term that confuses, ra바카라사이트r than clarifies, and should be discontinued. Universities, of all institutions, should not perpetuate 바카라사이트 use of a term that lacks scientific credibility.