neurodiversity and dyslexia. introduction neurodiversity reframing what we think we know
TRANSCRIPT
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
0
10
20
30
40
50
60
70
1
Visual
Visual preference
verbal preference
Verbal
Dyslexic thinking preferences
0
5
10
15
20
25
30
35
40
45
50
1
Visual
Visual preference
verbal preference
Verbal
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 learnlearn
ing
Active learning
Fee
dbac
kfo
r
Learning
Lear
ning
styl
es
Overview1 st
RANDOM
PATTERNS
INTERACTION
INDUCTIVE
SYNTHESIS
VISIONARY
Neurodiversity and Dyslexia