| I'm writing to readers. I'm not dyslexic. But I have | | | | the frustration for people with dyslexia. And |
| people with dyslexia in my family. I don't truly | | | | support that way of learning. |
| understand their frustration. Though I try. | | | | This isn't a way for them to avoid writing and |
| I can see the frustration building in the dyslexic. | | | | learning to read. Believe me they get enough |
| And I know that I can often be the cause. I | | | | exposure to words. This makes life easier and |
| blindly go about an interaction that ignores the | | | | probably more enjoyable. And the experience of |
| challenges that one of these family members | | | | learning more effective. |
| may face and then increase the difficulty for | | | | It's actually selfish - make their life easier and |
| them. When it doesn't have to be. | | | | productive and you'll encounter less difficulty too. |
| It's not about making concessions, expecting less | | | | Let's make the best use of what we're all good |
| from those with dyslexia. Not at all. It is about | | | | at. |
| understanding how is the easiest way for | | | | Reading and writing are just tools. Yes, we live in |
| everyone to accomplish something. | | | | a world that is very dependent on the written |
| Here are some examples: Asking for something | | | | word, but it is just one way of doing things. Not |
| from a dyslexic or telling new information in the | | | | the only way and certainly not the best way. |
| middle of a big long conversation. No follow up, no | | | | There are other tools that your dyslexic friend |
| emphasis on the important things. And then being | | | | may be able to help you learn - which will make |
| upset when it isn't done. You may know what I'm | | | | your life better. |
| talking about. | | | | Nobody has all the answers. We're all just |
| A big example is expecting a person with dyslexia | | | | different. And there are easy and hard ways to |
| to write notes when they should just be listening | | | | approach an interaction. Go for the most |
| and learning the big idea. They get so caught up, | | | | effective and the most satisfying. Life is hard |
| and usually with frustration, with the writing that | | | | enough. Don't make it worse for no good reason. |
| they have no idea what the point is. Separate the | | | | Find out what frustrates the people you work and |
| first exposure to new information and the writing | | | | live with and stop doing your part. Learn and |
| of the information. Even better, write a guide or | | | | practice the supportive way to work together. |
| notes on the information and give it to them. | | | | You'll be surprised. |
| Allow them to learn how they learn best. Lower | | | | |