3190200 | Dyslexia, why not give it a go?

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Dyslex

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History

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Dyslexics are more ready to take risks than others. I believe that the years of failing at school are a training for accepting that something may fail, which creates a mindset open to “why not give it a go?”.

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Jim Rokos

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Dyslexia, also known as reading disorder, is characterized by trouble with reading despite normal intelligence. Different people are affected to varying degrees. Problems may include difficulties in spelling words, reading quickly, writing words, “sounding out” words in the head, pronouncing words when reading loud and understanding what one reads. Often these difficulties are first noticed at school. When someone who previously could read loses their ability, it is known as “alexia”. The difficulties are involuntary and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.

Though there is no cure for dyslexia, early assessment and intervention result in the best outcome. Around 4-5% of our children suffer from developmental dyslexia, 4-5% of our children suffer from dyscalculia, 40-60% of those children suffer from psychological problems (anxiety, sadness, attention problems). Dyslexic Children have a higher rate of suicidal thinking (3xhigher), depression (2xhigher), anxiety disorders (3xhigher).

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Ten percent (10%) of the population are dyslexic; 4% severely so. Dyslexia is hidden and as a result, dyslexic people overcome numerous challenges to make a full contribution to society.

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Children have a 50% chance of having (2) Dyslexia if one parent has it. And a 100% chance if both parents have it.

We know different kinds: • Dyscalculia, or difficulty with math • Dysgraphia, or difficulty writing • Left-right disorder.

Dyslexia is the most common learning disability.

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It is important to remember that there are positives to thinking differently. Many dyslexic people show strengths in areas such as reasoning and in visual and creative fields.

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Dyslexics have a strong ability to see the “big picture”.

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(4) Definition of dyslexia: Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Dyslexia occurs across the range of intellectual abilities. It is best thought of as a continuum, not a distinct category, and there are no clear cut-off points.

Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are not, by themselves, markers of dyslexia. A good indication of the severity and persistence of dyslexic difficulties can be gained by examining how the individual responds or has responded to well-founded intervention.

In addition to these characteristics: The British Dyslexia Association (BDA) acknowledges the visual and auditory processing difficulties that some individuals with dyslexia can experience, and points out that dyslexic readers can show a combination of abilities and difficulties that affect the learning process. Some also have strengths in other areas, such as design, problem solving, creative skills, interactive skills and oral skills.

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His tory It is 130 years since the term ‘dyslexia’ was coined by Rudolf Berlin, a German ophthalmologist and professor in Stuttgart. In the course of his practice, Berlin observed the difficulties faced by some of his adult patients in reading the printed word. He could find no problem with their vision. He speculated, therefore, that their difficulties must be caused by some physical change in the brain, even if the nature of this eluded him.

The term Berlin used to describe the condition (meaning ‘difficulty with words’) would ultimately become more famous than he.

One of the few biographic entries on Berlin describes him, somewhat poignantly, as ‘the man who named the ship, even though he never became her captain’.

Berlin himself had been influenced by the writings of another German, Adolph Kussmaul, a Professor of Medicine at Strassburg, remembered today principally for his work on diabetic ketoacidosis. It was Kussmaul who first identified the kind of difficulties Berlin described, in 1877, entitling them Wortblindheit (word-blindness). (Berlin coined ‘dyslexia’ to bring the diagnosis in line with contemporary international

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The word Dyslexia comes from two Greek words: Dys; which means difficulty, and lexis; which refers to language or words.

Rudolf Berlin

medical literature, which elsewhere described the similar conditions of alexia and paralexia.)

‘To Kussmaul’, writes James Hinshelwood, his contemporary, ‘must be given the credit of first recognising the possibility of this inability being met with as an isolated symptom.’

In the UK several Britons were working on the topic, including Hinshelwood, another ophthalmologist; James Kerr, a council medical officer; and William Pringle Morgan, a general practitioner.

These three focused not only on word-blindness as an isolated symptom, like Kussmaul, but broadened accounts of the condition to include children. This weakened the explanatory power of brain injury or disease as dyslexia’s cause, which had hitherto been favoured, setting up a distinction between acquired and congenital word-blindness – the former occurring suddenly during adulthood, the latter present at birth.

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Design and architec ture

Designers must understand that their audience will be made up of people with different abilities (5–20% of the total population of the US have varying forms of dyslexia).

In the 1970’s architects Ren erected one of the most fa tural center in Paris, France President of France from 19 attract visitors and be a mo completion thirty three yea

In order to choose the arch including some of the most when the design of Renzo P Their entry exemplified con system gerberettes and tru

Their concept, depicted in itself as movement. The oth of the infrastructure of the all of the different mechan also to maximize the interi (2)

Richard Rogers and Renzo Piano

Alternative talents that can go hand-in-hand with dyslexia -Dyslexics can ‘see’ things from overhead, as well as inside.

Dyslexics can enjoy greater spatial awareness, which can be useful in design. James Dyson famously understood that the cyclone principal seen in a wood mill could also be used in a vacuum cleaner so that suction is not diminished as it fills up. a v e r š e k

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Pompidou Centre

nzo Piano and Richard Rogers, both unknown at the time, collaborated and amous and radical buildings of our time, Centre Georges Pompidou. The cule turned our world inside out, literally. It all began with Georges Pompidou, 969 to 1974, who wanted to construct a cultural center in Paris that would onumental aspect of the city. Receiving more than 150 million visitors since is ars ago, there is no doubt that Pompidou’s vision became a successful reality.

hitects for the project, the president held a competition and many entered, t famous architects in France at the time. People were astonished, however, Piano and Richard Rogers, both not famous at the time, won the competition. nstructivism and was a high-tech modern cultural center structured with a usses unlike anything seen in the architectural world before.

one of their competition drawings as a collage, was portraying the museum her concept in their design, and perhaps the most obvious, was exposing all e building. The skeleton itself engulfs the building from its exterior, showing nical and structure systems not only so that they could be understood but ior space without interruptions.

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Design and architec ture

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Mu sic

“When I write, I’ll give it to someone else to read, and they’ll say, ‘This doesn’t make any sense.’ And then I’ll read it back to them, and they’ll say, ‘Half the words are missing.’

But to me they’re there.”

Noel Gallagher - OASIS

But if parsing sounds is really the whole problem, how do you explain dyslexic musicians? After all, musicians are supposed to excel at making sense of sound. But a small number of them, it turns out, have dyslexia. The researchers, led by psychologist Merav Ahissar, tested 52 musicians on basic auditory perception (such as their ability to tell similar tones or similar time intervals apart) as well as auditory perception related specifically to music (distinguishing different rhythms or melody) or language (like the ability to discriminate words from similar-sounding nonwords they heard). They also gave the musicians memory tests and tested their reading speed and accuracy. It took years, in part because dyslexic musicians are rare.

Eventually, Ahissar’s student Atalia Weiss, a graduate of Hebrew University’s music academy, was able to recruit 24. What did they find? On most tests of auditory perception, the dyslexic musi-

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Ozzy

“I am terribly dyslexic and have attention-deficit disorder, so I have to carry a tape recorder everywhere I go. Also, if I get a melody in my head, I have to record it straightaway,”

cians scored as well as their non-dyslexic counterparts, and better than the general population. Where they performed much worse was on tests of auditory working memory, the ability to keep a sound in mind for a short time (typically seconds). In fact, the dyslexic musicians with the poorest working memory tended to have the lowest reading accuracy. Those with better working memory tended to be more accurate.

Writing in the February issue of the journal Neuropsychologia, Ahissar and her team suggest that auditory working memory might be a bottleneck for the performance of people with dyslexia. If so, that might shift more of researchers’ attention to memory-related brain regions in addition to the auditory areas that have gotten most of the attention in dyslexia research.

The results make a lot of sense. Learning a language requires making connections between sounds, what they mean, and how writing represents them, and memory is a crucial part of that process, says Nina Kraus, a neuroscientist who studies music and language at Northwestern University. “If you can’t remember a sound, you can’t make the connection.”

In other words, to become a linguisitic virtuoso, memory is just as important as perception.

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From Leonardo da Vinci to Einstein, children with learning disabilities prove that there is a limited link between disability and intelligence. Children with dyslexia are at least equally intelligent to non-dyslexic children. The higher success of individuals with dyslexia in certain professions is probably the result of resilience or compensatory mechanisms that they cultivate during the school days to overcome their difficulties. Some of these kids may develop better skills for interacting with others. They may focus more on specific arts or sciences. Many of them may not concentrate on studies and instead start doing business at an early age. This means Lord Sugar, Anita R that they can be found in any profession, and Oliver and Ikea fou in the long run they are equally successful. The their dyslexia to cre compensatory mechanisms developed at a young es, and research su age may provide an edge over others in speciftionately represente ic areas when the children grow up. Even though dyslexics may score poorly in school, they may outscore other children in practical life since they spend more time perfecting their verbal skills. As an entrepreneur, dyslexics are known to be good at delegating tasks, they are excellent mentors, and they are often creative. All of these qualities usu-

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ally make them more successful entrepreneurs, though they may not be that good in roles where there is less space for creativity.

Achieving success with dyslexia is perhaps about learning different skills, mastering different approaches to solving the tasks, and developing strategies to compensate for certain limitations.

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Roddick, Richard Branson, Jamie under Ingvar Kamprad overcame eate hugely successful businessuggests dyslexics are dispropored among entrepreneurs.

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Performance Theatre and the Poetics of Failure

In Performance Theatre and the Poetics of Failure, Sara Jane Bailes begins with Samuel Beckett and considers failure in performance as a hopeful strategy. She examines the work of internationally acclaimed UK and US experimental theatre companies Forced Entertainment, Goat Island and Elevator Repair Service, addressing accepted narratives about artistic and cultural value in contemporary theatre-making. Her discussion draws on examples where misfire, the accidental and the intentionally amateur challenge our perception of skill and virtuosity in such diverse modes of performance as slapstick and punk. a v e r ĹĄ e k

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Des ign for dysle xia

Typography Often the most commonly cited best practice, there are a lot of font and typography decisions that can make a real difference for dyslexic users. Try to use a sans-serif font.

The ‘hooks’ on the main strokes of serif letters may be visually appealing, but they can create problems for dyslexic users by distorting the shapes of the letters. If you are required to use a corporate serif font, then reduce the letter-spacing slightly so that the letters within a word lie closer together but increasing the word-spacing to create a larger distance between individual words.There are also typefaces developed especially for dyslexic users, check out OpenDyslexic or Dyslexie for ultimate readability.

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Des ign for dysle xia

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Layout The wider the text spans from one side of your screen to the other, the more difficult it is to follow.

A good rule of thumb is to use columns with no more than 80 characters per line as narrower text columns make for easier reading. Consider setting a percentage width for text areas and set the margins to “0 auto” via CSS, this way the margins will increase proportionately on wider screens. White space needs to be consistent. So try to avoid justified text alignment and double-spacing after a full stop. This uneven word spacing can easily disrupt pattern recognition in the brain and slow dyslexic users down. When designing the content of website or app, is also recommend avoiding high-contrast colors. Using a more gentle, off-white background like tan or gray, with a dark gray font instead of solid black is easier on the eyes, meaning your users can focus on the text instead.

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How can I take advantage of my flaw?

This is my main question for my work.

With my thesis I would like to investigate possibility if either dyslexia is a defect or it is actually a gift which must be exploited. Of course, there is a huge range in dyslexia and its severity, so I would focus on milder forms. I read that approximately ten percent (10%) of the population are dyslexic; 4% severely so.

Dyslexia is hidden and as a result, dyslexic people overcome numerous challenges to make a full contribution to society.

Dyslexia makes it difficult to remember ‘raw’ information. People’s names are avoided but can usually be learned if a visual association is created (Marko has cheeks like a bell; Joao needs a shave).

Dyslexia can mean walking into a room to get something and then coming back with something else that came up on the way and then needing to go back again for the original item.

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For my master thesis I will research dyslexia in correlation with acceptance in society, psychological and career aspects. The research will also touch on the relationship to design areas. I’ll try to dig deep in stigma of dyslexia among people in the history and today.

My decision about this theme is based on my personal experience because I have mild case of dyslexia and I went through a lot of rough times in my childhood years. I want to explore more about this disease when is comes about history, origins, psychological and society aspect. I want to proof that dyslexia can give us so much more positive effects, rather than just sadness and anxiety.

Based on research, I will build the platform about dyslexia, that will have two main focuses or let me say target groups. The first group is represented buy young people with dyslexia. They are unsure, frustrated about their future and work. Platform will inspire them and present their options in different directions of work and employment.

Platform will encourage young people to be creative and have a positive mindset when it comes dealing with disease through various channels, actions, and people.

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Second target are employers. Platform will present dyslexia as something that can be positive in employment, of course in certain directions.

They will learn more about the disease and thus become open to the possibilities of collaborating and understanding. Employers/brands will be able to post new jobs for specific areas which are intended for dyslectic people.

Whit that said, my research path will include deep dive into user experience and design. I will research different platforms when it comes to building prototype and live web page.

My field of research will also be about the flaw situation – how do people with dyslexia overcome their fears and difficulties and how this disease effects on early childhood and development after that.

Children who suffers from different kinds of dyslexia (Dyscalculia, Dysgraphia, Left-right disorder, etc) also suffer or are prone to psychological problems (anxiety, sadness, attention problems) and they have a higher rate of suicidal thinking so I will research a bit about those areas as well.

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(1 ) h t t p s : // m e d i u m . c o m / d a t a d r i v e n i n v e s t o r / o v e r c o m i n g d ys lexia-w i th -a u g me nt e d- rea l i t y- d9 da 54 58f7 3 a (2) htt p s ://ca rg o c o l l e ct i v e .com /Dys l ex i cDes i g n (3) htt p s ://ww w.u n d e rst o o d .org / (4) htt p s ://u s a b i l l a .c o m/ b l o g/how-t o- d es i g n-for- d ys l ex i a / (5 ) htt p ://w ww. j i mro ko s .c o m / (6) h tt p s : // w w w. i t s n i c e t h a t . c o m /n e w s / w h y- d y s l e x i a - m a k e s y ou -a- gre at- d e s i g n e r- o p i ni on- 07 12 17 (7 ) htt p s : // l et s t a l ka l lt h i n g s d e s i g n .wo rd p re s s .c o m / 2 0 1 5 /0 4 / 1 6 / arc h it ec t u re -a n d - d ysl exi a /com m ent- pa g e-1/ (8) h t t p s : // w w w . u n d e r s t o o d . o r g / e n / l e a r n i n g - t h i n k i n g d i ff e r e n c e s /p e r s o n a l- s t o r i e s / fa m o u s - p e o p l e / 1 4 m u s ic ia n s-wi th - l e a r n i n g-a nd -t hi nk i ng - d i fferences (9) htt p s : //w w w. m ay o c l i n i c .o rg /d i s e a s e s - c o n d i t i o n s /d ys l ex i a / sy m pt oms- c a u s e s/sy c-203 53 552 (10) htt p s ://d ysl ex i a h i st o r y.web.ox . a c.uk /b r i ef- hi s t or y- d ys l exia (1 1 ) htt p s ://u s a b i l l a .c o m/ b l o g/how-t o- d es i g n-for- d ys l ex i a /

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