Is Dyslexia Considered Neurodivergent? Explained
Dyslexia is a common learning difficulty that primarily affects reading and writing skills. The British Dyslexia Association (BDA) states that 10% of the UK population are dyslexic.
In recent years, the conversation surrounding neurodiversity has gained traction, prompting many to question: is dyslexia considered neurodivergent? This article aims to clarify the connection between dyslexia and neurodivergence.
Understanding Neurodivergence
Before diving into the specifics of dyslexia, it’s essential to understand what is meant by neurodivergence. Neurodivergence refers to the diversity of human brains and neurocognitive functioning. It’s a perspective that recognises and respects neurological differences as natural variations within the human population, rather than deficits or disorders to be corrected.
The Neurodiversity Paradigm
The neurodiversity paradigm emerged as a challenge to traditional views that pathologise certain neurological conditions. It advocates for the acceptance of conditions such as autism, ADHD, and dyslexia as differences rather than disorders that need to be ‘fixed’ or ‘cured’. This paradigm shift has been instrumental in fostering inclusive environments that embrace various learning and thinking styles.
Dyslexia and Neurodivergence
When it comes to dyslexia, the question is not just whether it falls under the neurodiversity umbrella, but also what implications this classification has for dyslexic individuals.
Is Dyslexia a Neurodivergent Condition?
Yes, dyslexia is considered a neurodivergent condition. It is a neurological difference in the way the brain processes written language. Dyslexia does not affect general intelligence but dyslexics can experience difficulty with accurate and/or fluent word recognition, poor spelling, and decoding abilities. These challenges typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities.
The Impact of Recognising Dyslexia as Neurodivergent
Recognising dyslexia as a neurodivergent condition promotes acceptance, understanding and accommodation of this learning difference. In educational settings, it encourages the development of teaching strategies tailored to diverse learning styles and promotes the use of assistive technologies. By embracing neurodiversity, both schools and employers can create environments where individuals with dyslexia can thrive.
Supporting Neurodivergent Individuals with Dyslexia
To support neurodivergent individuals with dyslexia effectively, it’s crucial to focus on their strengths while providing tools to navigate challenges.
Strengths-Based Approach
A strengths-based approach recognises the unique skills and talents that many dyslexic individuals possess. For example, they may excel in areas requiring spatial reasoning, creativity, or big-picture thinking. By emphasising these strengths, we can create a more balanced perspective that values what dyslexic individuals can achieve.
Accommodations and Resources
Providing appropriate accommodations and resources is key to supporting those with dyslexia.
Optimum Student Support offers a comprehensive service tailored for employers and training providers facing the challenge of identifying and supporting neurodivergent apprentices.
Our support services are designed to empower apprentices who require additional support, supporting them to overcome learning barriers and successfully complete their apprenticeships.
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Conclusion
In conclusion, dyslexia is indeed considered a neurodivergent condition. Embracing this understanding promotes a more inclusive society that values diversity in thinking and learning. As awareness of neurodiversity grows, it is hoped that dyslexic individuals will receive the recognition and support they need to excel in all aspects of life.
If you or someone you know is navigating dyslexia, remember that it is a difference, not a deficit. With the right support and accommodations, dyslexic individuals can harness their unique abilities and contribute significantly to our diverse world.
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is characterised by a predominance of either inattentive or hyperactive-impulsive symptoms, or a combination of both. The condition involves challenges in managing attention, with considerable variability in how individuals focus on tasks based on their relevance. ADHD individuals often seek sensory stimulation and may have a strong need for movement, which can aid in concentration, anxiety regulation, or serve as a form of release. Organisational tasks can be particularly challenging, and there may be difficulties in retaining information in working memory. Written instructions or note-taking can be beneficial. Support in breaking down tasks and managing organisation is often needed.
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Neurodiversity
Neurodiversity acknowledges the natural variations in human brain function and behavioural traits as integral to human diversity, viewing conditions like autism, ADHD, dyslexia, dyspraxia, and dyscalculia not as disorders but as different aspects of neurocognitive functioning. It advocates for societal shifts towards greater acceptance, rights, and accommodations for those with neurological differences, emphasizing inclusion and support. The concept of a "spiky profile" integrates with this view, illustrating how individuals may exhibit significant strengths in certain areas while facing challenges in others, further highlighting the diverse spectrum of human abilities and the need for tailored support.
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Dyspraxia
Dyspraxia affects both fine and gross motor skills, significantly impacting writing, typing, and self-care activities. Dyspraxic individuals may also face challenges with memory, attention, perception, and processing, leading to difficulties in planning, organisation, executing actions, or following instructions in the correct order.
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Dyscalculia
Individuals with dyscalculia struggle with mastering arithmetic skills, calculations, number sense, and mathematical reasoning. Challenges often extend to understanding quantities, time, and abstract numerical concepts. Dyscalculia is frequently accompanied by working memory difficulties. Approximately 50% of individuals with dyscalculia also face reading challenges, and many experience significant maths anxiety.
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Dyslexia
Dyslexia is a learning difficulty that affects the ability to develop automatic and fluent word reading and spelling skills. It is often associated with challenges in phonological awareness, which involves understanding and manipulating the sounds in words, and may also impact orthographic processing—the recognition of whole words, letter strings, or spelling patterns. Dyslexic individuals might be self-conscious about reading aloud, which can also hinder comprehension, and may avoid using complex vocabulary in writing to prevent spelling errors. Though not officially part of the diagnostic criteria, dyslexic individuals often struggle with organisation, sequencing, and may have low academic self-esteem. A notable discrepancy exists between their confidence in verbal tasks versus written tasks.
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Autism
According to current diagnostic criteria, autistic individuals face challenges primarily in social communication and exhibit restricted, repetitive patterns of behaviour. The severity of these challenges can vary significantly. Many autistic individuals have sensory sensitivities that are particularly challenging in new and unfamiliar environments. Furthermore, they often prefer structured and predictable settings, benefiting from ample time to process information and adapt to changes. Social anxiety can pose a significant challenge in unstructured and unpredictable social situations. While the challenges of autism might be less visible in certain settings, they can still have a profound, cumulative effect on mental health, well-being, and may lead to burnout.
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