It’s time to empower Dyslexic thinking...
Contents
What is dyslexia What causes dyslexia What are the signs Do you think you may have dyslexia Diagnosing dyslexia What happens before and after an assessment Examples of reasonable adjustments Guidance for managers and work colleagues Helping others at work My child may have dyslexia Be part of the network
Hello there.... My name is Hollie and I want to talk to you about empowering dyslexic thinking. For those who don’t know me, I am a graphic designer in Internal Communications and the Dyslexia Subject Matter Champion Lead for Specsavers as part of the Neurodiversity colleague network group. In 1997, when I was only 6, I was diagnosed with dyslexia. I was already experiencing a few difficulties with delayed speech and letter sounds, but I was lucky to have a newly qualified teacher who picked up on my ways of thinking and asked my parents to get a diagnosis - suspecting dyslexia. I’ll always remember the day I had my first assessment. Afterwards, my parents took me to McDonald’s and told me I had a special gift - and told me that I shared this gift with someone I greatly admired at the time, and still do. I had the same gift as Walt Disney (I’m still just as obsessed with Disney now as I was then). My parents taught me to be empowered by my gift, however this wasn’t easy as education is set up for neurotypical people, and not neurodiverse. I struggled to get GCSEs and a lot of schools, colleges and universities rejected me, even though I had the results I needed for what I wanted to do. I was even on a gifted and talented list for children in the UK, but because I was severely dyslexic, and needed certain support and understanding to be successful, I was unable to study with others on the list. I have been very lucky to have such supportive parents who fought my case to get me the support I needed to blossom in my skill set - as we say in the Neurodiversity network...if a flower doesn’t bloom, don’t change the flower, change the environment. Being diagnosed so young meant that my parents were able to learn about dyslexia as I was growing... at each stage...and they used what they had learned to help me learn about myself and my superpower. As my mum learned more about dyslexia, she decided to train as a dyslexia specialist teacher. As I was growing up, I hated it - I was often pulled out of the pool while on holiday to do specially designed key skill activities for dyslexic children - but looking back now I know she really did everything she could to make sure I got the best start in life - and I know how lucky I am. So...this is why I am here now. Everything I have learned over the years, and the support I got from my parents...I want to share that and pay it forward in Specsavers to inform, support and empower dyslexic thinking. Specsavers has been great for me - I am far more supported than I have been at any other company. We really are a family, and I want to help others be a part of our family.
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Did you know... 40% of self made millionaires are dyslexic Dyslexia is not a disability but a superpower we need to embrace.
What is Dyslexia? Dyslexia influences as many as 1 in 5 people and is a genetic difference in an individual’s ability to learn and process information. As a result, dyslexic individuals have differing abilities, with strengths in creative, problem-solving and communication skills and challenges with spelling, reading and memorising facts. Dyslexia ranges from mild to severe. Around 40% of people with dyslexia also have ADHD. And those with dyslexia use about five times more energy to complete mental tasks. Generally, a dyslexic cognitive profile (mapping of the brain) will be uneven when compared to a neurotypical cognitive profile. This means that dyslexic individuals really do think differently. What causes Dyslexia? The science behind the structural differences seen in dyslexic brains is still not understood. Nevertheless there are some key characteristic differences shared by those with dyslexia. These can be both positive and negative. Diagnosis of dyslexia tends to focus on the challenges faced by an individual rather than the positive attributes.
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What are the signs?
Have you ever wondered if you may have dyslexia? Look through the relevant list below and think back to your childhood. Then look at the list for teenagers and adults and work through those too. If this concerns a child or family member, work through the same list, taking into account what you know about them and see how many you tick. Please don’t worry if you tick all relevant or only some. This is just to give you an idea.
Teenagers and adults As well as the problems already mentioned, the symptoms of dyslexia in older children and adults can include:
poorly organised written work that lacks expression (for example, even though they may be very knowledgeable about a certain subject, they may have problems expressing that knowledge in writing) difficulty planning and writing essays, letters or reports difficulties revising for examinations trying to avoid reading and writing whenever possible difficulty taking notes or copying poor spelling struggling to remember things such as a PIN or telephone number struggling to meet deadlines
Pre-school children In some cases, it’s possible to detect symptoms of dyslexia before a child starts school. Symptoms can include: delayed speech development compared with other children of the same age (although this can have many different causes) speech problems, such as not being able to pronounce long words properly and “jumbling” up phrases (for example, saying “hecilopter” instead of “helicopter”, or “beddy tear” instead of “teddy bear”) problems expressing themselves using spoken language, such as being unable to remember the right word to use, or putting sentences together incorrectly little understanding or appreciation of rhyming words, such as “the cat sat on the mat”, or nursery rhymes difficulty with, or little interest in, learning letters of the alphabet Primary school children Symptoms of dyslexia usually become more obvious when children start school and begin to focus more on learning how to read and write. Symptoms of dyslexia in children aged 5 to 12 include problems learning the names and sounds of letters spelling that’s unpredictable and inconsistent confusion over letters that look similar and putting letters the wrong way round (such as writing “b” instead of “d”) confusing the order of letters in words reading slowly or making errors when reading aloud answering questions well orally, but having difficulty writing the answer down difficulty carrying out a sequence of directions struggling to learn sequences, such as days of the week or the alphabet
Associated problems Some people with dyslexia also have other problems not directly connected to reading or writing
difficulties with numbers (dyscalculia) poor short-term memory problems concentrating and a short attention span, including attention deficit hyperactivity disorder (ADHD) poor organisation and time management physical co-ordination problems such as developmental co-ordination disorder (dyspraxia)
Getting help... This checklist is just indicative. If you would like to take the next steps following the questionnaire, please read on. Remember, the Neurodiversity Network is here to support you, as well as help you understand more about neurodiversity and its superpower.
Please carry on through the pack to find out more or contact us through the Neurodiversity Network.
slow writing speed poor handwriting
problems copying written language and taking longer than normal to complete written work poor phonological (the study of sound patterns and their meanings) awareness and word attack skills (decoding words)
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Do you think you have Dyslexia?
I think, or someone I care about, is dyslexic: Yes...
but: No...
Getting a diagnosis
I want to understand more to help others
Support with a diagnosis
I think my child might have dyslexia
I would love to be part of the network
Support without a diagnosis
Reasonable adjustments
Helping managers understand
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Diagnosis for Dyslexia...
Adults with dyslexia are all different. To get a dyslexia diagnosis you will need to be put in contact with a British Dyslexia Association (BDA) approved assessor. Sadly for adults, there is no free way to get a formal diagnosis as the NHS does not class dyslexia as as a medical condition. With children the assessment can be provided by the school but it is important to retest a child to continually assess their needs. Why have a diagnostic assessment? If someone is experiencing significant difficulties in their study, work or in day-to-day life and would like to either find out more, or needs further support, then a diagnostic assessment for dyslexia can really help. There are many reasons to have a diagnostic assessment for dyslexia. You may wish to apply for a Disabled Students’ Allowance, Exam Access Arrangements or Reasonable Adjustments in the workplace and access to work. It can also give you a greater understanding of yourself and why you may think and work the way you do and help others understand your needs when it comes to support.
Who are the approved assessors?
To obtain a formal diagnosis of dyslexia in an adult (18+), a full diagnostic assessment will be required. Assessors have to be AMBDA qualified and be a specialist teachers as well as educational/occupational psychologists. What are the costs? A full diagnostic assessment for an adult costs on average £600. You can pay £34.50 for a formal screening before paying for a full test , as a screening can help indicate what to do next. Find out more here (this is only suitable for 17+ not children). Where can I book a assement? There are many places to get an assessment, which can be done face to face or through an online remote assessment. The organisations that do this are listed below: The Dyslexia Association Offer face to face assessments in a number of areas but also offer remote assessment. Click here to find out more and book. The Adult Dyslexia Centre Adult assessments can be done online over Zoom or Teams. Click here to find out more and book.
What happens before, in and after an assessment? Who are the approved assessors and what are the costs ?
Our medical insurance plan... Traditionally, medical insurance does not provide support or funding for ND conditions like dyslexia because they are considered ‘developmental’. This is something which we are exploring and we will let you know how we get on.
Still not sure whether to have a full test or an initial formal screening ...
1 in 5 people are believed to be dyslexic but only 1 in 20 people have been diagnosed
Why not try a free online test (this is not a full diagnosis assesment but could help you decide if you need one.)
Click here to take a free online test.
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How does an assessment work?
Support with a dyslexia diagnosis...
A diagnostic assessment will usually take up to three hours to complete. The assessment will take place in a private room (such as your normal place of work, at the assessors’ office, etc.). It must be quiet and free from disturbances with a writing surface/table available. If the assessment is taking place at the assessor’s premises, you should make sure you know where you are going and how to get there. Also, allow enough time to arrive on time for your appointment. During an assessment the assessor will carry out a series of tests to explore aspects of underlying ability such as: • There is usually an informal chat before the assessment to gather a little more background information. • Reading, writing and spelling • Handwriting and fine motor skills • Underlying learning skills: phonological awareness, speed of processing and memory, speech and language and auditory processing. The aim is... • To formally diagnose dyslexia (if this is supported by the test results). • To assess performance on a range of items, allowing the assessor to consider strengths and weaknesses. • To collect information about reading, spelling and writing skills. • To identify whether there is a clear discrepancy between general level of ability and reading and writing attainment. • To consider other factors which may be affecting learning. • To identify whether any reasonable adjustments will need to be made in order for a person to fully access the curriculum and exams. • To identify whether reasonable adjustments need to be made to a person’s place of work.
Reasonable adjustments in the workplace At Specsavers we are committed to making reasonable adjustments to the workplace to enable our dyslexic employees to carry out their roles to a satisfactory standard this forms part of Specsavers Diversity and Inclusion Policy. A reasonable adjustment is a change to the working environment or way of working. What is ‘reasonable’ will depend on the employee’s difficulties, the employer’s resources and how practicable the changes are. Many reasonable adjustments are simple inexpensive changes that are easy to implement. They can be suggested (or requested) either by Specsavers or the member of staff. Access to work If the reasonable adjustments put in place by your employer do not provide sufficient support, you may be able to get help from Access to Work. To apply for Access to Work you need to have a paid job, or be about to start or return to one. An Access to Work grant can pay for: • Special equipment, adaptations or support worker services to help you do things like answer the phone or go to meetings • Help getting to and from work • Dyslexia awareness training for colleagues and strategy training, both of which can be put in place immediately
Apply for Access to Work Access to Work factsheet Examples of reasonable adjustments How to talk to my manager about my needs
After the assessment the assessor may be able to provide some insight but they will need time to calculate the test scores and analyse the results in order to give a diagnosis. This information will be provided in the subsequent report.
We currently exploring a process with the Employee Relations team that is similar and streamlines the reasonable adjustment application for Access to Work
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Examples of reasonable adjustments...
We’ve put together some suggestions to help with difficulties in:
Verbal communication
Tips for organisation of property
Reading
Help...
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Give verbal as well as written instructions Highlight important points in documents Use voicemail rather than written memos
• Give instructions one at a time, slowly and clearly without distractions • Write down important information or encourage the employee to take notes • Write a memo outlining a plan of action • Provide a digital recorder to record presentations/ training • Check understanding Concentration • Make sure there is a quiet space available away from distractions such as doors, busy phones, loud machinery • Allocate a private workspace if possible • Allow an employee to work from home occasionally, if possible • Use a “do not disturb” sign when tasks require intense concentration • If interrupting, allow the person to pause and write down what they are doing to refer to when resuming work Appointments and deadlines • Remind the person of important deadlines and review priorities regularly • Encourage the employee to use the daily calendar and alarm features on his/her computer or work phone.
• Ensure that work areas are organised, neat and tidy • Keep items where they can be clearly seen for example, shelves and bulletin boards • Ensure the team returns important items to the same place each time • Colour code items, if appropriate • Ensure work areas are well lit Organising workflow
We understand these conversations can be hard to have.
• Supply screen-reading software or a Reading Pen • Print resources on coloured paper, and change background colour of computer screens and presentations Reading and writing • Allow plenty of time to read and complete a task • Discuss the material with the employee, giving summaries and/or key points • Present information in other formats e.g. audio or video, drawings, diagrams and flowcharts • Offer/use mind-mapping software • Offer/use digital recorders • Offer/use speech to text software • Ask someone else to take the minutes of meeting Spelling and grammar
Remember that if you need some support in aproaching the subject, the network is a useful place to go.
Reach out to us on the network or email us on ND@specsavers.com.
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Prioritise important tasks
Create a daily, dated “To Do” list
Use and share diaries
• Write a layout for regular tasks with appropriate prompts for example for meetings or taking notes • Build planning time into each day Supporting directional difficulties
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Always try to use the same route Show the route and visible landmarks
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Spell checker on all computers
• Offer assistive text software on all applications, where possible Computer work • Change background colour of screen to suit individual preference • Supply anti-glare screen filter • Allow frequent breaks, at least every hour
• Give time to practise going from one place to another • Supply detailed maps • Supply GPS car navigation system
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Helping managers and work colleagues understand...
Reasons for disclosure....
The more you feel able to share with colleagues and managers, the better they will be able to understand both your strengths and challenges. You can market your dyslexia positively because it is. It is always better to ask for help when you need it, than be seen to be struggling in your role and risk be considered a under-performing employee due to something which might easily be supported.
Legal protection: You are only covered by law when you disclose your dyslexia to the employer. Employers are not allowed to ask any job applicant about their health or disability.
• We are an organisation that has an Equal Opportunities Policy and are committed to employing without prejudice. • Our Neurodivisity network helps to inform, support and implement changes to help the network thrive. • Specsavers has a gobal Diversity and Inclusion Policy.
The postives outweigh the negatives, for example:
• • • •
Good at ideas/innovative thinker. Excellent at trouble shooting.
Access to work: You may be eligible for funding through the Access to Work initiative to cover extra costs at work, such as specialist equipment. Please note that you may need evidence to access this - for example a diagnosis report.
Lateral thinker.
Intuitive problem-solving approach.
• Creative and positive in the way you make links/connections. • Good with practical tasks. • Good at communicating. • Determined and persistent.
Apply for Access to Work Access to Work factsheet
Dyslexia is now a recognised skill on LinkedIn A campaign from Virgin’s founder Richard Branson has seen “Dyslexic Thinking” added as a new and valuable skill on LinkedIn. The campaign, simply called “Dyslexic Thinking,” was run alongside charity Made by Dyslexia aimed to improve the understanding of neurodivergence.
Useful resources....
British Dyslexia Association Business Disability Forum Access to Work scheme The Dyslexia Foundation Made by Dyslexia
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I want to understand more to help others at work
97% of people view dyslexia negatively This should not be the case, once it is understood and embraced as a gift.
There’s one thing all successful people with dyslexia have in common, they all found ways to embrace their way of thinking in a world that is not forgiving to it. A lot can be found on our Examples of reasonable adjustments page.
It has never been more important for companies to strengthen their commitment to inclusion. That is why Specsavers has just launched a gobal Diversity and Inclusion commitment.
While many companies have an equality and diversity policy, it is important that this spans wide enough to include neurodivergent talent.
List of famous dyslexic minds that have changed the world
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I think my child may have dyslexia...
Examples of reasonable adjustments at school...
• Offer alternatives to writing as a key method of recording • Provide handouts that contain the learning points rather than asking pupils to copy text from the whiteboard or take notes • Repeat instructions/information and check for understanding of tasks • Use visual timetables with colour coding and symbols • Alter format options onscreen or on an interactive whiteboard • Encourage peer support to record homework tasks in the planner • Provide access to assistive technology such as a computer for pupils who find it difficult to read large amounts of text or to write quickly enough in class • Use multi-sensory ways of teaching • Allow time to respond as many dyslexic students are slower to process information • Break information and instructions into smaller ‘chunks’
Dyslexia is often identified in primary school, however some people’s coping strategies are so good that the dyslexic difficulties don’t become apparent until much later, perhaps at secondary school or even in university or the workplace. The first step as a parent is to gain a good understanding of what dyslexia is, and how it can affect your child. If you believe your child may have special educational needs (SEN) you should contact their teacher or the school’s Special Educational Needs Co-ordinator (SENCo) to discuss your concerns and the appropriate support to put in place. SEN support is the support that a school or college should put in place for a child/ young person with SEN. A pupil does not need to have an official diagnosis of a learning difficulty in order for support to be given. However, a diagnostic assessment can ensure that any additional support is targeted to the pupil’s specific areas of weakness and strength. There are 4 stages of SEN support: 01 Assessing your child’s needs You should talk to your child’s teacher or the school’s SENCo about your concerns. Alternatively, if a teacher or SENCo has concerns they should contact you to discuss your child’s difficulties and the appropriate support to put in place. If the young person is over the age of 16 they should be fully involved in designing their own SEN support and provision. The SENCo should spend time with your child to work out what kind of extra support they might need. Every child’s SEN support needs are different, depending on what kind of difficulties they have and how serious these are. If necessary, other specialists, such as an educational psychologist, may be involved. 02 Planning SEN Support You and your child’s educational setting, for example preschool/school or college, need to agree how your child will benefit from any SEN support they get. You should be fully involved in discussions about the support that should be put in place for your child. If your child is 16 or over, they should be involved in this process. 03 Putting the plan into action Your child’s educational setting will put the planned support into place. Their teacher remains responsible for working with your child on a daily basis. However, the SENCo and any support staff or specialist teaching staff involved in providing support should work closely to track your child’s progress and check that the support is working. 04 Review the outcomes of the support The SEN support should be reviewed at the time agreed in the initial plan. Teachers and parents should work together to decide whether the support is having a positive impact, whether the agreed outcomes are being met and if any changes need to be made.
Five ways to help support a child with dyslexia right now... 01 Get a routine For most people, routine is important, but for learners with dyslexia and other neurodiverse conditions, it is even more critical. 02 Decide what to teach The next step is to spend some time getting to know what learning level your child is at. The work should challenge them but not be inaccessible to them. 03 Teach using a ‘multisensory’ approach Multisensory simply means using more than one of a child’s senses at a time. Because of the way the dyslexic brain works, learning this way is far more effective. 04 Embrace technology Nowadays, there are so many free programs our computers, tablets and smartphones can access that can make a huge difference to young people with dyslexia. 05 Don’t overload your child Learning one-on-one or in small groups is much more intense than a normal school day, because of the way the dyslexic brain works - they tire faster.
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Neurodiversity network
How we’re championing neurodiversity at Specsavers We want to celebrate the amazing uniqueness of our neurodiverse colleagues, through our Neurodiversity Network (NDN). This is a safe space where people can come together to learn, share and champion each other’s greatness. There is no expectation on anyone in the network - whether you are a silent observer, want to push for change, or just want to be part of the conversation, everyone is welcome. We also recognise that you may have friends, family or colleagues who are neurodiverse - this network is a forum which you can use for information and guidance, to offer the best support to them you can. Or, you may just have an interest in understanding how you can be a neurodiversity ally and support the wider community. Everyone can play a part. The NDN is a safe, supportive, educational space where individual diversity is celebrated. It’s available across all support offices and stores in the UK and ROI, with groups on Teams, Connect+ and Yammer. The group’s aim is to come together to celebrate all things neurodiverse, while removing barriers and stigma, and increasing awareness and understanding. The space is absolutely inclusive, and participants do not need to have any links to neurodiversity - just a desire to celebrate and support others, and to learn some interesting things along the way. Any colleague is able to join the network by emailing nd@specsavers.com. Statement of purpose
What is neurodiversity?
Neurodiversity is a concept that’s been around for some time. It means that brain differences are just that: differences. Conditions like ADHD and autism are not ‘abnormal’; they’re simply variations of the human brain. There are real physiological differences between a neurotypical and a neurodiverse brain - so what we know about neurodiversity is rooted in science. For example, brain imaging studies show that there are visible differences between people with learning and thinking differences and their peers. Those differences appear in how the brain is ‘wired’, and how it functions to support thinking, learning and expression. Science and sociological thinking have evolved so that nowadays, neurodiversity is celebrated. In times gone by, the focus was on what neurodiverse people found difficult. Today, the focus is on celebrating the unique gifts that a neurodiverse person can bring to any situation, and removing any barriers to them achieving their full potential. Do you know what Elon Musk, Keira Knightley, Jamie Oliver, Albert Einstein, Will.I.Am, Steve Jobs and Whoopi Goldberg had or have in common? They are of course successful in their fields, and household names. They are also all neurodiverse, having either dyslexia or autism, and in some cases, both. What’s more, in the business world, 40% of self-made millionaires are dyslexic. These people achieved great things because of their neurodiversity, not in spite of it. Neurodiversity brings lots of very positive attributes, which enable neurodiverse people to achieve great things. Celebrating neurodiversity
Join the network
For more information on neurodiversity please click here to go to the Thrive pack
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