American Dyslexia Association

Tag: dyslexia

  • Dyslexia Has Nothing to Do with Intelligence – Why Trump’s Attack on Dyslexic People Is Wrong

    Dyslexia Has Nothing to Do with Intelligence – Why Trump’s Attack on Dyslexic People Is Wrong

    A recent public controversy in the United States has once again exposed how much misinformation still exists about dyslexia. California Governor Gavin Newsom has spoken openly about living with dyslexia. President Donald Trump then publicly mocked Newsom’s dyslexia and used it to question both his intelligence and his fitness for office. Newsom responded with a message aimed directly at children:

    “To every kid with a learning disability: don’t let anyone, not even the President of the United States, bully you.”

    — Governor Gavin Newsom

    That exchange matters for one reason above all others: dyslexia is still widely misunderstood.

    What dyslexia really is

    Dyslexia is not a sign of low intelligence. It is a difference in how the brain processes written language. Leading institutions such as the Yale Center for Dyslexia & Creativity explain that dyslexia is an unexpected difficulty in reading that has no connection to overall intelligence. Yale also notes that many people with dyslexia are often highly creative thinkers with strong reasoning abilities.

    Dyslexia is also far more common than many people realize. Yale states that it affects about 20 percent of the population, making it one of the most common learning differences related to reading.

    This means that in classrooms, workplaces, and communities across the United States, millions of bright and capable children and adults are navigating reading and spelling challenges that have nothing to do with their potential.

    The real harm of public misinformation

    When a public figure treats dyslexia as proof that someone is “dumb,” that message does not stop with one politician. Children hear it. Teenagers hear it. Adults who struggled silently for years hear it too.

    That is why this conversation is bigger than politics. It is about stigma. It is about whether children with dyslexia grow up believing they are broken, or whether they grow up understanding that they learn differently and can absolutely succeed with the right support.

    Public ridicule does real damage. Accurate information does the opposite. It opens doors.

    Dyslexia and success are not opposites

    For decades, researchers and educators have observed that dyslexic individuals often develop strong compensatory skills such as persistence, problem solving, big-picture thinking, and creative approaches to challenges. A comparative study on entrepreneurship found a significantly higher incidence of dyslexia among entrepreneurs than among corporate managers and the general population.

    That does not mean dyslexia is easy. It is not. Reading, spelling, and written expression can be frustrating and exhausting without the right instruction. But dyslexia does not define intelligence, and it does not set a ceiling on achievement.

    Why early identification and the right instruction matter

    The real issue is never whether a child with dyslexia is capable. The real issue is whether that child is identified early and taught with methods that match how they learn.

    At the American Dyslexia Association, this is exactly why awareness matters. The sooner families and educators understand what dyslexia is, the sooner children can receive structured, targeted support instead of blame, shame, or the false label of being lazy or unintelligent.

    How ADA and DRC USA support educators and families

    The American Dyslexia Association and the Dyslexia Research Center USA are committed to helping educators, tutors, specialists, and homeschooling parents better understand dyslexia and support learners effectively.

    Dyslexia Trainer Certification Program - Accredited by the American Dyslexia Association

    The Dyslexia Trainer Certificate Program, accredited by the American Dyslexia Association, is a structured 48-lesson online certification designed to give educators practical tools they can apply immediately. According to the official program information, the training includes the AFS Method, access to the standardized AFS Dyslexia Test, and serves participants worldwide across 64 countries. The program builds on 30 years of experience and is delivered according to the training standards of the IFDDA, the International Federation of Dyslexia and Dyscalculia Associations.

    This work is grounded in a simple idea: children and adults with dyslexia do not need ridicule. They need understanding, appropriate instruction, and educators who know what to do.

    This is not about party politics

    Let’s be clear. This is not about taking a partisan political position. It is about correcting a false and harmful belief.

    Dyslexia is not stupidity. It is not a character flaw. It is not a reason to dismiss someone’s future, leadership, or potential.

    When influential people spread misinformation about dyslexia, organizations like ADA have a responsibility to speak up clearly and confidently.

    The message every child needs to hear

    Every child with dyslexia deserves to know this:

    You are not less intelligent.
    You are not less capable.
    You are not disqualified from success.

    You may need to learn in a different way. You may need better tools, better teaching, and more informed support. But dyslexia does not define your worth, and it does not determine how far you can go.

    Conclusion

    The recent debate in the United States is a reminder that even in 2026, public understanding of dyslexia still has a long way to go. That is exactly why education, advocacy, and professional training remain so important.

    At ADA, we believe the answer to misinformation is not silence. It is facts, support, and action.

    Because every learner deserves the chance to succeed.

    Related articles on Dyslexia.me:

    Further information:

    The American Dyslexia Association does not take any partisan political position. This article serves exclusively for factual education about dyslexia.

  • Presidents Who Struggled in School and Why That Should Inspire Us

    Presidents Who Struggled in School and Why That Should Inspire Us

    Every year around Presidents Day, stories circulate about famous leaders who were not academic stars in childhood. Some had poor spelling. Others disliked reading assignments. A few were considered slow learners early on.

    Today, we might look at those early struggles differently.

    While there is no formal evidence that any U.S. president was diagnosed with dyslexia, several historical figures are sometimes discussed by educators and historians as possibly having had learning differences. Of course, modern diagnostic criteria did not exist in the 18th or 19th centuries. Dyslexia was not formally recognized or understood the way it is today. Any discussion is retrospective and speculative.

    Still, their stories send a powerful message.

    George Washington

    George Washington is often described as having struggled with spelling and grammar. His surviving letters show inconsistent spelling, which was not uncommon at the time. Some modern writers have wondered whether these difficulties reflected traits we might today associate with dyslexia.

    There is no diagnosis, and spelling standards were less rigid in the 1700s. Still, what matters most is this: early academic weaknesses did not prevent him from becoming a military leader and the first President of the United States.

    Thomas Jefferson

    Thomas Jefferson is sometimes mentioned in discussions of learning differences. As with Washington, speculation centers around language patterns and reported academic challenges in certain areas.

    Jefferson went on to draft the Declaration of Independence and become one of the most influential thinkers of his time. If he did struggle with aspects of reading or spelling, it certainly did not define his intellectual legacy.

    Woodrow Wilson

    Woodrow Wilson reportedly had difficulty learning to read as a child. Some biographical accounts suggest that he did not read fluently until later than his peers. Because of this, some modern commentators have speculated about dyslexia.

    Again, no formal diagnosis exists. However, Wilson eventually earned a PhD and became a university president before entering politics. His early reading challenges did not stop him from achieving academic distinction.

    John F. Kennedy

    John F. Kennedy experienced significant health problems in childhood and struggled academically at times. Some educational writers have speculated about attention or learning differences, though dyslexia has not been formally documented.

    What is clear is that Kennedy became a powerful communicator and inspirational leader. Academic struggles in youth did not limit his future.

    What Can We Learn From This

    It is important to be clear. There is no confirmed historical diagnosis of dyslexia for these presidents. Dyslexia as a recognized learning difference emerged much later. Any suggestion is based on interpretation of historical records, not medical documentation.

    However, their stories reflect something very real.

    Struggling in school does not mean a child lacks intelligence. It does not mean a child cannot succeed. It does not determine future leadership, creativity, or achievement.

    Today we are fortunate. We understand far more about dyslexia and reading differences than ever before. We know that with structured support, appropriate intervention, and qualified instruction, children can learn to read and spell successfully.

    The key is getting the right help.

    Hope for Today’s Students

    If a child struggles with reading or spelling, early assessment and targeted support make a tremendous difference. Dyslexia is not a barrier to success when it is properly addressed.

    Parents, educators, and schools play a crucial role. Evidence based intervention, consistent practice, and encouragement build both skills and confidence.

    For professionals who want to make that difference, specialized training matters.

    The Dyslexia Trainer Certification Program is accredited by the American Dyslexia Association and prepares educators and therapists to work effectively with individuals who have dyslexia and other reading differences. Well trained specialists change lives by helping students overcome obstacles and experience success in literacy.

    Final Encouragement

    If you or your child struggle in school, do not let that define your future.

    History shows us that early academic challenges do not prevent extraordinary achievement. With the right support, the right instruction, and the right mindset, strong reading and spelling skills can be developed.

    Struggle is not the end of the story.

    It can be the beginning of success.

  • Mastering Word Formulation: How the AFS Method is Transforming Language Learning for Dyslexic Individuals

    Mastering Word Formulation: How the AFS Method is Transforming Language Learning for Dyslexic Individuals

    In the ever-evolving landscape of educational resources, innovative tools that cater to diverse learning needs are invaluable. For the millions of individuals worldwide who struggle with dyslexia, finding the right approach to language learning can make the difference between frustration and success.

    Enter Wordformulation.com — a platform dedicated to enhancing language acquisition through the proven AFS Method. Developed by Dr. Astrid Kopp-Duller, this structured approach to word formulation offers hope and practical solutions for individuals with dyslexia and other learning challenges.

    What Is the AFS Method?

    The AFS Method is far more than just another learning technique. Standing for Attention, Function, and Symptom training, it represents a comprehensive, research-backed approach designed specifically to address the unique challenges faced by dyslexic individuals.

    Here’s how each component works:

    Attention Training focuses on helping learners concentrate when working with letters, words, and symbols. Dyslexic individuals often experience attention lapses specifically when dealing with written language — not due to lack of effort, but because their brains process information differently.

    Function Training targets the underlying sensory perceptions that are essential for reading and writing. This includes visual differentiation, auditory memory, spatial orientation, and other cognitive functions that form the foundation of literacy skills.

    Symptom Training addresses the actual difficulties in reading and writing — but only after attention and functional skills have been strengthened. This is crucial: traditional approaches often jump straight to symptom training, which is why they frequently fail dyslexic learners.

    By addressing all three areas in a coordinated manner, the AFS Method ensures that learners receive targeted support tailored to their specific needs.

    Exploring Wordformulation.com

    Wordformulation.com serves as a practical treasure trove of resources for teaching and training in the English language. The platform offers a variety of exercises and materials designed with flexibility in mind — resources can be used both online and offline, accommodating educators, learners, and parents in various settings.

    The website is thoughtfully organized into grammatical categories:

    This structure allows users to focus on specific areas of interest or difficulty, making it easy to create customized learning paths based on individual needs.

    Why This Matters for Dyslexic Learners

    Dyslexia presents unique challenges in language acquisition that often require specialized strategies to overcome. Traditional teaching methods — which typically involve repetitive practice of the same material — rarely work for dyslexic learners. In fact, they often lead to frustration, decreased self-esteem, and a growing aversion to reading and writing.

    The AFS Method, as implemented on Wordformulation.com, takes a fundamentally different approach. By first strengthening attention and functional skills, learners build a solid foundation that makes symptom-level work (actual reading and writing practice) far more effective.

    The benefits extend beyond just improved literacy skills:

    • Increased confidence as learners experience genuine progress
    • Reduced frustration through appropriately targeted exercises
    • Better self-understanding as individuals learn how their minds work
    • Long-term skill development rather than short-term memorization

    Practical Application in Daily Learning

    One of the greatest strengths of Wordformulation.com is its practicality. The resources are designed for ease of use by:

    • Educators looking for effective classroom materials
    • Parents supporting their child’s learning journey at home
    • Learners themselves working independently to improve their skills

    Exercises can be completed online or printed for offline practice, accommodating various learning environments and preferences. The platform’s user-friendly interface ensures effortless navigation through different sections, making it a convenient tool for both daily practice and long-term learning strategies.

    The Science Behind the Success

    The development of the AFS Method by Dr. Astrid Kopp-Duller is grounded in decades of intensive work with individuals facing learning challenges. Since 1995, this approach has been refined through real-world experience with thousands of learners, contributing to its proven effectiveness.

    The method acknowledges a fundamental truth that many educational approaches overlook: dyslexic individuals are not “weak students” — they are people with a different way of processing information. This shift in perspective is transformative, both for the learners themselves and for those who support them.

    Getting Started

    Whether you’re an educator seeking effective teaching materials, a parent supporting your child’s learning journey, or a learner striving to improve your language skills, Wordformulation.com offers resources that can make a meaningful difference.

    The platform is free to explore, and the structured organization makes it easy to find exactly what you need. Start by identifying areas of difficulty, then work through the relevant exercises systematically.

    Remember: progress in language learning, especially for dyslexic individuals, is rarely linear. Celebrate small victories, maintain consistency, and trust in the process.

    Conclusion

    In a world where literacy is fundamental to success, tools like Wordformulation.com and approaches like the AFS Method are more important than ever. By offering specialized, research-backed resources that address the root causes of reading and writing difficulties, these platforms are helping countless individuals unlock their full potential.

    Explore Wordformulation.com today and discover how a different approach to language learning can open new doors for you or someone you care about.

    For more information about the AFS Method and comprehensive training in supporting dyslexic learners, visit www.dyslexiacertificate.com

    Wordformulation.com is a resource provided by the Austrian Dyslexia Association (EÖDL), celebrating 30 years of service to individuals with dyslexia and dyscalculia.

  • Turning the Page: How Adults Can Help Teens Rediscover the Joy of Reading

    Turning the Page: How Adults Can Help Teens Rediscover the Joy of Reading

    By Dr. Lisa R. Hassler

    Parents hope to instill a love of reading that lasts a lifetime with their children. Reading is an essential skill that promotes cognitive, social, and emotional development, and is a crucial tool for academic and professional success. As parents, we understand this, so we stock our shelves with beautifully illustrated picture books and read to our little ones, snuggled on our laps or tucked in their beds. However, somewhere along the way, they stop consuming books as they did when they were younger, and they lose the love. As a parent and teacher, I often wonder: does the love of reading ever return?

    It made me curious, so I delved a little deeper into the relationship between teens and books. In this article, you’ll learn about teenage reading habits, banned books, the impact of COVID, the rise of BookTok, as well as fun tips. Consider this information to help regain your teenager’s love of reading.

    What does the Research Say?

    The number of adolescents who read every day significantly decreases as they transition from childhood to adolescence. Studies show a consistent decline in daily reading as children grow older, with a sharp drop by age nine that does not typically recover throughout adolescence (Scholastic, 2019). The Scholastic 2013 report indicated a decline in daily reading from 48% of 6- to 8-year-olds to 24% of 15- to 17-year-olds, while the National Center for Education Statistics (NCES) revealed a decrease from 53% of 9-year-olds to 19% of 17-year-olds (2013). Additionally, NCES indicated a decrease in the proportion of tweens and teens who read for pleasure at least once a week since 1984, from 81% to 76% among 9-year-olds, 70% to 53% among 13-year-olds, and 64% to 40% among 17-year-olds (2013). Furthermore, the percentage of teenagers who say they never or hardly ever read has increased from 8% of 13-year-olds and 9% of 17-year-olds in 1984 to 22% and 27%, respectively, at present (NCES, 2013).

    Parent involvement matters. Half of parents with children under 12 read with their children every day, and 60% of children aged 8 and under read every day (Common Sense Media, 2013). Additionally, Scholastic estimates that 34% of 6- to 17-year-olds read every day, and there is a strong correlation between parents who set aside daily reading time and children who frequently read (2013). Specifically, 57% of parents of frequent readers establish daily reading time, while only 16% of parents of infrequent readers do the same.

    Continue reading here:

    https://www.drlisarhassler.com/post/turning-the-page-how-adults-can-help-teens-rediscover-the-joy-of-reading

  • Where and How Children Learn: My Experience with Discovering an Optimal Learning Experience

    Where and How Children Learn: My Experience with Discovering an Optimal Learning Experience

    Written by Annie Lacey

    Where: The Inner Universe of a Student With Divergent Learning 

    It was not too long ago, when my bright, creative third grader began to dread going to school, meeting each weekday morning with resistance, which at times was fierce.

    The human need to belong to a group is rooted in survival. School age children feel this instinct acutely – at home, on the playground, and of course, in the classroom. For many students with learning differences, the primary objective in a traditional classroom is not learning, but acting, so as not to appear unlike the others. And still, it is not uncommon for these students to be the bullseye for bullies. More frustratingly, efforts to help these students (special classes, tutors, adjusted seating, etc.) often serve only to further define the separateness and validate to the child that they are different. 

    I would know, I lived this through my daughter. I am the Director of Admissions for Oakland School, and my daughter, Hadley, is also a student here. I will never forget picking her up after her first day at Oakland School Summer Camp, watching her bounce into the car, gleaming, ‘Mom! These kids are just like me!’ 

    What I failed to fully appreciate until that moment was exactly how difficult her previous school experience had been for her.

    I was witnessing a child who had just set down the cumulative weight of years of punishing self-talk because she was the only one in her class who couldn’t keep up, had a tutor, and in her mind was un-like everyone else. At Oakland, Hadley discovered a place where learning did not equate to the emotional pain of embarrassment and struggle. Hadley was relieved.

    Margaret Shepherd, the founder of Oakland School, understood that learning in a traditional classroom is strained, if not near impossible, for a child who learns differently. She believed when a child feels truly safe in their environment, they can flourish. In the summer of 1950, Shepherd converted her historical family farm into Oakland School, a small co-ed day school and overnight summer camp program for elementary through middle school students. Set upon  a backdrop of rolling hills, forests, horses and other farm animals, Oakland began by first bringing children who didn’t learn like everyone else, together. 

    How: Implementing The Oakland Way 

    Oakland School is founded on a commitment to the individual learner, and a community that backs this mission. Small class sizes and one-to-one instruction are hallmarks of an Oakland School Education. 

    At Oakland School children become confident self-advocates, curious learners, and grow moral character. ‘Where every student thrives’ is not just an idea, it’s a promise we have been keeping for the better part of a century. 

    The Oakland Way is grounded in the belief that once phonics foundations are solid, confidence is established, and the learning process can accelerate. The program uses a synthesis of several pioneering approaches including: 

    Oakland School teachers are well versed in these techniques, and most have advanced degrees and specializations – and some, decades of experience working with children who learn differently.  One example is Oakland School’s horseback riding instructor, Sarah Bailey. For close to 30 years Sarah has been guiding Oakland students to respect, care for and ride a horse – helping these children to build confidence, set goals, focus, and work as a team. Believing children can – and will – attain success is at the core of an Oakland School education.

    As Director of Admissions, the best part of my job is giving prospective students and their families a tour of the grounds. Oakland School, once just an 18th century farmhouse with outbuildings set on 450 acres, is a welcoming environment in every sense. Class sizes are small with an emphasis on multisensory and experiential learning. Foundations are built through individualized learning plans that are calibrated regularly. Children work at their own pace and to their own strengths.

    Almost always on our tours we see a teacher working one-to-one with a student, children working independently or in small groups – with at least one volunteer eager to share what they love most about Oakland School. It is usually at this point of the tour, when, just like my daughter, the prospective student and family realize that learning can – and should – be a wonderful experience.

  • Six facts about dyslexia

    Six facts about dyslexia

    1 in 5 people is affected by dyslexia

    According to the International Federation of Dyslexia and Dyscalculia Associations, 1 in 5 people are affected by dyslexia. This is a learning difference that affects an individual’s ability to read and spell words.

    Dyslexia affects more males than females

    You may have heard that dyslexia affects more males than females. This is true.

    You do not grow out of dyslexia

    Dyslexia is a lifelong language-based learning difference that affects the brain’s ability to process written language.

    It is the most common learning difference

    Dyslexia is a learning difference that affects the way you think, read, and write. It is the most common learning difference, affecting one in five people.

    80% of those in Special Education are dyslexics

    People who are dyslexic often have difficulty processing what they see on the page or hear in their head into words they can understand and say out loud.

    Some of the most brilliant people had dyslexia

    Albert Einstein, Pablo Picasso, Winston Churchill, and Thomas Edison were all dyslexic. They had trouble reading and sometimes writing.

  • Three Ways to Help Teens with Dyslexia Prepare for Exams

    Three Ways to Help Teens with Dyslexia Prepare for Exams

    by Hailey Thompson

    Exam period can be a stressful time for teens, parents, and teachers alike. Everyone wants their child to do their best, whatever that looks like for them, and for older teens, there can be additional pressure around needing the results to get into higher education.


    But there can be even more stress for people with dyslexia, who may struggle with the mainstream method of exam preparation offered in school. If you’re trying to support someone in this position, you may feel a bit lost when it comes to what practical assistance you can offer. Here, we take a look at three things you can do to help.


    Help them make a plan
    Especially in their mid-teens, high school students may find themselves overwhelmed with the number of subjects they need to revise for, and the number of exams they have on their timetable. This can lead to panic and a feeling of running out of time, which impacts their mental well-being as well as their ability to study.

    One thing you can do is to offer to help them make a plan to manage their time, so that they know that they have enough time to revise for all their subjects, as well as knowing clearly when exams are. They could put this up in their bedroom, or in a communal space like the kitchen, so that everyone knows when they’ll be focusing. Just make sure that you use this as a support tool for your teen, and not as a way for you to put pressure on them when they’re taking a break.


    Support shared studying
    Some people with dyslexia find it hard to study alone. Dyslexia can make it hard for teens to concentrate, and reading their notes alone can be very hard work. Instead, support your teen by facilitating shared study time, perhaps with friends or in after-school study groups. You can also ask older relatives or friends to help, if they’ve sat the exam before.

    By letting your teen know that you are ok with them having people over to study, or taking them to a friend’s house, you are giving them practical support. If you’re able to and they want to, you could also offer to quiz them, or let them talk through a specific area to check their understanding.


    Consider getting them extra support
    Your teen might not feel comfortable with you helping test them, or you might not feel that you have enough knowledge on the subject. In this instance, getting a tutor can help them get the answers they need, and teens with dyslexia might find that they have a better understanding of a topic if they talk through it rather than read it themselves.


    Tutors can also help with confidence, and show your teen that they have the tools they need to succeed in their exams. Make sure to do your homework beforehand, and choose a tutor that is right for your family, and make it clear to your child that they can let you know if the tutor turns out not to be the right fit.
    It’s really important to make sure they trust this person and feel comfortable with them in order to get the most out of their sessions.

  • A NYC Class’s “Backwards” Song About Letters

    A NYC Class’s “Backwards” Song About Letters

    Erik Arnesen, a music teacher at a New York City public school (PS 18) in Park Terrace, Manhattan, remembered hearing how some children had difficulty decoding printed letters that looked alike when reversed. At the time, he only had a vague idea that dyslexia meant seeing letters and numbers jumbled, out of order, or turned around. He decided to write a song about the subject, and subsequently created a video with the children singing and acting it out. His YouTube channel is called Mr. Arnesen School Songs and features the children starring in several musically inspired educational videos. Mr. Arnesen’s YouTube channel also has songs about opposites, manners, science, music, and more. It can be found here: https://www.youtube.com/user/fearless5009
  • An Able Workforce: Attracting Differently-Abled People During the Recruitment Process

    An Able Workforce: Attracting Differently-Abled People During the Recruitment Process

    Written by Elijah Dawson

    The recent shift towards remote working has made it possible to see how differently-abled people, including those with dyslexia, can integrate into the workforce with ease. Inclusivity is beneficial to both workers and business owners. With the right solutions and accommodations in place, talented prospective employees will feel confident and safe in applying for the opportunities you are offering.

    Transform the Culture

    Any new hires who are differently abled will never feel fully accepted in the workplace if your current employees aren’t made aware of how to behave appropriately around them. The leaders within your business should also be well-trained on what to expect during day-to-day operations and how to properly intervene if a conflict arises. 

    Although in-person sensitivity seminars can be held for employees, online courses may also be made available so that the training, which is undoubtedly necessary, does not interrupt productivity. 

    Since your employees have first-hand exposure to your workplace tactics, ensure that you allow them the opportunity to provide feedback on current inclusivity measures so that you are well aware of the extent of change that is needed. 

    Rethink Recruitment 

    When recruiting any talent, including those who are differently abled, it’s vital to ensure that the job description in your posts is enticing and attractive. Be sure to effectively communicate the job’s requirements, related responsibilities, and remuneration. 

    Consider including information on your organization’s inclusivity efforts, and ensure that employee testimonials are easy to find through a Google search. It may be worthwhile to create a social media post that boasts the quality of the working environment your company is offering.

    Implement Solutions

    When hiring a differently-abled person, it’s important to open up the conversation on what accommodations they require. Let them know that your organization will do everything possible to try to make the working day manageable for them.

    • Physical comfort: If your employee’s disability is physical, ensure that your office space is accessible and easy for them to navigate. If this isn’t possible, consider allowing them to work from home and implement the necessary remote working solutions to ensure that workflow is not disrupted.
    • Schedule: As long as they are meeting deadlines, differently-abled employees may require more flexible working hours to be able to fit in the additional doctor’s appointments or physical therapies they often need. 
    • Communication: There are loads of new technologies and software that are helpful in accommodating disabilities like dyslexia. Apart from introducing these into your daily operations, consider checking if communication trends can be more inclusive. In-person or verbal communication may make things easier for those with disabilities. 

    Evaluate Processes and Procedures

    If you’ve never paid attention to inclusivity measures before, it’s possible that policies within your company have been structured in a way that does not accommodate differently-abled people very well. All procedures, including disciplinary measures, the code of conduct, recruitment and termination processes, as well as operational expectations should be scrutinized and improved where possible. 

    Differently-abled people have a plethora of talent and value to bring to their employers, and with technology making it possible to implement accommodations, it’s easier than ever to help them become integral parts of your workforce. Take a close look at your current processes and procedures to help identify how you can transform your organization into a desirable workplace for differently-abled folk, including those with dyslexia.

    The American Dyslexia Association is a non-profit organization that is geared toward improving the lives of those with dyslexia and dyscalculia. This is achieved by making information and teaching aids free and far more accessible. Find out more about these conditions at: www.dyslexia.me

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