Dyslexia Voice | Careers edition

Spring 2024 | Careers issue

Dyslexia voice

Readers' lives

Educator news

Young and dyslexic

Charity No. SC 000951 Registered No. SC 153321

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Dyslexia Scotland 1st Floor, Cameron House Forthside Way

Helpline: 0344 800 84 84

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Dyslexia Voice design and editorial staff: Cathy Magee Katie Carmichael Lena Gillies Sue Bowen

Members of Dyslexia Scotland can log into our website to access magazine articles online at dyslexiascotland.org.uk/dyslexia-voicemagazine, and download a free PDF version in our online shop.

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All rights reserved. Dyslexia Voice is published by Dyslexia Scotland. Articles within this magazine provide a view from the author only.

Opinions may differ from professional to professional. Dyslexia Scotland may or may not share these views and opinions. Reproduction or transmission in part or whole of any item within this magazine is not permitted. While every effort has been made to ensure the accuracy of the information in this publication, the publisher accepts no responsibility for errors or omissions. Images have been reprinted with the permission of the publishers or copyright holder. We acknowledge the support and funding

of the Scottish Government for this work.

©2024 Dyslexia Scotland

Dyslexic Students Find support, resources and useful stuff to help you on your Further Education or Higher Education journey on Dyslexia Scotland's website.

Contents Features Chief Executive’s voice

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Behind the scenes | Sir Jackie Stewart

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How dyslexia shaped my career journey

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Ross Duncan Interviews | Ross Dickinson

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Adults Working with dyslexia

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The dyslexic celebrant

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Making dyslexia work

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Missing a trick

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The unusual case of publishing a book

30

Resources Recite Me

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Educators Where are we with dyslexia?

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Book review | Making a Mark!

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Professional learning news

42

Changemakers This dyslexic farming life

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Changemaker Channel

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Parents and families Starting their career journeys 44

Top picks

Young and dyslexic Create and share

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Useful stuff

50

Just for fun

51

On the cover: Sir Jackie Stewart

Help for dyslexic farmers p32

Inventor Ross Dickinson p19

Tech leader Ross p26

The dyslexic celebrant p24

Early career success p45

Career progression p42

The

CEO's voice Dyslexia Scotland Chief Executive Cathy Magee, OBE

This spring, our Careers issue of Dyslexia Voice is full of inspiration and hope.

We’re delighted that our President Sir Jackie Stewart OBE has shared his fascinating life story with our members as a special ‘Behind the Scenes’ feature. Sir Jackie clearly demonstrates that, despite his own negative experiences at school, it is possible to go on to have a successful and fulfilling career and that we should not underestimate the importance of praise and encouragement from a trusted friend in your life.

Similar messages shine out throughout this edition, such as Milqueya Collin’s powerful statement, “Dyslexic, not stupid. Dyslexic, not slow. Dyslexic, not a write off.” which she shares in her story about becoming a celebrant. Ross Linnett, CEO of ReciteMe, tells us that he “didn’t want anyone else to find themselves limited online. Without dyslexia, I truly don’t think I would have set up my own company.”

The stories in this magazine about careers as varied as racing driving, photography, education and music, a plumbing entrepreneur and authors show that dyslexia should never be a barrier to ambition. The activities described in our changemaker section show teachers and pupils who are dispelling stereotypes and myths about dyslexia – to ensure that future generations can be confident in choosing careers they want.

I hope our younger readers will enjoy reading the case study on page 44 and in ‘Young and Dyslexic’ about Freya’s exciting acrobatics gymnastics as well

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as the brilliant poems, jokes and games.

For those of you seeking assessment and support in the workplace, please turn to page 32 to read about the pioneering work being done by RSABI to support adults over 40 seeking assessments in the farming sector and Jean Tennant’s advice on workplace adjustments on page 22.

Dyslexia Scotland’s updates this quarter include: •

Congratulations to the 26 teachers receiving their Professional Recognition Awards in December! Photos of the awards can be seen in our report on page 42

•

In our last edition, we told you about the important research we’re encouraging all our dyslexic adult members to take part in. We’ve been overwhelmed by the number of adults wishing to share their experiences – over 1000 people have completed the survey so far. Dyslexia Scotland and the University of Glasgow are still keen for further responses to find out what living, learning and working in Scotland means for dyslexic people today. See the back cover to encourage dyslexic people to do this survey

•

An important Scottish Government consultation is now under way which affects dyslexic people. Dyslexia Scotland has been involved in the Stakeholder group advising on its development. Please consider responding before the deadline on 21 April. This consultation on proposals for a Learning Disabilities, Autism and Neurodivergence Bill seeks the views of everyone, including people with dyslexia, on how the Scottish Government can do this

•

Don’t miss the dates for the diary in 2024! Please also keep an eye on our Events page on the website to see what our Events team, branches and Adult and Student Networks have planned.

Happy spring and I hope you enjoy reading this Careers issue. As always, many thanks to all those members who have contributed.

Take part in the Scottish Government Learning Disabilities, Autism and Neurodivergence Bill consultation by 21 April 2024

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Features Behind the scenes

One of the clever folk

by Sir Jackie Stewart, President of Dyslexia Scotland

Dyslexia Scotland’s President and Formula One champion Sir Jackie Stewart reflects on a lifetime of dyslexia - and the changes our charity has made with his help - in this exclusive, feature-length special My school days were the worst days of my life. In primary school, I was never able to keep up with any of my 56 classmates and at a younger age it didn’t seem to be much of a problem. However, by the time I was 8 or 9 years old, I was, more often than not, embarrassed and ashamed that I could not do the things that came so easily to the others, who could keep up with the demands of our teacher – Miss Shaw. I simply couldn’t understand how 'backward' I was in almost all of the school work in that primary school. I was much torn apart from time to time by various teachers that were part of the Dumbarton Academy programme.

I could not read or write with any decent results and was mortified by being forced to stand up in front of the class to read a passage from a book to the class. I was further abused by being told that I was ‘stupid, dumb and thick’, by Miss Shaw.

I could understand music classes. I was good at sport and played football for the school team with considerable enthusiasm, which I also found in the gymnasium sessions.

However, academically, things simply didn’t make sense to me. I tried to avoid school and the humiliation

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Above: Sir Jackie at school; Right: Sporting Ellie's Blue Dyslexia Ribbon

that went with it, by creating fictional illnesses.

By the time I got to my 11+ I failed miserably – twice.

I was told that I couldn’t stay on at the Dumbarton Academy, which was a wonderful and prestigious building. I was told that I had to attend Hartfield School, where it seemed that metalwork and woodwork were the main topics of any interest that I could take part in.

“My teacher told me I was ‘stupid, dumb and thick’.”

I was unable to continue with any education past the age of 16. My parents were asked to meet the head teacher who told them that I was unable to keep up with the classes and found it impossible to write essays of any kind. It was humiliating and remains a hugely painful part of my life. I did recognise that at least three others in my class ►

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were also struggling for no particular reason.

The ‘clever folk’ all hung out at the Denny Institute, named after the famous shipbuilder who created the first steam ship to cross the Atlantic to America. I felt I simply didn’t belong there and would therefore go to a billiard bar, a prefab which was situated off the high street in Dumbarton which, at that time, was a very poor area. It was a rough existence and on one occasion, when leaving the billiard hall to catch the bus home to Dumbuck, I was set upon by four of the rough group and knocked about in a fairly substantial fashion. I boarded the bus bleeding heavily and finally got home. I never returned to the billiard hall again.

My father was the son of a gamekeeper and, like him, was a talented game shooter. I had reached the age of 14 years and I believe he recognised my frustration and had the idea to get me involved in clay pigeon shooting, so that I could try to learn the skill, like my family before me. My elder brother Jimmy, who was seven years older than me, was already a good shot. We shot clays behind our house and it gave me the desire to enter a competition which was taking place at Gartocharn. Believe it or not, I won the main event in my first ever clay pigeon competition. Some folk would understand very easily why that was the case, as the event took place the day after Hogmanay! I won a huge trophy and it was the first time that I had ever been praised for anything I had ever done. It was an amazing day in my life and I went on to win that event for three consecutive years which, as a young lad, was quite an achievement.

Finding my strengths My frustrations were still so deep that I avoided anything academic for fear of humiliation. I do feel that Clay Pigeon shooting, in a way, saved my life. I was shooting all over Scotland, as I had turned out to be able to do it well. After two years I was taken into the Scottish Clay Pigeon National Team. I won a great many events, shooting 100/100 on many occasions. Because of my success in Scotland, I received invitations to shoot down south in London, likewise in Harrogate and North Wales. I progressed to Olympic trap shooting, which was the number one and the most difficult of the clay pigeon events. I was working

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at my father’s garage, at the beginning serving petrol and fixing punctures, whilst shooting as often as I could, all around Great Britain and shooting internationally in Switzerland, Italy, Germany and Norway. It was my life and the first time that I was successful in any way.

“My frustrations were still so deep that I avoided anything academic for fear of humiliation.”

During my time at the garage, I went above and beyond on even the simplest of tasks for the customer, such as serving petrol and washing cars, as well as being a good mechanic and keeping the whole area spotless, because I was good at attention to detail and cleaning. I made more in tips than I did in wages by looking after the customers so well. This led to a customer of the garage, who was a very rich young man by the name of Barry Filer, asking me to look after his extraordinary cars such as an AC Bristol and a Porsche. He then introduced me to motorsport where I was picked up by Ecurie Ecosse, a very successful racing team who had twice won Le Mans as private entrants, where I featured in big events around the UK. I immediately started to win consistently. This led to my being discovered by Ken Tyrrell, who asked me to come to Goodwood for a single-seater Formula Three test. I excelled in the test against other drivers like Bruce McLaren, a very successful F1 World Champion. ►

Left: early sporting success Right: Jackie’s parents at their garage in Dumbarton

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Irrespective of the above, I still couldn’t read, write and I certainly couldn’t spell, but luckily I found my voice in the sporting world - from clay pigeon shooting and eventually to Formula One! During my first year in Formula One I managed to win the Italian Grand Prix. I married Helen and went on to win my first World Championship. My Formula One career allowed me to move into the business world, aligning myself with blue chip multi-national corporations in relationships which continue to this day.

Running in the family Helen and I were blessed with two sons, Paul and Mark and due to my career, we were able to give them the opportunity of a very good education at the wonderful, highly-recognised Aiglon College in Switzerland. One day I received a call from the head teacher who told me that unfortunately, Mark was going to have to leave Aiglon, as he simply couldn’t keep up with the rest. At this time, Main photo: Jackie with his wife Helen. Right: At the Dutch Grand

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Prix in 1973

I was oblivious to the existence of this thing called dyslexia and because I was paying a lot of money to educate the boys, I simply couldn’t understand why there wasn’t a solution to their educational needs. I talked the head teacher into reconsidering and he did so on one condition – he asked me to take Mark to London to be tested.

“I was hugely relieved to hear that there was a reason for my inability to succeed in the academic world.”

We travelled to London and met with a wonderful Professor by the name of Colin Stevenson. In around ten minutes or so, he returned to me and told me that our younger son, Mark, was dyslexic. I questioned this because I had simply never heard of dyslexia and told him that I couldn’t read and write as well as most people. He then offered to test me. Professor Colin Stevenson told me I was severely dyslexic. I was hugely relieved to hear that there was a reason for my inability to succeed in the academic world and that I no longer had to disguise it.

A champion for dyslexia I became an advocate for people with dyslexia, both young and more mature. I also discovered that some of the cleverest people in the world also had dyslexia – people like Einstein and Leonardo da Vinci, along with a whole lot of people of my time, so I openly shared that I was dyslexic. I discovered a very successful educator for people with dysleixa and arranged for their placement within Aiglon College and that led to a pioneering change in the way that people with dyslexia were educated which flourishes to this day.

For many years, I pushed hard to get people to realise that if they were dyslexic, they shouldn’t be embarrassed or troubled by its presence. ►

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Scottish Dyslexia Association was run very successfully by Liz Reilly and, through a merger with the Scottish Dyslexia Trust, founded by a group of dedicated volunteers including Julia Trotter, MBE, which led to the unified formation of Dyslexia Scotland. I used my profile within the media to get the world to acknowledge and accept this thing called dyslexia. I believe that what has been achieved

by Dyslexia Scotland has had a huge impact on many countries around the world, creating specialist modules, resources and a professional learning programme within education to help many people who previously would have been ashamed, just like I was.

Cathy Magee OBE, our CEO at Dyslexia Scotland and I, visited several prisons in Scotland where we spoke with the inmates. I addressed them in groups and I started by asking them to raise their hand if they had dyslexia. Nobody did. I then went on to explain that I was dyslexic and offered material and information which had been created for these structured meetings. At the end of the session, I asked again if anyone present believed they might have dyslexia – about 90% of those present raised their hands. A lot of the people there that day were simply there because they couldn’t read or write correctly and the educational system had let them down. Crime can pay better than unemployment benefit and some of those people had taken that road.

“We can all be good at something, we just need to discover what it is and go from there.”

As I said earlier, Einstein was dyslexic, as was Winston Churchill. Steven Spielberg is dyslexic. Richard Branson is dyslexic. These are all enormously successful people. Of course dyslexia still exists just as prevalently as it ever was in the early days of Jackie Stewart but it’s now becoming acceptable.

How can you criticise someone like Einstein just because he possessed skills

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At Dumbarton Library in 2010: Sir Jackie is an active dyslexia-awareness campaigner

that were different to others? So many dyslexic people have turned out to be geniuses in their chosen field. To this day, people reach out to me just to let me know they are dyslexic and I always say that we can all be good at something, we just need to discover what it is and go from there. So, if there’s some young Jackie Stewart out there who is suffering from embarrassment and being pushed away from the clever folk, I hope they find their voice and realise, just as I did, that sometimes dyslexia is what helps us to succeed in ways we couldn’t have ever imagined. ■

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Features Readers' lives

How dyslexia shaped my career journey

"I found that my dyslexia was not a hindrance to me when the academic work was production based."

Annie Rees, Photographer

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Annie Rees, Turriff My long-lasting obsession with photography is actually rooted to my dyslexia.

I was never interested in literature, just visual images. Having a shortterm memory problem meant that I had a need to remember details and I would take photographs of things that other people would think strange.

My interests led me at college to following a media pathway, where I studied excessively and found that my dyslexia was not a hindrance to me when the academic work was production based. I could create photography and videography that saw me enter Coventry University in 2004 with a scholarship for excellence.

At university I became friends with a network of media students, all connected to the BBC and I was hired by the university as their official photographer to cover events and portraits. In 2021 I enrolled at Gray’s School of Art on a Masters of Fine Arts Photography course.

I graduated in December 2022. I am now a freelance photographer.

Anthony Middleton, Edinburgh I am constantly surprised by the fact I am dyslexic, considering how much of my life involves heavy reading and writing work. This has challenged my preconceptions of what dyslexia is. I have excellent organisational, 3D design, spatial awareness and creative ability, but it's hard to say whether any of that is directly linked to my dyslexia - maybe!

My dyslexia mainly expresses itself negatively in spelling and struggling to remember names, which up to this point has meant I've worked much harder and taken much longer to ensure I get things right. (I didn't realise I was working harder than other people at this for a long time!) This has led to me taking an interest in accessibility best practice, ►

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for example, at my current place of work I am getting every staff member a name tag (with pronouns). This is an example of the 'curb-cut effect' (when an adjustment for disabled people benefits a wider range of people): those with memory impairments or social anxiety and those who are new to the space will be able to identify and address staff more easily and accurately.

It has taken me quite a long time to come to terms with the fact I am dyslexic, but now that I have I've been able to be mindful of it and take active steps to support and advocate for myself.

Right: Anthony's identification of dyslexia inspired him to make his workplace more inclusive

Anonymous I had a nervous breakdown at my work when COVID moved all teaching online.

I didn't really use typing or computing much anyway; I was very ill in the end - shaking, stressed, too much work. But a charity helped me get admin help, they paid for a couple of hours’ help a week, which is helping me a lot.

I work for education in music services, so music playing and teaching is no problem at all. Typing and computer work is, but my boss knows and I get support.

Thirty-three years hiding dyslexia and my poor partner doing a lot at home in the background to help with my reports. Now the admin person does it and it has made a great difference. ■

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Features | Ross Duncan interviews

Ross Dickinson Interview by Ross Duncan,

a member of Dyslexia Scotland

From a dyslexic school dropout to an entrepreneur and inventor, plumber Ross has proven that with self-belief and hard work, anyone can overcome challenges and make a significant impact in their field Ross Dickinson has carved an extraordinary path from a dyslexic teenager with no qualifications to a successful entrepreneur and inventor. The founder of Kibosh Ltd based in the Scottish Borders overcame educational challenges to create an innovative solution for the plumbing industry. ►

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Ross was identified as dyslexic, which transformed his confidence.

After years of job-hopping, having left school aged 16 with no qualifications, Ross’s journey took a turn when he decided to pursue plumbing qualifications at Borders College.

He was identified as dyslexic and prescribed tinted lenses, which transformed his confidence. Despite earlier difficulties in learning and work, Ross overcame his challenges by wearing his tinted lenses, believing in himself, and gradually

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tackling each obstacle.

In 2007, Ross took a bold step and founded Kibosh Ltd. His decision to become an entrepreneur was fuelled by a desire to develop solutions that could help people, save water, and prevent water damage. The experiences of leaving school early and dealing with dyslexia influenced his entrepreneurial approach, serving as stepping stones that built his confidence for the challenges ahead.

The breakthrough came in the form of Kibosh, Ross’s innovative rapid pipe repair clamps. The idea for Kibosh originated during a winter call-out to a flooded house with no water shut-off. Frustrated by the lack of a simple solution, Ross had his ‘eureka’ moment. Collaborating with local injection moulder and toolmaker Cademuir Engineering Ltd, Ross designed and prototyped innovative repair clamps. The journey involved overcoming numerous failures, learning various skills, and navigating the patent and trademark process. Kibosh launched in 2011 and received widespread recognition.

Ross faced stereotypes associated with leaving school early and having dyslexia, but he emphasised the importance of pushing forward and highlighted the increasing awareness and acceptance of dyslexia in society.

For those facing similar challenges, Ross urges others to seek help, use equipment that helps you and believe in your abilities.

Currently, Ross is focused on the international growth of Kibosh, with products gaining popularity in the UK and North America. The company is set to launch Industrial Rapid Pipe Repair and Freezing Clamps in 2024, generating excitement with major players in the Energy and Industrial sectors expressing interest in his unique invention.

Reflecting on his journey, Ross acknowledged that his experiences shaped both personal and professional growth. He would advise his younger self to believe in his capabilities more and never give up. Ross envisions a bright future for Kibosh, aiming to see its widespread use for the benefit of many and the planet. The focus is on sustainability, simplicity, and contributing towards a Net Zero future. ■

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Adults

Working with dyslexia

by Jean Tennant, Dyslexia Scotland trainer

Asking for the right tools for the job shouldn't be hard work, writes trainer and consultant Jean

I use the term ‘Workplace Adjustments’ rather than ‘Reasonable Adjustments’ as I believe it helps normalise the process and bring it into line with other work-related requests. You wouldn’t hesitate to ask your manager for a tool for your job. Asking for adjustments should be no different, but we often feel vulnerable and apologetic when we do. We shouldn’t.

• Become the expert in your own dyslexia We are all unique, and so is how our dyslexia affects us (good and bad). Knowing you, your dyslexia, and your job will help you get the right adjustments.

• Don’t expect your manager to have all the answers Your manager will know your job, but they may know nothing or very little about dyslexia and nothing about how it impacts you. If you were a manager and a team member asked you to provide adjustments, how would you react, and what would you need to know?

• Don’t wait until a crisis point before asking Arrange a meeting with your manager. If you can, let them know in advance what it is about.

• Come prepared

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Prepare what you want to say in advance of the meeting. Have examples of why you need the adjustments and how they will help you.

This makes it much easier for your manager. For example, headphones so you can have documents read out to you, making it quicker and easier to access the information with fewer errors.

They may ask lots of questions about your dyslexia - that’s fine if it helps them to understand and help you get the support and adjustments you need. They may need to get things signed off by more senior managers or find out how to get you adjustments. They may also know of potential great solutions.

• Check your organisation’s website Most large organisations have information on dyslexia, adjustments, support available, and procedures. You may be able to download software instantly without needing approval from your manager.

• Ask politely Ask your manager in the same way you would like to be asked if you were in their role. There may be good reasons why they have to say ‘no’.

They should discuss these with you.

• Ask others for advice Do you have a disability network, union rep, or disability champion you can ask for help? Use them, that's what they're there for.

• Contact Access to Work If you are new to an organisation or have recently discovered you are dyslexic, contact Access to Work. You have to contact them, but please speak to your manager first. They can help assess what you may need and possibly fund it, too. This can include paying for training for the team.

Adjustments are about enabling you to work at your best. Some adjustments will also help others as they may bring in better practices that benefit everyone, so it's worth starting the conversation.

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Adults | Dyslexic career journeys

The dyslexic celebrant

by Milqueya Collin, a guest contributor

Milqueya excels in a role that perfectly suits her strengths

Finding out I was dyslexic was one of my proudest moments. I had always thought I was maybe just not that bright or maybe I was a bit slower than everybody else. My failures at school had always been put down to English not being my first language.

I failed most of my exams. In art, where I excelled, I came a cropper during the written test. It was dreadful. The teacher called me to the front of the class to give me back my first assignment which I had spent days

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working on. In his loud manner, he declared, in front of the entire class, “An eight-year-old could have done better.” Full of humiliation and tears I packed my bags and came home. I resigned myself to shrinking down my hopes and dreams and I decided to focus on what I could do. That was talk the talk, with great customer service. I worked in retail – which I loved, don’t get me wrong. I was a natural, I love meeting new people and helping them in any way I could.

When my Mum watched a program on Channel 4 about dyslexia, she recognised I had similar traits. She took note of the number at the end of the show. I called and arranged a test. Hearing the words “You are dyslexic” changed my life. Dyslexic, not stupid. Dyslexic, not slow.

Dyslexic, not a write off.

My confidence grew and so did technology – I could type, I could spell check, I could have my work read aloud (using technology) and I could use an overlay to help my reading. I just needed extra support and a little help. I applied for every course possible. The moment that changed my trajectory was getting 92% in my first ever written assignment since leaving education. Without my identification, without that label I am so proud to wear – I would not be where I am today.

I had considered being a celebrant for many years. I could certainly stand up and talk in front of anyone, that wasn’t a problem. It would take far too long to write a script and who would want a dyslexic celebrant?

I knew I would have trouble writing scripts and pronouncing words and I would have to work a lot harder than others. But I couldn’t give up without trying. So during lockdown I decided to do my training and it was the best thing I ever did. It wasn’t easy, I had many doubts and a few tears but now I am officially an independent celebrant and a proud member of the Association of Independent Celebrants.

At the moment I am training with Agnostic Scotland to help expand my reach. With this I will be able to raise awareness of dyslexia, and how it should never stop you from reaching further than you thought capable.

I hope to help my community, to help people celebrate life’s milestones with freedom and choice.

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Adults | Dyslexic career journeys

Making dyslexia work

by Ross Linnett, CEO of Recite Me and Organisational Member of Dyslexia Scotland

Business leader Ross couldn't find the tech solutions that helped him, so he made his own When I was younger, I always suspected there was something different about the way my brain was working and learning. At age 4, I was already written off into what was known at the time as a ‘special reading class’.

I was very confident and happy in school, but the thought of reading in front of the class used to scare the life out of me. It was only after university that I was finally officially identified with dyslexia. I was giving a presentation and writing some notes down on paper when a colleague commented that I was displaying all the signs. I finally did the assessment and - lo and behold - they were right!

Read more about Recite Me on p46 26 Dyslexia Voice | Spring 2024

Shortly after my employer provided me with personal assistive technology. But, the problem was, there was a limit to what anyone could do to help me because the technology just didn’t exist. Sure, there was software that I could use on one dedicated computer in the office.

But there were no portable or cloud-based solutions that could make online content accessible to me from anywhere, on any device.

That’s what led me to create my own assistive technology - I didn’t want anyone else to find themselves limited online. Without dyslexia, I truly don’t think I would have set up my own company. There are so many positives about having dyslexia. People with dyslexia tend to be very creative; we’ve had a lifetime of coming up with solutions, problem solving and being adaptable.

I’ve had to find ways to work around difficulties I’ve faced and it means I have a great imagination for new angles or fresh perspectives. These ‘dyslexic traits’ have been great assets to me in business and I think they’ve actually served me well. Having a CEO who comes with a different way of thinking can often energise people to also think more creatively and that’s what I’ve experienced from my team.

Obviously, there are struggles associated with dyslexia too. I find reading online text particularly difficult. I often need to have bulks of text read aloud, or adjust the colour of websites to suit my needs better.

Thankfully there are tools for me to use to overcome most of those barriers now. I have a limited attention span, also a common dyslexic trait, so at Recite Me we try to keep meeting lengths down as much as possible – which comes with the added advantage of making our meetings much more efficient and focused. Did you know that Winston Churchill was dyslexic? He would often refuse to have a meeting longer than 20 minutes, and if he can run an entire war operation this way, I’m confident that our business and any other company can also manage.

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Adults

Missing a trick

by Harold Feather, a member of Dyslexia Scotland

There's dyslexic talent everywhere, says corporate leader Harold Feather, so how can companies tap into it?

Dyslexic individuals really do think differently. This was demonstrated by Made By Dyslexia in their report 'Connecting the Dots', which outlined the value of dyslexic thinking skills for the world today.

Made by Dyslexia encourage people to add ‘dyslexic thinking skills’ to their CV. This is a new idea, still to gain popularity. I don’t know how many people are using dyslexia as a positive on their CVs now, but in over 40 years of recruiting people, I haven’t seen this yet – but I would like to.

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For various reasons, many people with dyslexia don’t like to promote it at all; it might be unidentified, or they might view it as a vulnerability rather than a strength.

What if dyslexia could be seen as a positive? Recent research by Cambridge University has shown that people with dyslexia have specific strengths, including creativity, invention and discovery, which if understood and channelled well, can be a great asset for any business.

Having said this, a clear individual assessment is needed to ascertain which dyslexic difficulties and strengths an individual experiences.

If you look at some of the most famous people who have been said to have been identified as dyslexic, like Richard Branson, Albert Einstein, Tom Cruise, Steven Spielberg - without question, all these people have extraordinary creative talent and without question have made themselves or their companies amazingly successful due to their intellectual capabilities (absolutely not in their spelling, reading and writing but in the way they think and execute accordingly).

So being dyslexic and coming from working for a global corporation that is always looking to recruit talent, I wonder sometimes - are we missing a trick? Can we find a way to filter the specific talents of young dyslexic people who are at risk of an unfulfilled potential?

I believe the key question is, “how do we filter this talent at an early stage of life and before their confidence and self-esteem is in the trash, to work out who has the potential ability to be another addition to the esteemed names mentioned above, or if not that to at least be able to use their creative thinking to their and their future employers benefit?”

One suggestion I would have is to work with specific corporations who are always looking for talented individuals and have creative diversity programmes. The could create a pilot to find ways to speedily test the talent potential of these young people so that any underlying specific dyslexic strengths can be nurtured from an early age and help to give them direction while creating a talent pool for the longer term.

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Adults

The unusual case of publishing a book

by Suzy Taylor, a member of Dyslexia Scotland

As Suzy's career takes a selfpublishing turn, she reflects on her new venture Once upon a time, a girl named Wilma Mayhem was chatting with her friend, Princess Twinkle Toes. Wilma boldly told the Princess that one day she was going to publish a book. The Princess laughed and told Wilma she believed she would achieve this goal one day.

Wilma thought it was a foolish thing to say, with thoughts running through her head like, “I cannot possibly draft a book. I am not creative enough, and I struggle to write a small assignment of 2000 words. This will never happen. Bury the idea as another one of your fanciful ideas and do not bring up the subject again.”

Then, of course, the pandemic arrived on the doorstep. What should Wilma do? Well, her partner, Mr. G, had talked her into blogging, and she joined Iain McKinnon’s writing classes to improve her style.

While blogging, she began her involvement in the world of assistive technology. Wilma also decided to join the Open University. What better thing to blog about than her struggles with learning to study and use of assistive technology to help her on her journey?

While going into her second year of studies, an international artist contacted Wilma and wanted to chat. It was a strange time with everyone being stuck at home, so Wilma was polite and started chatting with this person. Then the same person contacted her on another social media platform! Wilma should have blocked the person she was talking to, as they were a scammer! Curious, Wilma decided to look into the differences between the people she was talking with online.

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As a student Criminologist, she had known from her first year that tattoos were important to individuals, and that everyone had a story to tell about their tattoos. She set about testing this as one of her theories by asking them to explain their tattoos. This was when she found out that the person she was talking with was false; they would say, “I love tattoos,” or “I will tell you later.” Wilma kept up her social science experiments. She copied and pasted them from Google Chat, put Dragon on, and dictated the conversations from her phone and WhatsApp and Telegram into Word documents. She decided to turn them into short funny stories and publish them in a book.

Everyone had said the best way forward was to self-publish. Wilma decided to investigate this and find out the costs. She tried getting grants, with no luck. After asking for some advice, Wilma started a crowdfunder to raise the cash to go forward. Bolboa had approached Wilma with a good package; however, it was expensive. They kept phoning her with the hard sale, but she still could not afford it. She also tried getting sponsorship from assistive technology companies she loved promoting; the pigeon is lost with the answer!

Wilma settled with going for Amazon self-publishing, which she could afford. She uploaded her document and was blown away by the lovely comments that came back from the team she was working alongside.

Then the dyslexic issues came into play, such as proofreading; this or that was incorrect and needed sorting, which needed money. As Wilma did not have any, she asked for some advice, and ChatGPT came to the rescue.

Then there were multiple platforms to advertise your book on across the world, marketing your book across social media, setting up accounts to track how well it is selling and people getting in touch saying they will advertise on your behalf for a cost. Eventually, Wilma does everything, and the book is on sale on Amazon. People saying “What an amazing achievement.” Exhausted, she slumps over the computer thinking, “I hope I have set everything up properly.” Then Amazon publishing, friends, and family get in touch saying, “Now when are you starting the sequel?” OH CRIKEY!

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Changemakers

This dyslexic farming life

by Carol McLaren, Chief Executive of RSABI

Scottish agricultural charity RSABI has been working with Dyslexia Scotland to raise awareness of the challenges many people involved in farming face with dyslexia Around 25% of Scotland’s farmers are estimated to have dyslexia and RSABI has been offering farmers and crofters who may have dyslexia, but have never been assessed, a free professional assessment.

The assessments, which typically cost around £500, are being offered to farmers and crofters, and others working in Scottish agriculture, aged over 40 who should contact RSABI’s 24-hour freephone Helpline - 0808 1234 555 – to request an assessment.

RSABI also launched a powerful video interview with Fife farmer Pete Black about the impact of dyslexia on his life and farming career.

Pete, who farms at Newton of Collessie, spoke openly about having dyslexia when the Black family appeared in the “This Farming Life” series.

Pete says he didn’t realise he had dyslexia until he was an adult by which time he had developed a range of coping strategies.

“When I was at school in the 1990s dyslexia wasn’t spoken about very much, but I knew I was always last to finish my reading. The words would jumble in my head when I was looking at them and then they would jumble even more when I tried writing them down,” he said.

He said there are times, such as when he wants to clarify something on official websites which involve monochrome and block text, particularly

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"It was a great relief to me to discover that I had dyslexia."

Pete Black, Farmer with complex jargon, that can be very difficult to process.

“I am lucky to do a job I love but it was a great relief to me to discover that I had dyslexia and to know that the reason I was struggling wasn’t down to a lack of effort or not trying hard enough.

"My advice to any young person, and especially those in farming, is that dyslexia should not hold you back in any way.” ►

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Carol McLaren, Chief Executive of RSABI, said the charity was delighted to be working with Dyslexia Scotland on the initiative and proud to display the Dyslexia Scotland Changemaker logo.

“We are regularly contacted by farmers who are struggling with dyslexia and we know it can be worrying and distressing to be struggling to read and understand information, particularly for farmers with dyslexia living on their own.

“We hope that by working with Dyslexia Scotland and offering the free assessments we can help improve understanding of dyslexia and the challenges these farmers can face.”

Cathy Magee, Chief Executive of Dyslexia Scotland, said: “It’s very encouraging to see the work being done by RSABI. We particularly welcome the offer of a free dyslexia assessment to farmers and crofters as the cost of an adult dyslexia assessment is so high, there are many who simply cannot afford to get assessed, which in turn means they can’t access the support they need.

“This is an excellent example of an organisation that is leading the way as a changemaker working towards a dyslexia-friendly Scotland.” ■

Farmer Pete Black and CEO of RSABI Carol McLaren

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Changemaker channel

Changemakers helping to make Scotland more dyslexia friendly share their updates

"Young people at The High School of Glasgow presented a dyslexia awareness assembly to the whole senior school, raising their own confidence and promoting their skills and strengths in the process."

Jenny Dougall, High School of Glasgow ►

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"We've been raising awareness of dyslexia in our school through our Dyslexia Ambassadors and educating staff and parents through social media, training and information leaflets. Recently I've been helping to inform learners, staff and parents on assistive iPad features to support their learning and sharing these assistive tips alongside my findings from the General Teaching Council for Scotland's Dyslexia and Inclusive Practice course cluster wide.

This all helps our learners feel more comfortable and proud of their learning difference. It enables them to access appropriate supports and be more independent in using supports before high school transition."

Nicola Denholm, Falkirk Council

"Our young Dyslexia Ambassadors delivered a PowerPoint to the Infants and Seniors in St Ninian’s Primary School, explaining all about dyslexia. They also delivered blue ribbons to every child and adult in the school which many are still wearing every day.

They have certainly raised the profile of dyslexia in our school and probably dispelled some of the myths too!"

Caroline Lowe, Glasgow City Council

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"Mark Stoddart, Ambassador of the Bali Dyslexia Foundation (BDF) and Dyslexia Scotland, and Co-Founder of North Bali School of the Arts (NBSA) leverages his renowned sculpting success to uplift individuals worldwide.

Beginning with a single classroom for dyslexic children aged 6 to 14, BDF's impact grew exponentially under Mark's guidance and support, evolving into the eco-friendly North Bali School of the Arts that pioneers dyslexia-friendly education.

Mark's dedication not only shapes educational policies but also ensures a legacy of positive change, marking a significant milestone in Bali's educational landscape. The school's transformative journey, from humble beginnings to a beacon of inclusivity and creativity, epitomises Mark's vision of empowering dyslexic individuals and fostering neurodiversity. As the school welcomes its inaugural cohort of 30 to 50 students, it marks a pivotal moment in dyslexic education in Indonesia, setting the stage for countless lives to be touched and transformed.

Mark Stoddart's legacy as a hero and change-maker in the eyes of the Balinese community is cemented by this groundbreaking endeavor."

Dr Andie Carroll, Co-Founder of NBSA

■

Are you a dyslexia changemaker?

Tell us your news

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Educators

Where are we with dyslexia?

Luke Butcher, IDL Product Developer and Organisational Member of Dyslexia Scotland

There is an anecdote that I heard whilst researching our literacy screener which has buried itself irretrievably into my brain. It states, with apocryphal authority, that we are at the point with dyscalculia where we were with dyslexia 20 years ago. Whilst numeracy-based disorganising difficulties are just as important, it raises the question – where are we with dyslexia now?

In terms of learning difficulties, it is amongst the most well-known forms of learning needs in the world, occurs globally regardless of socioeconomics, culture and gender (although it continues to be statistically identified earlier in male pupils). If you were to ask the person on the street for a definition of dyslexia, they would certainly be able to tell you in broad strokes that it’s something to do with “putting letters together in the wrong order” which technically isn’t wrong. Ask the same person what they know about dyscalculia and they might be able to tell you “It’s like dyslexia with numbers”. So, would it be unfair to say that

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dyslexia has become the standard by which we measure all reading difficulties?

Dear reader, as you are likely already aware given you’re reading this – dyslexia is a spectrum of impediments to fluent, confident reading. A pupil who has dyslexia may struggle with any number of skills in their literacy with not all of them fitting the ‘conventional’ definition of dyslexia.

For example, a pupil might be able to spin gorgeous tales verbally about dragons and knights but if you ask them to put it on paper, they struggle to even write between the lines. This would likely be a visual-motor processing issue where the brain is less efficient at judging distance between lines and transmitting that information to the pupil’s hand. They might even have some dyspraxic elements impacting their handwriting based on this but I’m already halfway through the article and I’ve barely scratched the surface so let’s put that aside for now.

Dyslexia is a daunting prospect for educators even today with the amassed scientific knowledge of 147 years. Around 10% of a primary school classroom will have some degree of dyslexia. That means that at least three children in the average UK classroom will struggle with their literacy. This is an age where children are acutely aware of their differences and peers, their social skills beginning the hard climb towards secondary school. For those pupils with dyslexic type difficulties, being aware of their difficulties is a double–edged sword.

On the one hand, a dyslexic pupil can receive additional support and interventions to help them achieve. Obviously, a good thing. However, being removed from the classroom creates division, draws attention to their difficulties and can be a source of ridicule. Less good. The solution is as simple as it is effective – proportionate universalism.

Proportionate universalism in the simplest terms is the idea that an intervention should be accessible and useful to everybody but of most use to those who need it. Originally used to manage healthcare systems, the practice has formed a growing movement amongst educators who recognise that a holistic approach to interventions boosts peer ►

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learning and strengthens the skills of the whole class whilst improving emotional resilience into the bargain.

Our programs are designed to be pupil-first and pupil-led. Those aren’t just buzzwords. By guiding pupils through the independent lessons, they grow in confidence and ability whilst ensuring parity across all levels of ability. No additional training is required for teachers or Support for Learning assistants - our accessibility options mean that any pupil can push ahead at their own pace – without pressure.

IDL supports thousands of learners around the world with our specialist literacy, numeracy and wellbeing software. If you would like to learn more about our award-winning products or to arrange a free trial, please contact us via our website at www.idlsgroup.com. ■

Dates for your diary • Dyslexia Awareness Week Scotland 2024 30 September–6 October • Dyslexia Scotland Education Conference 2 November, Glasgow We'll share news and updates throughout the year, so keep an eye on the website and magazine for details.

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Educators | Resource review

Making a Mark!

A review

by Margaret Crombie, a member of Dyslexia Scotland

Educators and young people can learn great lessons from this book, writes this reader Mark Stoddart gives us insight into how it is that he gained his considerable skills to become a world-renowned sculptor. Assisted by Katrin McElderry, Mark takes us on a journey from his early schooling to his current situation, through the lows and highs of his educational journey. There is a lesson for us all on what neurodiversity is all about and how “every single person’s brain is different”, explaining what we should learn from this truism. Through Mark’s woes at Grimly Grammar school to his more fruitful years at Freshton College, with help from the likes of Mrs Brill, there is insight into what makes learning a positive experience for every learner.

The book is aimed at young people but is likely to be helpful for teachers and others seeking to understand why neurodiversity and the learning ethos are important concepts for everyone. Hopefully Mark’s school experience will shine some new light and make education a better place for children today than it was for Mark.

Proceeds from Making A Mark! are being donated to Dyselxia Scotland.

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Educators

Professional learning news GTCS Professional Recognition awards Twenty six educators successfully completed a one-year programme to gain Professional Recognition in Dyslexia and Inclusive Practice led by Dyslexia Scotland and Education Scotland.

The cohort was presented with their awards at a ceremony in Stirling in December.

The event focussed on the dedication of the teachers to their practice, helping to ensure that their classrooms and learning communities offer inclusive learning experiences.

The audience heard inputs from GTC Scotland, Education Scotland and Dyslexia Scotland about the contribution their practice makes to the national education landscape, as much as to the individual learners they engage in their classrooms.

Education Scotland representative Dr. Laura-Ann Currie (left) and Dyslexia Scotland Young Ambassador Rachel

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Miller (right) presented the awards

Chief Executive of Dyslexia Scotland Cathy Magee said, “Congratulations to the teachers who received their awards. They join a movement of education professionals with enhanced expertise in dyslexia and inclusive practice. These teachers are essential changemakers, working towards a dyslexia-friendly Scotland by enabling dyslexic young people to become successful, confident, respected and included in their school communties.”

Dyslexia Scotland Education Conference Educators who attended the Dyslexia Scotland Education Conference in October came away feeling inspired and motivated to make a difference in their learning communities. The audience of around 200 teachers heard from keynote speakers Dr Rob Long (D.Ed.Psych.), and Mary Berrill and Hilary Aitken from the Sean Connery Foundation Dyslexia Initiative.

The event also provided opportunities to attend workshops, network with colleagues and speak directly with organisations that provide dyslexia-related education products and services for the sector.

"The conference always makes me reflect on my practice and I how can improve things for learners and their families."

Delegate

"The day consisted of extremely high quality learning delivered by engaging speakers."

Delegate

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Parents and families

Starting their career journeys Even from early years, your children are forming views and ideas about their future - this resource will make sure you're a positive influence on their whole career journey Dyslexic Career Journeys was designed to help parents nurture their child's strengths and make them feel positive about their futures.

FInd the free download on our website or buy the hard copy from our online shop.

Get the guide

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Case study Mum Paula is helping Emily to grow her confidence, overcome her difficulties and achieve and attain qualifications through following her interests and playing to her strengths.

"Emily has always struggled academically, but now we have had it confirmed that she is dyslexic she can finally get the support she needs.

Emily is such a little super star and had been a gymnast since she was 3 years old. She’s now 11 and has competed in her national grades in Scottish Gymnastics and she is working towards her level 3 nationals next. Being dyslexic, Emily has always found following routines a challenge but has worked so hard to overcome the challenges. I’m so proud of her."

Paula Aubin

Find more early-career inspiration on our website

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Resources

Recite Me

by Laura Blenkinsopp, Marketing Executive, Recite Me

In an increasingly digital world, accessibility is not just a buzzword - it's a fundamental right, says tech company Recite Me For individuals with dyslexia, navigating online platforms is not always a straightforward task, and they often encounter barriers along the way.

Recognising the importance of inclusivity in the digital world, Recite Me and Dyslexia Scotland have joined forces to break down barriers and create a more accessible online experience for everyone.

Recite Me’s Story Recite Me is a website accessibility software company based in Gateshead, UK. The idea was born when Ross Linnett, Founder and CEO, discovered he was dyslexic in his twenties. Ross was provided with personal assistive technology by his employer, but it was limited to just one computer. Ross noticed that he was at a widening disadvantage online, without additional resources to overcome his exclusion. It was at this pivotal moment that the idea for Recite Me was born. Fifteen years later, Recite Me is a global leading enterprise and accessibility solution providing support to millions of users in all industries around the world.

What does Recite Me do?

Recite Me believes in accessibility for all, allowing everyone the opportunity to use the internet in the way that it is intended.

The tech-for-good organisation offers a range of on-demand accessibility solutions that support businesses in conforming to accessibility standards and ensure that their website is user-friendly

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for individuals with disabilities, situational challenges and language support, through customisable options.

The Assistive Toolbar allows users to customise online content so that they can read and understand it in ways that work best for them. The tool is perfect for those who have dyslexia as it allows users to: •

Have text from any website read aloud to them

•

Download and save any written web content as an MP3 file

•

Choose the exact colour contrast between the text and background

•

Change the font type and size

•

Zoom in on any part of a webpage

•

Use the fully integrated thesaurus to check uncertain words.

Dyslexia Scotland and Recite Me The origin of the partnership between Dyslexia Scotland and Recite Me goes back almost a decade, and our drive to provide support to people with dyslexia has grown during that time. The team at Recite Me are aware of the fact that individuals with dyslexia require different types of support to help them navigate digital environments, by providing multiple functionalities to help them navigate through different digital platforms.

The Recite Me toolbar has been supporting Dyslexia Scotland’s and the Addressing Dyslexia Toolkit's websites' visitors for many years, and we are happy to continue providing these functionality options going forward. It allows users to utilise Dyslexia Scotland’s resources, get help and stay up to date with the latest news and events. You can find the ‘Accessibility Toolbar launch button’ at the bottom right hand corner of the page as you navigate, be it through your mobile phone, tablet or a laptop. If you would like to learn more about the tool, or have any feedback, please contact the team for more information and to book a real-time demonstration of the toolbar.

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Young and dyslexic Create and share Dyslexia - a poem Dyslexia makes the brain work differently, Writing one book can feel like writing 5 books And learning one skill can be like learning more things, It can be really hard to learn something but it does not mean you are not clever Dyslexia is like a stair, Each step you take is a new challenge.

Libby, primary 7, Dunblane Primary School Emily loves gymnastics.

Find more brilliant stuff on Dyslexia Unwrapped

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Learning routines is tricky but she's nailing it!

Exclusion to empowerment

by Monty Saunders, Dyslexia Scotland Young Ambassador

It’s an easy thing to say, But will my neurodivergent brain genuinely help me in any way?

The answer seems so obvious…

It’s definitely a yes.

The workplace needs our skills To sort out lots of mess.

The countries greatest leaders, Dyslexic but oh not dreamers, Albert Einstein, Richard Branson….. to name just one or two, Can’t you see it’s in the stars that you can do it too.

So be proud that you’re dyslexic, Don’t let it hold you back, Be the very best you can be And keep this world on track!!

Welcome to our new Young Ambassadors

Autumn, left and Abigail, right

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Useful stuff If you're thinking about trying out gymnastics but aren't sure what it will be like, then Freya's advice might help I was identified with dyslexia when I was around 7. I didn't really know what dyslexia was and I’m still learning about it now, but I did know I was finding it difficult to focus in school.

I found it hard to remember instructions properly, or the instructions didn't make any sense in my head. I wanted to ask but I didn't want to get into trouble for not listening either. This same year I started competing in acrobatics gymnastics with Acrobay Gymnastics in Rosyth. In the beginning I was worried that I wouldn't remember the routines, or that I wouldn't be able to follow instructions in the gym and keep up with the other gymnasts in my group.

I had nothing to worry about though because the coaches helped me so much. On my certificate they said I made them smile in the gym and I got an award for the most improved gymnast in my grade.

Neil (the choreographer) breaks down the routines and always makes me laugh. I have to work hard to follow him but he makes it so much fun that I can remember it through picturing what comes next, and imagining him doing it in front of me.

Stacey and Mica (my coaches) always take the time to make sure I’m managing ok in the gym and they help me to get new skills that I want to achieve, they always believe I can do it.

Being in the gym helps me to believe in myself and have more confidence. I love to set goals and try to achieve them but I also like to support my gym friends and watch them achieve their goals too.

I’ve competed all over the UK and won a gold medal for Scotland.

The coaches at Acrobay have taught me if I work hard and turn up to training every day I can achieve any goals I want to and that’s what I’m aiming to do!Voice | Spring 2024 50 Dyslexia

By Freya, 10

Just for fun

LoL corner What do bus drivers put on their toast?

Traffic jam!

Thanks to Beano for writing our jokes!

You can find FREE joke-writing and reading resources at schools.beano. com and new jokes every day at Beano.com.

Game station

Look what’s new in our dyslexia-friendly book review

Farty parties make smelling spelling fun

Dyslexic adults needed for research

Dyslexia Scotland and the University of Glasgow need dyslexic adults aged 16 and over to take part in the biggest-ever survey of dyslexic adults in Scotland.

This important research will help to make Scotland a dyslexiafriendly country. Please take the survey.

Charity No. SC000951

dyslexiascotland.org.uk/dyslexia-friendly-scotland-survey