DYSLEXIA AND KNOWLEDGE_TOWARDS A VISUAL-SPATIAL CLASSIFICATION AND CONVEYANCE OF KNOWLEDGE

In the mid-1990s Dr Beverley Steffert conducted research into visual-spatial ability and dyslexia at Central Saint Martins, conducting a series of verbal and visual tests on a large group of art and design students, some dyslexic, some not. Steffert concluded that, while most art and design students display strong visual-spatial abilities, the most innovative students were often those with dyslexia. In her report she differentiates between the sign mind – associated with analytical thinking and sequential organisation – and the design mind – linked to visual-spatial thinking. (Jackson, L. (2004) Pg13) The professions in which spatial awareness is a vital ingredient of success are in engineering, architecture and art. These would seem to be logical careers for people with dyslexia to lean towards. So although someone with dyslexia may struggle with words, many would excel when dealing with objects. In adulthood, these individuals excel in fields dependent upon their spatial abilities: art, design, architecture, illustration, animation, physics, engineering, drama, computer games, and photography.

ARCHITECT One of the most popular creative disciplines amongst dyslexics and the one particular to me is that of architecture. So much so that some architect’s prefer to employ them due to their; competence with geometry, dexterity, spatial awareness, physical co-ordination and lateral thinking give architects enhanced visualization skills and the ability to see the relationships of large numbers of variables.

The enhanced visual-spatial abilities are clearly a gift for architects and designers.

Perhaps the most famous dyslexic within the design community is Richard Rogers. In 1938, the Rogers family moved to England, where he struggled through the public school system; many years later, he received a diagnosis of dyslexia. “I was called backward,” Rogers said. “We didn’t know dyslexia.” Rogers has also been quoted saying; “Dyslexics do have many hurdles to overcome and we do need practical strategies, and after 100 years, it is time to look not only at the difficulties, but at the abilities and the potential that many dyslexic people have.” (Jackson, L. (2004) Pg11) Other famous architects include; Antoni Gaudi, Jørn Utzon, Frank Gehry and Bennett Strahan.

Strahan inparticular views his condition as a gift, he says that dyslexia is about the best thing that ever happened to him. “I think it has probably helped me more than any single thing I can think of”. Linda Silverman, has used Strahan as an example in counseling dyslexic youngsters- children with trouble decoding written words, who reverse letters and numbers. The right sides of their brains are stronger than the left. Most schools focus on the left-brained, “academically talented child--great with reading, writing, calculations,” Silverman says. “All the things [such schools] focus on are to the detriment of kids who learn like Bennett. (Silverman, LK. (1991) pg8) In the following three chapters I intend to examine and assess whether there is anything within the theories of visual spatial awareness that can be implemented within the design of architecture