What is dyslexia? Imprimir

Dyslexia is a difficulty in the acquisition of literacy skills that is neurological in origin. It is a life-long difficulty that affects approximately 10% of Europe’s population, i.e. 50 million people. The limitations it casts upon its sufferers goes beyond early school years when problems with reading and writing first become apparent. Even after the dyslexic individual with extra support and effort, learns these skills, his or her life will still be very much influenced by their dyslexia and related issues, such as access to written information (i.e. filling in official forms), general learning skills (i.e. vocational education) and life competencies (i.e. employment, legal issues, travel, access to health care). Dyslexia is therefore a disability, a limitation which hinders the participation of the person concerned in several activities of life.


What are the basic problems to address?

Dyslexia is a lifelong difficulty creating obstacles in most areas of life. These difficulties start in early childhood and will be present till the end of one’s life. Although the Salamanca Statement (1994) acknowledges that every child has unique characteristics, interests, abilities and learning needs and declares that every child must be given the opportunity to achieve and maintain an acceptable level of learning, lack of awareness, early screening, trained professionals, accessible learning material and funding streams for inclusive measures prevents the dyslexic learner from succeeding in the academic field. Educational underachievement can cause low self-esteem, bullying and depression and can lead to lifelong psychological harm, and in some cases, opens the way to criminalization.
As a consequence of academic failure, the dyslexic individual is likely to be under qualified and having difficulties in finding and keeping their job. Unemployment leads to poverty and can even hinder independent living. These are serious issues that affect not only 50 million fellow citizens, but also their families. It impacts upon the whole educational system that neither can solve, nor get rid of the problem, and in a wider context the whole society, by failing to realize and exploit the talent and contribution of many dyslexic persons.

What could be done?

This report sets out a series of recommendation, and their justification. Some of the key recommendations are set out below
•    There should be adoption at EU level of a working definition of dyslexia - to allow shared language for productive discourse on the issue
•    Dyslexia should be recognized as disability - to ensure access to legal and financial means of support.
•    Every dyslexic individual should have the right to proper assessment of their abilities and needs - computerised mass screening could help overcome current difficulties in implementing wider availability.
•    Make all aspects of education dyslexia-friendly, as an inclusive approach, by providing anti-discrimination school policy and processes, trained staff and accessible learning material.
•    Employers should develop dyslexia-friendly workplaces  – this would help increase productivity.
•    Community awareness of the issues surrounding dyslexia should be raised – social inclusion is not about helping an individual, it is about an individual being able to maintain their rightful place within society