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Our Vision is a World Where Dyslexic Individuals are Known for their Strengths

Designing for Dyslexia

Despite the fact that dyslexics are over-represented in Art & Design, the field of User Design is surprisingly late to designing for dyslexia specifically in mind.

It may be that some design is as good as it is because there are already dyslexics in design teams leading the dominant tech companies such as Apple, Microsoft, […]

Dyslexia at Work: Say This, Not That

Academic studies of dyslexia in the workplace have all arrived at the same conclusion: the vast majority of adults with dyslexia choose not to disclose or ask for accommodations in the workplace. Of those who do disclose, they often disclose to some but not all of their co-workers.

The reasons are several – but include […]

Dyslexic Entrepreneur’s Advice for the Road [Premium]

Great advice from Stephen Key at Additude.

For many adult dyslexics, running your own business is the best way to build on strengths and create a positive working environment. Stephen offers the following helpful advice for those at the beginning their journey.

“1. I prepare for every situation.

My learning disability has caused me to fear the […]

Latest Research: Repetition As a Poor Way to Teach Dyslexics [Premium]

In groundbreaking research, researchers at MIT or the Massachusetts Institute of Technology reported that dyslexic children and adults have “a diminished ability to acclimate to a repeated input in their paper titled “Dysfunction of Rapid Neural Adaption in Dyslexia.” Like many research papers, dyslexia is seen through a negative lens (‘dysfunction’) and the take-home points […]
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[PREMIUM] Latest Research: Dyslexia, Sequential Memory, and Seeing the Big Picture

“My mind doesn’t work like a train track. It’s more like a web page with lots of hyperlinks.” – dyslexic honors college student. It’s refreshing to see that more researchers take an interest on dyslexia beyond reading. In this recent paper from Belgium and Missouri, the challenges of remembering sequential information  for dyslexics and non-dyslexics was […]
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