ABSTRACT
We have spoken of ‘strengths and weaknesses’. It is important to give suitable prominence to both. Because of early struggles with reading and spelling, we know that many dyslexic students may have underestimated their own capabilities. The very word ‘dyslexia’ has negative connotations. It is for this reason that proposals have been made for a change in terminology – one which will enable those who are dyslexic to be viewed, and to view themselves, in a different light. Thus it has been suggested that they should be described not as ‘disabled’ but as ‘differently abled’ (see note 1.1). They have also been described as ‘allomaths’, which by derivation means ‘learning in a different way’ (see note 1.2). Some, such as Thomas West, have surmised that the distinctive brain organisation characteristic of dyslexia is associated with distinctive talents (see note 1.3).
