ABSTRACT
This chapter researches the experience of learners with dyslexia at school and how the experiences can either positively drive them to success or negatively drive them into helplessness and possibly crime. It discusses the looking at both the emotional effects of school and how individuals with dyslexia use such effects in both their childhood and adulthood to bring about positive change. Logan and others argue that self-employment affords persons with dyslexia the ability to work in their own way, concentrating on their strengths rather than suffering paperwork issues in middle-management. Morgan and Klein argue that many undiagnosed children/young people with dyslexia leave school without any formal qualifications resulting in job opportunities being generally limited to unskilled work. A wide literature review covered many topics: dyslexia, school experience/emotional coping, social exclusion, success, successful people with dyslexia, less-successful people with dyslexia, the disability paradox, dyslexia and depression/mental health and, lastly, post-traumatic growth.
