ABSTRACT
This chapter discusses the dyslexia and success, looking at the motivations and processes that a person experiences with dyslexia through school, turning childhood school oppression into adulthood workplace success. Trauma at school is a common experience for young people with dyslexia and it is argued that this trauma is both distressing and continuous, occurring over a ten year school career. The results tell a message of trauma and hardship at school, with most reporting humiliation and the lack of understanding by school educators. Alexander-Passe argues that a pre-school child is normally taught through multisensory activity. Symptoms included: Resentment and anger towards teachers, severe anxiety when seeing and being made to sit on primary school chairs, smelling floor cleaners, sitting waiting outside the Headmaster’s office, hearing their child’s teacher listening to their concerns about their child with possible dyslexia and seeing children’s work being pinned to the wall as their own was never deemed good enough.
