Introduction

This introduction to the book draws attention to the stress experienced by acting students with dyslexia within conventional teaching environments in actor training institutions. It discusses the meaning of neurodiversity and the socio-cultural ideas surrounding labels such as difference and disability. In arguing for a critical and reflective teaching approach to enhance inclusive and equitable practice, it highlights the dimensions inherent within the word dis/ability. The ability aspect remains as a core focus. It presents an overview of the book’s research and content, which investigates the visual and kinesthetic processing preferences demonstrated by some acting students assessed as dyslexic, specifically when working with classical texts such as Shakespeare.