Posts tagged "dyslexia"

Wanted - Dyslexic advisor, must be house trained.

Damn. I thought that I had found a perfect advisor for the production, but she's not available - at least for a while.

Because any true scientific stuff that i add to the project is beyond the authoritative graders on the course, it was decided to leave it out and focus on the film production skills. As a result, I'm only going to be using tried and tested research that is already out there in the field. At the very least therefore, that means that I need at least one 'advisor' who can keep me on the straight and narrow. A second, or third pair of eyes is always good as well to ensure that we are getting the correct balance of content into the show. It is very easy, when working on ones own, to miss things.

Problem is, quick email off this morning - local, skilled, in the industry, but also pregnant and on maternity leave until at least the Summer.

Blast.

Still would like to leave an opening for her long term, as I think that she is perfect, but for the moment still looking!

Story, Plot and Propaganda

I have been working on some of the undelrying basic concepts of what is required by the script. Two of the fundemental concepts are Story and Plot, which are actually different things entirely.

Story is the underlying message that the script is trying to portray - exactly the same Love story for example, as typifed by say Casablanca, could have a totally different series of events and yet still have exactly the same underying story. It is this series of events that we normally call Plot - they can be very different, and is usually what most people 'see' in a movie, gradually watching events unfold from begining to end.

Plot is obvious. Story can be equally obvious, or extremely subtle. The idea of watching a film many times and 'seeing something new' each time may be visual, but it can also mean that you are getting closer to the underling story.

The third face

In my project, we need to introduce a third aspect however, which I am calling Propaganda, which is not as subversive as it seems. In common dictionary definition, Propoganda simply means,

"information, ideas, or rumours spread widely to help or harm a person, group, movement, institution, nation etc."Dictionary.com [2016-05-23]

 

As the project is intended to to portray the truths of Dyslexia, good and bad, in a drama production, this seems as good a word as any to describe a set of key points about the condition that need to be inserted smoothly into the script.

The first problem...

The first problem that needs to be overcome is that if we are to use the traditional hollywood three act structure, a typical run of events includes:

  • Act 1 - The description of the ordinary world, the call to adventure, a confrontation, the introduction of the mentor, and the first threshold or 'cliff-hanger' of this sequence.
  • Act 2 - The alignment of tests, allies and enemies followed by crisis, ordeal, reward and the road back or a possible end in sight to the trials.
  • Act 2 - The final act includes 'resurrection' after the second major trial at the end of Act 2, which may have seemed insurmountable, and finally the return to normality.

While there is no guarantee that it will be this structure in use, the basic sequence of events is reasonably similar in many patterns. If we were to make this story just about Dyslexia therefore, having help being given to the principle character to assist in her Dyslexia would come quite a way through the story. As we are also trying to indicate best practice however, this is unacceptable. One of the key, fundemental factors that has been discussed for many years and repeatedly being proven in real-world testing (e.g. the Decoding Dyslexia pilot project, 2015) is that early intervention is vital. For our characters therefore, we need to move the 'resurrection' phase to a very early point in the plot. In fact, in the case of the Dyslexia aspect of the storyline, the 'resurrection' and meeting the 'mentor' are essentially one in the same.

The solution to this is going be making Dyslexia the story and deliver it through a plot involving a more traditional trials to resurrection pattern. A balance needs to be struck therefore: Dyslexia is a vital part of the story, what plot can be added that keeps the attention of children but does not degrade the value of the story to extent that vital information is not carried back into the classroom.

 

Reference material refusal

Well, thats disappointing. A pretty important website in the US has outright refused to allow their material to used for referencing during the production. I don't think that their reasoning is right, but that's their decision. What really stinks however, is getting an email that isn't even signed off by the author...pretty unprofessional.

What, you have dyslexia? How?

First off, contrary to how it may seem, this Blog category is not about me.

OK, it is in that I have dyslexia, but it isn't in that after this one single post, it is going to be about things that are going on in dyslexia, famous dyslexics, and special education teaching.

There are two reasons for this - first, that is the direction that my career is going. Not only am I incorporating Dyslexia into my MA program and will be continuing on with SEN training long after that is over, but it would be ridiculous to not talk about an aspect of my teaching in the classroom (where on occasion I have seen as many as a 45-50% dyslexic cohort) and parts of our work in the Assistive Technologies Research and Learning group (ASTRAL).

The other reason that this blog category is not about me, is that despite everything, I find it very hard to personally identify as a dyslexic.

Read on to find out why.

You're a Dyslexic?

For family and friends, it may be very hard to accept that I have dyslexia. That's because first, people don't really understand what dyslexia is, believing it to be just about not being able to read, and second because of who I am, and what I have done.

I left school with 13 O'Levels and an O/A - I did not proceed to University. I did however, use my IT skills to proceed to an Executive Officer ADP (an IT specialist grade) in the civil service before (still very young) founding a company and taking it to the top three in our niche in the UK.

At least one of the products from that company is still in services with a military client 25 years after installation. I formed two other companies.

In a very short period of time after shutting down my principle company, I got a degree, qualified as a lecturer with a post-grad certificate in Education, became Chartered, got a post-grad in Design, teach IT to degree level, teacher higher math, performance for screen, have started another MA, and plan yet another MA and a Doctorate in SEN....er, need I go on? 

But lets take another look at that. There are some classic pointers in there.

I was actually a little slow (hardly noticeable?) in learning my letters, was very bad at spelling, found it exceptionally difficult to learn clocks and my multiplication tables were terrible. People perhaps did not notice this, as I tried very, very hard to not let people see. I was very (and still am) very self-concious and introverted - in front of an audience / class, it is totally the reverse but it is all an act.

I very much suspect that my difficulties, again probably subconcious, is what has been behind my tendancy to get very angry at some very minor things - often because I grasp significances easily and others don't. There has been a lot of friction over the years - most of it caused by me when I've been intolerant of others. It doesn't happen when I 'act' - maybe if I'd had known about the dyslexia, so many family arguments would have never happened.

At one point in my teens, I had strange suspicions and asked my Mother whether falling into a garden fire as a child had damanaged my hands, and whether I'd had speech issues. Now why would I ask that? Was I noticing some difficulty, however slight, in doing something?

I was exceptional in draughtsmanship but was unable to learn languages. I dropped physics and maths because I could not remember the formulae, despite being very good at the subject (should have been a school warning sign).

I barely passed in English despite being very eloquant and doing a lot of creative writing outside school (another warning sign). I got 13 O'levels, despite being very vocal about hating every minute of school. I should have been able to balance this with sport, but I was certainly not built for it, and started to show signs of arthritis in my teens in any case.

I did not get any A-levels, as I dropped out of 6th Form half-way through prefering to go military. To date, a number of mis-pronounciation of words learnt in that time still cause me problems.

I was very good in IT, despite no training whatsoever, at a time when we had real computers (not consoles). I formed three companies and created an award winning, successful software suite - with no IT or higher qualifications at all.

When I had finished with all that, then I decided to rationalise my academia. I went from nothing to a degree, three post-grads and a Chartered status in the space of six years, despite having to drag single year courses over two or even three years because of circumstance.

Now to the uninformed, that all means nothing. But, it is classic for what I am - a stealth dyslexic.

This is a dyslexic who has a certain IQ (mine has been measured just short of 150) and creativeness to fight through at a mediocre level of apparent achievement despite the dyslexic hindrances, and yet never be picked up by the system. In dyslexia, there is a problem in real-time and short-term memory but episodic-memory kicks in when sufficient case-studies have been stored to suddenly have a drastically increased learning curve. Since 2004, I have not stopped learning. I have at least four CPD courses ongoing at any time.

Oh. But despite having a very large vocabulary and able to complete on-line tests (e.g. duolingo) very effectively, I still can't speak languages conversationally. Why? It's one of the last things I try that needs real-time, working memory rather than my long-term episodic.

OK, so that's not quite everything...

OK, so that is all a little circumstantial, but I could go into a lot more detail. In fact, reading the Eide's book 'The Dyslexic Advantage' was like reading my own auto-biography. They described me in perfect detail - not just my working practices, mixed but high skill set and underlying non-subject skills, but they also described all of my likes and dislikes. Not in a general sense, but in specifics - even describing parts of topics that I would choose to do, staying away from others. For example, I always loved role-playing games, but I chose to create the background worlds. 14 of them. Highly detailed, in the space of a few years.

In my fifth decade on this rock, there is absolutely no need to go through a full dyslexic diagnosis. It would simply not be financially beneficial - it is very expensive, and with little worth to me at my age. That is not to say that I have not been screened officially. Now having gone through nearly a dozen screening processes (how is that for not identifying?), every one lists me between mild to moderately-severe, depending upon the scaling system being used.

So why can't I still not identify as a dyslexic?

Accomodations.

The main reason why I can't identify is that until last year, I had no indication that I was dyslexic. While I identified my daughter 18 months before I finally convinced her school to test her from my own educational knowlege, difficulties that I always had were just that - difficulties. Doesn't everyone have them?

Of course, then I found out that dyslexia is herditary.

Slowly, I worked backwards, identifying my difficulties and how I overcame them. I started to find the accommodations that I had automatically put into place that we are trying to teach my daughter now. I also had two big boons - a Grandfather and Father, both of whom I respected immensely and taught me and incentivised me so much without either they or me really knowing that it was going on.

It took me two years to fight my way through a book that they gave me, White Fang. Two years - why didn't that one jump out at me? I fought through it - of course I did - they gave it to me, didn't they? I remembered little of it, but it probably helped me develop my three-phase reading style. Sub-conciously scanning ahead for context, reading properly (if badly), and self-correcting problematic words once the entire context is known. Doesn't everyone do that? Er, OK. Apparently not. Now I know.

Then there was Asterix the Legionary. Not just any Asterix book, all of which came later, but the Legionary. Comic. Humerous. For children. Set in the politcal turmoil of Roman civil war, the hunt for mercenary slaves, historical fact and North African conflicts - apparently, for a dyslexic, an historical mix like nectar.

I'll not tell you how long it took me to read Lord of the Rings, page by tortuous page, but by my mid-teams I was ingesting five pulp novels a day. I was no longer literate with fiction novels, but iconerate, digesting paragraphs in one single understanding. Shame it doesn't work for reference books.

Then at 9, Dad introduced me to a life saver - literally. If he had not brought this new fangled, suddenly affordable thing into the house called an 8-bit computers, what would I be doing now? or not.

Identifying

At no time, though out all of this, was it dyslexia. I could read, couldn't I? In fact, I could read exceptionally. The fact that for some reason, a badly written reference book might take six attempts per paragraph was just the material, wasn't it? Who would have thought that I had dyslexia?

And that is the way it is today. I've spent too long automatically accomodating with these difficulties despite now identifying with pretty much every single dyslexic trait. At no time have I needed to 'overcome my dyslexia' - what dyslexia?

I know its there. Only it's not. er, understand?

The weird thing is, now knowing as an adult, and going into the MA post-intermit, I am now doing things conciously that are making my learning easier. I use my diagraming techniques a lot - I'm good at them, but I was not dyslexic, why bother using them outside of context?

I am summarising, keywording, indexing when apparently I don't need to - I'm not dyslexic remember? Only then I come back to things, and boy does it make it all instantly easier.

I'm using certain fonts and spacial layouts - I'm a designer remember, but I don't actually need these fonts, I'm not dyslexic, remember? Only, now I can read for many more hours and the migraines don't appear.

Hmm. I'm liking this not identifying.