After Session 2, we will begin our case study reviews. I’ve chosen to reflect on the learning resources available in our workshop, particularly focusing on Wilcom embroidery software. This topic resonates with me personally, as I am dyslexic and know that lengthy, wordy instructions often don’t make sense.
Through further reading on dyslexia in education, a subject I hadn’t previously explored, I found the findings both fascinating and validating. One key insight is that individuals with dyslexia can become disheartened by repeated failures in the education system, leading to lower self-worth compared to their non-neurodiverse peers (Bacon & Bennett, 2012). Additionally, research by Hughes and Dawson (1995) shows that this lack of self-worth in education can extend to feelings of low personal intelligence, affecting social and professional aspects of life.
While I don’t attribute all my feelings of low self-worth and intelligence solely to dyslexia, it does shed light on factors that contribute to these emotions. As an educator, I want to emphasize that having dyslexia is a valuable asset, especially in the arts. My goal, as I will discuss further in Case Study 1, is to create resources that support dyslexic students. I believe it’s a societal issue that “standard intelligence” is often based on IQ and reading speed, rather than a broader understanding that intelligence can also encompass practical skills, memory, and other strengths.
References:
Bacon, A. and Bennett, K. (2012) ‘Dyslexia in Higher Education: the decision to study art’, International Journal of Art & Design Education.
Hughes, W., & Dawson, R. (1995). Memories of school: Adult dyslexics recall their school days.