Recruitment, Education & BusinessEducationReaching out to older people with dyslexia Reaching out to older people with dyslexia
12/09/2007
These days, dyslexia is a well recognised condition, but things were very different a few generations ago. Hundreds of thousands of people who are now in their 50s and above were simply labelled as "stupid" at school - and left to suffer a lifetime of shame and fear, unable to read road signs, write letters or even pay bills. Until now, there has been very little research undertaken into the specific issues around older people and dyslexia, but recognising it in this older age group is extremely important, as not only can it affect their literacy and numeracy skills but it may also affect their quality of life, independent living and decision-making.
Dyslexia is a specific learning difficulty, or learning difference, that affects many aspects of life and learning. There is no one, definitive definition of dyslexia and the different definitions give greater or lesser weight to various aspects of the syndrome. The word 'dyslexia' comes from the Greek, and means 'difficulty with words'. Many definitions focus on the negative aspects - the deficits and difficulties that are experienced. However, other definitions focus to a greater degree on the associated talents and skills that people with dyslexia often exhibit.
Exclusion due to dyslexia can be particularly acute for older people - which affects one in five. They may have difficulties accessing services and benefits which are vital to their quality of life. Combined with mobility or financial constraints, this may lead to isolation or exclusion. For example, problems with the following; official literature, form filling, direct payments for care, direct payments for pension, pin codes, paying bills, banking, text messaging, emailing and using the internet.
The National Institute of Adult Continuing Education (NIACE) and the Learning and Skills Development Agency are leading a project to develop what they call a "Framework for Understanding Dyslexia" supported by other organisations working to help older dyslexics. One 65-year old lady said: “I could not read when I left school, and when later in life I found out that I was dyslexic it was a relief - like a weight had been lifted off my shoulders. Finding out about the dyslexia I became determined to improve my literacy and joined several classes at school and college. I have now overcome my difficulties because of the tutors’encouragement and reassurance.
"I wanted to be able to write properly before I went to my grave. I have been able to write my own Christmas cards for the first time, it was a lovely feeling, it really felt good. I have been able to help my grandsons, and now I am going into a local primary school to help children to read and gain confidence. It means an awful lot. It means that I can learn more for myself. I can write more and have the confidence to pick up a pen. I want to do more. Learning becomes infectious.”
The causes of dyslexia are not fully understood, but there is strong evidence to suggest small but significant biological differences between the brains of dyslexic and non-dyslexic people in the processing of visual, motor and auditory information, particularly in relation to language. Dyslexia also tends to run in families, and adults may only become aware of their own dyslexia for the first time when younger family members are identified as having dyslexia.
Dr. Rebecca Thompson, a psychology research fellow at the Research Institute for the Care of the Elderly at St. Martin’s Hospital, Bath, said: “In addition to thinking about the effects of aging on dyslexia, work in this area also needs to take into account the fact that many older adults may never have had their dyslexia identified because at the time when they were being educated, it was a little known and little diagnosed condition. They have therefore had to develop coping strategies to deal with their lives, and often feel that they have missed out because of their lack of literacy."
One 60-year old gentleman said: “I was unable to read and write and, at the age of 60, I decided I couldn't carry on like that. I couldn't go shopping properly or go to the library, for example. I was unable to function normally. If I couldn't find someone to help me with letters or bills, I just threw them in the bin. I never really did overcome my difficulties before I came to the adult college, where I've really enjoyed meeting new people. My learning has made me much more confident.
"For the first time is my life I can express myself in writing. When I came to college I said I wanted to write a book about myself. I have now done this, and although the book itself is only small, it has been a major achievement for me. I can also now do things like buy a T.V. guide and see what will be on TV. Little things like this make all the difference in the world to me.”
The assessment of dyslexia in adults, and especially in older adults, can be complex because many adults have developed coping strategies which may effectively compensate for any difficulties they experience. In addition, older adults may have reduced visual and auditory acuity, as well as medical conditions that may affect their processing of information and their memory. All of these need to be accounted for during the assessment process.
Shirley Cramer, Chief Executive of Dyslexia Action, National Council Member, The Learning and Skills Council, reported that, “The consequences of years of failed policies for children with dyslexia are that there are hundreds of thousands of adults with dyslexia who have never been identified. For these adults, further education through colleges or work- based learning is their second chance and it is critical that there are appropriate services available to enable them to succeed. Colleges and other providers need to have a robust screening system to identify these adults with hidden disabilities and appropriate teaching strategies and tools to ensure that the person does not experience failure again. Understanding the’ baggage’ that goes along with these difficulties is another important aspect of the support.”
NIACE and the Learning and Skills Development Agency led the project that culminated in the development of the Framework for Understanding Dyslexia. Contact the Team at: 21 De Montfort Street, Leicester, LE1 7GE. Tel: 0116 2044218, or email: rachel.davies@niace.org.uk. They are also available on the website at www.niace.org.uk.
Useful contacts
1. Adult Dyslexia Organisation
Ground Floor, Sector House, Minet Road, Loughborough Estate, London, SW9 7TP, Tel: 020 7924 9559 (helpline) Website: www.adult-dyslexia.org
2. British Dyslexia Association
98 London Road, Reading, RG1 5AU Tel: 0118 966 8271. Website: www.bdadyslexia.org.uk
3. Dyslexia Action
Park House, Wick Road, Egham, TW20 0HH. Tel: 01784 222300. Website: www.dyslexiaaction.org.uk
4. International Dyslexia Association
Website: www.interdys.org. Based in the USA.
Link to all the above websites can be found at the bottom of this page.