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Dyslexia: Dating, Marriage & Parenthood

Investigating communication difficulties

This new innovative book aims to investigate adults with dyslexics and their long-term relationships are affected by their learning differences. Non-dyslexic partners were interviewed and they make several interesting claims that communication is affected.


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This innovative book looks at the keys for success in dyslexic adults, comparing both those who are successful and less successful, enabling parents and teachers to use these keys to best support young dyslexics. These keys look at home life, school, career choices, working relationships, coping strategies, traits, unique selling points, and what is considered success for somebody with dyslexia.


The Successful Dyslexic questions if school-based trauma can be used positively, as both successful and unsuccessful dyslexic adults share the same traumatic school experiences. It is how these adult dyslexics have used this trauma, positively or negatively that has set them on the path for success, or to struggle as adults searching for a worthwhile career.


The theories of ‘disability paradox’ and ‘post-traumatic growth’ are used to understand why despite having a disability, many dyslexics can be, and are, highly successful.


This book details an interview study of 27 successful and 10 less successful dyslexics, with 2 expert interviews, and supported by two large online studies. In total this book includes the contribution of 191 adult dyslexics.


Each in-depth interview has sought to understand the individual’s journey from childhood to adulthood, and their quotes are used to enlighten the reader to each of their individual experiences.


Armed with these insights, it is hoped that parents and teachers of young dyslexics can set them on the path to unlock their own future success.

“Dyslexia is not only about early reading and school difficulties. It lasts a lifetime, with lifetime problems that we have to learn to deal with. But also with considerable lifetime advantages and distinctive capabilities that we need to understand and put to work. Neil Alexander-Passe’s new book The Successful Dyslexic provides valuable information and insights about dealing with the weaknesses as well as the strengths. I highly recommended this book for professionals, parents and dyslexics of all ages.”

– Thomas G. West, author of In the Mind’s Eye, Thinking Like Einstein and Seeing What Others Cannot


“This book should be compulsory reading for all teachers, parents and dyslexics. The author, dyslexic himself, attempts to unravel the keys to success in life for dyslexics.  Based on a series of surveys and interviews, the author undertakes a systematic analysis of the strengths and weaknesses in dyslexia, the importance of home and school support, and questions whether failure and the consequent urge to succeed could be a vital force in the over compensation that characterizes many of our more successful dyslexics.  Given a more supportive environment and supportive parents, fewer children will emerged damaged from their school experiences, allowing them to achieve the potential as adults so clearly revealed in the chapter ‘The keys to success’ and the recommendations it provides could itself become the key to unlocking this potential!”

Emeritus Professor Angela Fawcett, Swansea University, and Vice President, British Dyslexia Association


“This is an eminently readable and valuable book. It will benefit many dyslexics and those who live with and work with them. As an (ex) Head of two specialist boarding schools in the UK and a day-school in the USA, covering 24 years of working with dyslexic students, I appreciate the wisdom and applicability of this book to that population. Alexander-Passe suggests that negative experiences of school drive many dyslexics to prove they can be successful beyond school and even makes an argument that this inappropriate schooling has some positives.

However, the author does make a powerful case for greater awareness and pro-active intervention in schools, a case which should be apparent but all too often is not. The book contains succinct summaries and many lists of useful and pragmatic tips. It offers comprehensive coverage of the many factors that influence the life and work of dyslexic adults. It will be of immense value to education literature.”

Dr. Steve Chinn, FRSA, AMBDA, author, and Visiting Professor at the University of Derby


“The Successful Dyslexic: Identify the Keys to Unlock Your Potential is insightful, timely, and altogether an excellent book.  It fits perfectly with the current trend towards positive dyslexia.

The book is well researched and also provides ‘tips’ to be a successful dyslexic.  One of the crucial aspects of the book is how dyslexic people deal with challenging situations – it is this type of information that can have implications for education and provide the book with universal appeal.

The role of the school and the teacher is of course crucial in both identification and ensuring the young person with dyslexia does not experience the anger, frustration and long-term feelings of failure that can be a consequence of late or non-diagnosis. The author also highlights the frustration that can occur when ‘Dyslexics commonly excel orally when presenting their ideas but struggle when putting these onto paper’ (pg.47).  The author also suggests that technology can help to liberate young people with Dyslexia and this is a message that must be taken on board by all educators.

This is a book that deserves to succeed as it can reverse many years of ignorance and misunderstanding. I feel sure it will and I have no hesitation in recommending this book to all involved in the education and employment of people with dyslexia.”

Dr. Gavin Reid, Author of 28 book and an international independent educational psychologist 


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The Author’s latest paper:

Should ‘developmental dyslexia’ be understood
as a disability or a difference?

Asia Pacific Journal of Developmental Differences

Vol. 5, No.2, July 2018, pp. 247—271


Abstract

This paper questions current views of the phenomena of ‘developmental dyslexia’, and offers a discussion of the various models of disability that are currently used in society, and whether they are suitable to use when discussing ‘dyslexia’: The Medical model, the Social model, the Affirmative Model, the Psych-Emotional model, the Psych-Social/Bio-Psycho-social model, the Social-Relational model are all discussed, each with their own perspectives. Valeras‘s model (2010) is offered as an alternative to understand ‘hidden disabilities’ like dyslexia, diabetes and epilepsy etc. The term ‘bi-abilities’ is introduced to understand how such groups can have strengths in both the disabled and non-disabled worlds, and that such groups often reject any affinity with disability as they argue they are ‘able-bodied’. The paper then investigates how dyslexic individuals whilst experiencing trauma at school can also experience growth from such experiences, through a discussion of ‘Post-Traumatic Growth-PTG’ to understand positives coming from experienced trauma e.g. school-based trauma, arguing Valeras’s ‘bi-ability’ model to be more relevant to the dyslexic experience. The paper concludes by applying the ‘bi-ability’ model to dyslexia. The main themes are:


https://www.das.org.sg/images/publications/apjdd/APJDDVol5No2.pdf