How to communicate in a world of dyslexia

At a recent seminar on dyslexia funded by The London Institute and The Arts Dyslexia Trust, Jane Graves shared some of her research findings with us.

She suggested that at Central St Martins some 60 per cent of the foundation students have some form of dyslexia. In the light of education cutbacks this is alarming: because less staff contact means that more information is handed to the students in written form. And overcrowded classes means that the opportunity for each student to experience a new process for themselves under the watchful eye of the lecturer has in most cases disappeared.

Graves’ research focused on students. I couldn’t help wondering what her findings might imply about art and design staff. Such findings might go some way to explaining why so many are reluctant to become research registered, and why it can be so hard for them to give written information out in an unmuddled, easily comprehensible form.

I am asking all those involved in art and design education to address this issue and to remember: information is easier for dyslexics to digest, comprehend and remember if someone shows them how to do it and then allows them to gain confidence and understanding by demonstrating it back, preferably without an audience. Verbal retrieval can also be difficult, making an assessment presentation a particularly nerve-racking experience. Encourage the student to rehearse, and be patient.

Dyslexic art and design students have chosen a primarily visual field for very good reasons – one of which is that there is more than one right answer.

There are many other valuable pieces of practical advice that Jane Graves suggests. So if anyone reading this holds the staff development purse strings, do please invite Jane to inspire and inform your staff.

Qona Rankin

Qona Designs

London W4