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September 01 , 2007

Dyslexia Isn’t an Obstacle


As a visual artist, I am inclined to use the right hemisphere of my brain with the strong preference for visual communication process during intellectual discourses. That is why the natural cognitive profile of dyslexic students captures my interest to get to know their holistic learning style as intuitive thinkers with strong visual, spatial intelligence and problem-solving skills. The majority of my dyslexic students are divergent thinkers as they could make connections between many different concepts at the same time. They are better equipped than their nondyslexic peers to see the interrelationship between unconnected ideas, which is a gift rather than an obstacle within the creative process such as sculpting, producing complex textile images, designing buildings, acting, and playing various instruments. My dyslexic students are not only gifted but are also determined to stretch their abilities by going extra miles as they like learning through actively investigating each medium they are engaged with. My learners like reasoning from particular to general and discovering “what” when they acquire knowledge. Over the years of my empirical research in dyslexia, I have developed an individualized teaching strategy that enables my learners to activate left hemisphere of their brain alongside their intuitive learning style. I have been very lucky to meet hundreds of dyslexic students with different talents and strengths since 2002. It has been a great joy to work with my dyslexic students as I have been observing how it feels to be original each time they experience the new way of looking at academic concepts from an unusual perspective by combining the left-brain approach with the right-brain approach, which is always as creative as a monolithic or single-sided approach as I am in tune with. In my book entitled Dyslexia Isn’t an Obstacle, I focused on what makes dyslexic people unique by highlighting their strengths and how some of the linguistic problems could be dealt once the new habits are developed with a systematic and comprehensive support program that I carefully designed for each individual learner I work with for the duration of an academic year. I chose a narrative style rather than academic as I would like my dyslexic students to enjoy a book of literature instead of being confronted with another academic book about what dyslexia is. I believe learning should be fun but not necessarily dull! I wish you all a good reading by enjoying the reading process with a bit of humor attached to the fascinating characteristic of dyslexia. My professional life would have been rather boring if I did not have a chance to work with the most talented dyslexic students of mine. Thank you all for enriching my teaching career with a lot of enjoyment and variety. I care for your success and happiness in your professional and personal lives.
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