INNOVATIONS AND INSIGHTS

n this issue we have a suggestion as to how the London Underground might be used to help dyslexics conceptualize their learning difficulties. We should very much appreciate any feedback from dyslexics amongst our readers as to how useful

this is. From my own perspective, I have often noticed that dyslexics do rather better at

three-dimensional, spatial skills. This suggests that a ‘gestalt‘ approach works well with them and this kind of mapping is something which may be very helpful. Using ‘Tony Buzan’-type mind maps can be quite helpful for dyslexics in terms of looking at inter-relationships between ideas and, of course, connections. This seems to be the kind of approach that is suggested by this contribution.

We have also found it helpful, both in our assessments and at the school, to explain to children the nature of their difficulties. This is usually done by presenting dyslexia as an individual difference in learning style, the difficulties being to do with the written language system itself. Describing it in terms of connections is, however, an additional conceptualization which I am sure will prove most useful.

I have been very pleased with the response from people concerning the Innovations and Znsighfs section. May I urge readers to submit material and, in particular, to write letters with their own comments and reactions.

MICHAEL THOMSON Easf Court School,

Ramgate, Kent

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ccc l076-9242/96/030208-01 0 1996 by John Wiley & Sons, Ltd.

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