Towards a Neurodiversity Paradigm in the Education of Students with Dyslexia

Małgorzata Kowalik-Olubińska

doi:10.21697/fp.2024.2.1.7

Published: 2024-12-31

Vol. 14 No. 2.1 (2024)

Towards a Neurodiversity Paradigm in the Education of Students with Dyslexia

Małgorzata Kowalik-Olubińska

Pedagogical Forum

Section: Topic

https://doi.org/10.21697/fp.2024.2.1.7

Abstract

The aim of this article is to discuss dyslexia – one type of specific learning difficulties – through the lens of the neurodiversity paradigm. The paradigm distinguishes the differences between people, which are related to the unique patterns of brain function presented by them. With this view, dyslexia is analyzed as a positively perceived difference rather than a disorder. It is also the author's intention to consider the educational implications of this approach to dyslexia. The author considers the need for a holistic view of the dyslexic students’ development and their functioning at school to be essential in this regard. According to the author, this involves the need for teachers to recognize not only the difficulties and problems of these students, but also their strengths, abilities and talents. This requires teachers to develop an educational context that is friendly to students with different developmental profiles, a context that enables encouraging the potential demonstrated by these students.

Keywords:

learning difficulties, dyslexia, neurodiversity paradigm, dyslexic student-friendly education

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Kowalik-Olubińska, M. (2024). Towards a Neurodiversity Paradigm in the Education of Students with Dyslexia. Pedagogical Forum, 14(2.1), 87–96. https://doi.org/10.21697/fp.2024.2.1.7

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