Abstract
For many years people questioned the very existence of dyslexia. Comments muttered under the breath implying that middle class parents were using the word ‘dyslexia’ as an excuse for poor performance were not uncommon. The thought that a child could realistically be both dyslexic and gifted was inconceivable! As for those who were from non-white backgrounds - dyslexia was simply not considered a possibility! At a SCAA conference (late 1990s) on English as an Additional Language, issues relating to dyslexia and to high I.Q. were not explicitly included when debating and defining future government policy on language and literacy acquisition for this large minority of learners.
Today, attitudes and understanding have moved on. There is much research in areas of science, health and education which proves both the existence of the condition and offers a way forward through effective practice. As a result of this, Government policies and practice have changed in many parts of the world and the place of the dyslexic learner is now recognised. Practitioners and psychologists know that learners can be gifted in certain aspects of their thinking and learning whilst still struggling to put pen to paper.