Specific learning difficulties (SpLDs) are complex and disruptive and play a huge role in the shaping and development of individuals. Despite this, the knowledge and understanding of SpLDs is limited, only being recognised by a few individuals and institutions and not by the general public. Dyslexia, dyspraxia and attention deficit hyperactivity disorder (ADHD) are all examples of SpLDs but how much people understand about them is questionable.
Learning Differences Not Difficulties Within the Creative Industry: A Natural Flair or an Escape from Academia?” is an investigation to discover whether people who live with a SpLD use it to escape routes of higher education or have a natural flair with stronger creative assets. This dissertation sets out to address the misconceptions there are surrounding these difficulties. A strong prejudice is that these individuals are lazy and venture into “easier” subjects. This is an extremely bold view, especially with the amount of research there is backing the successful and highly tuned creative assets found within these individuals.
This dissertation aims to inform anyone who is unsure about these difficulties. It will investigate the difficulties as a whole, how they affect an individual and in what things they excel. It will then look at the creative industry and explore the leading question.
1.0: Introduction to Specific Learning Difficulties
1.1 Neurodiversity
Specific learning difficulties (SpLDs) – “This term specific learning difficulties covers a number of conditions, and individuals may be described as having a diagnosis of any of the following…” (Kirby, 2013, 19-20) This quote from Amanda Kirby’s “How to Succeed in College and University with…:” effectively summarises the vast scale and quantity of SpLDs that are present within today’s society.
Physiological and educational research has excelled over the last thirty years, opening opportunities for which people with SpLDs would not be considered. Would you hire a dyslexic narrator? Or maybe a dyspraxic fielder for your cricket team? These sorts of stigmas and questions have created a gap between those with an SpLD and those without.
A major problem in today’s society is that there is a lack of understanding of the importance of learning difficulties and most importantly how common and destructive this can be. Neurodiversity is the concept of thinking beyond these difficulties and recognising and respecting them as any other human variation. These difficulties include those labelled with dyslexia, dyspraxia, attention deficit hyperactivity disorder (ADHD), dyscalculia, autistic spectrum disorder, Tourette’s syndrome and others. As a methodology it is an early concept but if we can apply its principles and objectives, neurodiversity is a priceless concept to grasp.
Before deciding to research and write this dissertation, I had realised that there was a huge gap between our society’s awareness, understanding and support structures for people living with an SpLD. It is a bit like a half empty glass of water, we know so much but there is still room for more, extending and expanding my research only clarified that for every full glass, there were many others half empty. This inspired me and after digging a little deeper, I discovered that the two glasses that were filled, not only had an understanding of these differences, but a tested, robust coping strategy, inspiring individuals to concur and excel. Almost every route, explored, exploited and deployed the avenue of creativity and therefore creating and fuelling the lead question of this dissertation.
This dissertation will challenge the commonly perceived perception that living and coping with one or more of these difficulties is escaping the traditional routes of academia and settling with the “easier” subject. Throughout this dissertation, SpLDs will be referred to as differences and not difficulties, as I believe they are not difficulties but part of who we are. In this dissertation I will focus on three differences that make regular appearances within the educational environment. These are dyslexia, dyspraxia and ADHD.
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1.2 Introduction to SpLDs
Dyslexia, dyspraxia and ADHD are three of the most common learning differences that our education system has to process alongside individuals who do not have these differences. This immediate gap between groups of children is one, if not the greatest, contributor to the stigma which surrounds these differences. How are we meant to run a successful educational system when we have individuals who are treated differently and are often subject to abuse or unhelpful comments, which could lead to low self-esteem and confidence issues? “WHY AM I SOOO SLOW!” (Taylor, Interview, 2016) and “I’m not dyslexic, I’m just stupid.” (Kristianne, Interview, 2016). These are common examples which crop up when talking about these differences. They are often inflammatory and are said because the differences are not understood. Another difficulty our society is facing with learning differences, is the majority of people ignore or completely reject the skill-sets and traits of these individuals, branding them as “lazy”, “unsuited” and not “challenging” enough to get the best grades which our society so desperately measures itself on.
With these SpLDs becoming increasingly common, is it not time we re-address the way we ask these individuals to learn? Better still, adapt the way we ask them to learn the vital skills which are required for day-to-day life. The evidence is out there, and results have proven that these individuals thrive on creativity and practical approaches, replacing weaknesses with an equivalent creative trait, thus supporting the argument that they have a natural creative flair.
It is commonplace to hear parents of dyslexics say that they knew that a particular child would be dyslexic because like his dyslexic siblings … even at the age of three … he was showing unusual skill in drawing or doing mechanical puzzles, or building models. (Armstrong, 2011, 75)
To begin to understand these differences, we need to start at the beginning. An overview into how a difference was discovered, researched and analysed, can play a huge role in understanding their positive influences. This will allow for a natural, educated and unbiased opinion on each difference and create a supportive environment for individuals to thrive in.
1.3: Introduction to Dyslexia
The understanding of dyslexia began in the late nineteenth century when a German psychologist, Adolph Kussmaul, later supported by another German psychologist, Rudolf Berlin, decided to investigate the differences in the reading and writing abilities of the time. Kussmaul had a fascination with adults and children who, despite a level of education, were still struggling to read and write effectively. A common finding was individuals forgetting simple instructions and tasks, whilst others seemed to struggle with simplistic literacy tasks. Through his own personal studies Kussmaul had identified what we recognise as dyslexia. Even with our years of research, we still do not fully understand dyslexia, and how it is perceived by others. “Most definitions of dyslexia are too narrow for they focus on unexpected difficulties with learning to read. In reality dyslexia is extremely complex.” (Grant, 2010, p.28). This extract from David Grant’s, ‘That’s the Way I Think” perfectly summarises the biggest misunderstanding which dyslexia and other learning differences face.
Dyslexia is complicated to explain. I think if I am being honest I have only grasped what it means to be dyslexic as I have grown older, but is still something I find difficult to explain. The common view of dyslexia is poor reading and writing skills. This is true, but is a very small proportion of the real picture. It affects everything I do and I think this is why I find it difficult to explain. I think this confusion and the desire to inform other people has helped me to write this dissertation. It has also helped to show me what potential people with dyslexia have, has made me ask questions about how we get others to see this too and to shift the perspective from doubt to believe. I personally believe that dyslexics hold unbelievable advantages, not just in the sense they think differently but that they are able to see the world in two different ways, the way it is, and a creative one. Along with interviews and research, I am hoping that my personal accounts of my differences will support and enlighten others to reach a universal goal of neurodiversity.
1.4: Introduction to Dyspraxia
Dyspraxia is also a “young” psychological condition and appears to be the dark horse of this dissertation. Throughout my research it became clear how little knowledge the general public has regarding it and how little institutions and support industries actually know. I conducted a research survey to see how much the general public knew and understood regarding these differences. Like most things there is a small level of understanding, but as a society we have completely misunderstood it. We have taken an early idea and have naively focused on the most obvious traits (lack of gross and fine motor skills). Dyspraxia, along with almost all the others, has visible difficulties, (which will be covered in chapter 2), these are seen through one’s motor, audio and speech abilities. Research has shown that there is a psychological background to the condition, raising questions as to whether we have approached or studied it with a narrow or open mind.
Dyspraxia is definitely something that I underestimated. I think people need a first-hand account of it to gain an understanding. Dyspraxia affects many aspects of my life but in a subtler way, you do not always know you are finding something difficult. Current research into dyspraxia has enlightened even myself. Along with difficulties self-regulating, it explains why I cannot handle and struggle to feel comfortable in small or busy environments with loud noises or music. It explains why I found coordination and learning skills involving movement difficult. It is very complicated to explain. How often do we actually think about how we catch a ball, walk or run in a straight-line, or write or type out work? The answer is not much at all, but I have to think about these things continually as there is usually something about these actions I will find difficult.
1.5: Introduction to ADHD
Out of all three differences, ADHD has been the one with the biggest stigma and confusion. Whilst British medical records began discovering and publishing reports on this difference in the early 1900s, the condition has been present for a considerably longer time. One of the earliest discoveries and documented accounts of ADHD was recorded by Scottish physician Alexander Crichton. Crichton wrote a chapter in an early medical journal entitled “Diseases of Attention” and once translated and studied by today’s researchers, has been credited with the earliest and most accurate documentation of the condition. Since then our understanding has rapidly expanded. We now know what common difficulties and perceptions connect these individuals together. We also have more scientific and detailed explanations to some traits seen in these individuals. More details will be discussed later in the dissertation.
This is the most annoying difference that I have. I feel like I spend a lot of my time wishing I did not have ADHD. It is like living with a hurricane in your head, nothing stays still, not even for a second and this can be seen through my inability to stay still or be silent for a second. It definitely feels like life is lived at such a high pace it is no wonder I am prone to missing the smaller details and only doing three quarters of the job. I feel like I have somewhere else to be, or something else to do. This, as you can imagine makes things quite stressful and with a very literal way of thinking, makes things extremely frustrating. I tend to dive straight into something without thinking. This has calmed as I have got older, I am able to at least think (even for a split second) about something before engaging in it. I think it affects more than I realise, almost every aspect of my life.
1.6: Summary
Above is an initial introduction to each of the SpLDs. The following chapter will introduce the perceived and actual difficulties these differences create. They are not exclusive, commonly one of these differences will affect every aspect of an individual’s life, often with a stronger presence in one area than another and commonly including learning and personal organisation.
2.0: The Perception and the Reality of Living with an SpLD
2.1 Establishing the Origins
With the vast amount of skills and traits within our world it is fair to be confused over the specifics, the same can be said for SpLDs. Outside the focus of this dissertation there are many other learning differences which are present in today’s society and like everything else there is a split between the understanding and acknowledgement which each difference deserves. The goal of neurodiversity is not one of accepting and moving on, but to accommodate and celebrate the unique aspects these individuals possess and utilise every day,
The term “neurodiversity” is not a sentimental play to help people with mental illness and their caregivers “feel-good” about their disorders. Rather, it is a powerful concept, backed by substantial research from brain science, evolutionary psychology, anthropology, and other fields, that can help revolutionize the way we look at mental illness. (Armstrong, 2011, 25)
Before we can form arguments about positive and negative influences, we need to understand the basics and outline what forms these differences and where they begin. “If the human brain were so simple that we could understand it, we would be so simple that we couldn’t.” (Emerson M. Pugh) This quote introduces the complexity of this section beautifully. Our brain is by far the most complicated and diverse organ within our body. It controls virtually everything within our body and is the centre point of attention when it comes to learning differences. The brain is our control centre, everything from our memories to reactions run through it. Electrical impulses control our thoughts and actions whilst feelings and emotions are found through chemical changes. A full understanding of the brain would be impossible to fit into this chapter so the research has been condensed into the main points which help to explain and justify why SpLDs affect people the way they do.
Our understanding begins with the basic structure of the brain. It is divided into three main regions, the forebrain, the midbrain and the hindbrain. Each of these regions house one of three key parts of our brain. The forebrain holds the cerebrum, the midbrain houses the cerebellum and the hindbrain is where the brain stem is located. Each of these three regions control specific functions. These three regions can be further broken down into specific areas. The cerebrum, the principal part of the brain is located at the front of the skull and consists of two hemispheres, left and right. It is responsible for the integration of complex sensory and neural functions and the initiation and coordination of voluntary activity. The cerebellum, the part of the brain at the back of the skull coordinates and regulates muscular activity. The hindbrain, the lower part of the brainstem, comprises the pons and medulla oblongata. Research has indicated that these three regions of the brain for a dyslexic, dyspraxic or someone with ADHD, are all impaired in their respective ways.
Figure 1 – The Regions of the Brain (National insitiute of Neurological Disorders and Stroke, website, 2015)
Whilst we know these regions are affected, it is even harder to understand how. The easiest way would be to understand the things these individuals find difficult and source them back to the brain. Learning differences are like icebergs, I like this analogy as I think it perfectly summarises what it is like to have an SpLD. We all imagine an iceberg as a small floating piece of ice, (the differences most people can see), but we have no idea how large it actually is beneath the surface,(the differences that are not visible or understood). I have discovered this analogy many times before, but honestly had never really visualised it. Researching has made complex messages that little more simplistic. [Refer to items one, two and three of the appendix for more focused research results regarding these SpLDs. These were research questionnaires I published.]
As part of my research, I asked the general public for their knowledge and understanding of each difference. Using charts from David Grant’s “That’s the Way I Think” (Grant, Book, 2010)
As an initial starting point. I used my survey to see how SpLDs are understood by the public. I was looking at the perceptions and understanding of the public against that of proven fact and research.
[See appendix for full survey results]
2.2: The Reality of Dyslexia
Dyslexia is the most established and commonly known difference covered in this dissertation. The research survey I published showed that 94% of respondents had heard of dyslexia and 100% said they knew someone with it. When asked if they had an understanding of what dyslexia is and how it affects someone, the results all focused on what I call the “visible” difficulties; “difficulty with words and numbers” (Respondent 21, 2016); “Mixing up letters in words. Not relating the characters on the page to make words” (Respondent 18, 2016). Often associated with reading and writing, many describe having dyslexia as looking at a page and the words moving, many find a yellow (or other coloured) overlays helpful when reading (Respondent 15, 2016). Most respondents had an understanding of an aspect, but only a few responses had a clearer understanding of the difference. “Learning difficulty that can entail a variety of different processing related symptoms. For example, organisational difficulties, reading difficulties, or decreased speed of processing information. (Respondent 5, 2016).
[See figure 2 to see more about the difficulties which these individuals face].
Sections 2.3 and 2.4 (along with the current one) contain two graphs. One is a collection of results from a professional test (Grant, The Way I think, 2005) [Figures 3,6,9] and a collection of results from my survey (Author own, 29:09:2016) [Figures 4,7,10]. The graphs were used to draw a comparison between the established view of each difference and the public’s perception. My research survey has been expanded for research purposes. The main areas to note are as follows. Reading and writing, spelling, verbal comprehension, working memory, perceptual organisation and processing speed (Grant, The Way I think, 2005), correspond in both graphs. However my survey included extra parameters to see if the public considered these to be a part of the difference in question.
Figure2– Dyslexia Iceberg (Author own 09:08:16)
Figure 3 – Dyslexia test results – (Grant, 2005,That’s the Way I Think)
Scale of ability
[Figure 4 – Survey Results – Specific Learning Difficulties – Understanding. Dyslexia]
2.3: The Reality of Dyspraxia
The general understanding of dyspraxia was another surprise from my research. A naive perception on my behalf thought it was an established learning difference and understood within our society. My research has shown me that the actual understanding of dyspraxia is extremely small. It is definitely something people have heard of but do not truly understand, “absolutely no idea, I‘m guessing maybe speech?” (Respondent 1, 2016), “I never heard of dyspraxia” (Respondent 3, 2016). Again the saving grace from my research was specialist knowledge from individuals who had experienced dyspraxia or knew of someone with it; “Dyspraxia has made me struggle to play racket sports such as badminton and tennis” (Respondent 7, 2016), “Having difficulties with spatial awareness, holding pens and pencils, dressing, motor activity and coordination” (Respondent 10, 2016).
[See figure 3 to see more about the difficulties which these individuals face]
Figure 5 – The dyspraxia iceberg (author’s own, 09:08:16)
Figure 6 – Dyspraxia test results – (Grant, 2005,That’s the Way I Think)
Scale of ability
[Figure 7 – Survey Results – Specific Learning Difficulties – Understanding. Dyspraxia] Please refer to figure 4.
2.4 The Reality of ADHD
Attention Deficit Hyperactivity Disorder (ADHD), is by far the most devastating and misunderstood difference covered in this dissertation. It can have extremely damaging effects to those exposed to it and those suffering from it. ADHD is the most visible difference of the three. It is distinctively unique to that of dyslexia and dyspraxia, but more importantly it has the least amount of empathy surrounding it. Individuals with ADHD can be perceived as extremely hostile, not in the sense of out-going aggression or a desire to hurt or inflict suffering, but socially hostile. These individuals are visibly different and in social situations people tend to be less accepting. “Often associated with overactive, highly emotion led people who are “trouble makers in a learning environment” often as they may sometimes get distracted easily, although this is not always true, some people with ADHD may have a lot of energy yet this does not mean they are trying to distrust someone” (Respondent 15, 2016). My survey had a mixed collection of responses for ADHD. The one above best summarised the difference.).
[See figure 4 to see more about the difficulties which these individuals face].
Figure 8 – The ADHD iceberg (author’s own, 09:08:16)
Figure 9 – ADHD test results – (Grant, 2005,That’s the Way I Think)
Scale of ability
Figure 10 Survey Results – Specific Learning Difficulties – Understanding.
ADHD] Please refer to figure 4.
It is fairly clear from my survey that the general public has a clear understanding of the obvious traits related to a difference but do not understand the more subtle yet destructive traits.
2.5 In the Context of the Brain
How do these differences actually affect an individual? The quotes above barely scratch the surface, but provide an initial overview to the deeper and bigger situation at hand. As mentioned earlier, the brain is the focus point. Fortunately, the three differences all have similar influences in similar areas and structures. All three differences affect short term memory, this trait is located in the temporal lobe (around the side of the head). Short term memory is where we process and store recent pieces of information. often referred to as ‘working memory’. This is where we process instructions, “I need to put the washing out” for example. Information is passed through here and stored for a short period of time. Dyslexics and dyspraxics also have trouble with higher brain functions. This region is located at the front of the skull, and is one of the most powerful and advanced of the human brain. This is where we start to be defined as an individual. Self-regulation, planning, emotional expression, reactions and inhibition, are just some of what this region deals with, no wonder it is powerful! Depending on the development of the dyslexia or dyspraxia, there is a possibility that the Broca’s area (speech and language processing) could also be affected. (ADHD is more complicated and will be covered in the next paragraph). The language processing region is where dyslexics gain their commonly known trait from (reading and writing). This region of their brain is slower at grasping and recalling grammar and speech, sounds and dialects can also be affected. This region is significantly slower in development compared to non-dyslexics. However, this is extremely important in the understanding of dyslexia, because once it is tied in with a dyslexic’s slow processing and lack of short-term memory, we can begin to see why they struggle. Dyspraxics are very similar. Removing their weakness to grasp and understand grammar and speech, their difficulties lie in the processing and application of thoughts and skills (this area is the cellebrum) which again is slower during development.
ADHD is a different picture. Although the difficulties share themselves with that of dyslexia and dyspraxia, they originate from a different cause. ADHD is believed to be caused by a chemical imbalance of dopamine (one of the neurotransmitters that allows electrical impulses to flow throughout the brain. Each end of our brain’s neurotransmitters have a small concentration of proteins called dopamine transporters and their job is to regulate the amount of dopamine passing through them on each command, similar to a tap regulating the flow of water into a sink. Research has shown that people with ADHD produce too much dopamine and do not have enough transporters to control and regulate this increased amount. To go alongside this, scientists have also discovered that the frontal lobe of the brain is three times smaller than that of a child without ADHD.
How does this affect the individual? Our brains are designed to control and regulate our emotions and actions, this is done through the balancing of electrical impulses and chemical levels. One of our brains greatest assets is the ability to organise thoughts and self-sooth (regulating our emotions). This process does not happen in an ADHD individual, and is believed to be the origin of the need to be constantly busy. There is no filter regulating the unnecessary information or emotions of the current situation or environment.
How does the regulation of emotions and thoughts affect our day-to-day lives? Well to be honest it affects almost every aspect. A lot of our thought processes are driven through our understanding of emotion, one affects the other and vice versa. So without regulation or the ability to “self-sooth” individuals with ADHD just deal with the situation in front of them without thought of the current or future consequences of their actions. This is worryingly summarised by the following quote.
Fifty to seventy percent of ADHD children are utterly rejected by close friendships by second grade. It is in fact one of the most devastating consequences of this disorder. It is this inability to make and keep sustained relationships with other people. (Barkley, online video, 2014)
To put this into perspective, second grade education in America and Canada is our third year, so in other words half way through junior school, and with secondary school just on the horizon, this is a very worrying and upsetting statistic.
2.6 Personal Experiences and Examples
‘I’ve got them all Dyslexia, ADHD and dyspraxia.” “if you don’t let me interrupt I’ll forget what I was saying and that might be the best part’. (Bailey, Newspaper, 2016)
Dyslexia
I feel people never know how to respond when I say what I am struggling with. There are somethings we all experience from time to time, but that I struggle with all the time, such as, time-management, my memory, my anxiety. People do not want to know, they have no time. That is the point though, I do not have time to worry or struggle with these things, but I do, constantly, which is the problem. It is not uncommon for someone to comment on the fact that I am always working. I am always doing something and will not stop to see them or speak for five or ten minutes. It has cost me a lot of friends and potential friends, but the fact of the matter is I need this time, I will never work for two hours and get everything done. It is more likely to be around six or eight. It is the worse side of having dyslexia.
Dyspraxia
It is horrible to be perfectly honest, the word organised will never be associated with you. A dyspraxic life is messy, your thoughts are messy, your environment is messy (or at least you make them that way) and your actions are messy. (You are the guy who runs the long way round whilst your class has gone the quicker and shorter route). Your day is much more clumsy, you do small things that get you into an uncomfortable situation and before you know it you have wasted an hour composing yourself. Everything is about time, and unfortunately you cannot use it effectively. You can appear weird. I am very well known for meeting someone new (or reuniting with someone after a long period of time), introducing myself and dropping something. (I did it the other day before starting a new group project). It makes you look, well, I’m sure you get the idea. It is small things like this that the can be very damaging and can cause more stress than people realise.
ADHD
I feel like I am an outsider, things do not excite others as much as they excite me. Then I remember I find the smaller things more engaging, so you can imagine what the bigger things would do. Everything is at a fast and uncontrollable pace, this is dangerous for everyday life. Adding in the other two differences, I sometimes wonder how I have done as well as I have. It is not a peaceful life, everything builds up and you have no real means of dealing with that stress, because something else will distract you and that in turn becomes part of the problem. People do not always understand that ADHD is a very immediate difference, everything affects the now, the concept of waiting or being delayed does not work in my head. If it needs doing it has to be done quickly, a slower process is a sure way to lose my attention.