'They labelled me ignorant' : the role of neuroscience to support students with a profile of dyslexia

Abstract

Dyslexia is usually associated with individuals who have difficulties with reading and writing. Although the challenges and positive skills associated with dyslexia have been described in a number of research studies, the underlying factors that cause dyslexia remain unclear. In recent years, there have been attempts to link neuroscience research to educational research in order to try and better understand the causes of dyslexia improve diagnosis and increase the effectiveness of intervention programs. This chapter tries to develop a link between the narratives of Maltese students with a profile of dyslexia and current scientific research in neuroscience. Based on a qualitative approach, the chapter (1) gives voice to students with a profile of dyslexia and the space to tell their personal story, and (2) reviews the literature to demonstrate the importance of neuroscience as an interdisciplinary response to the educational debates surrounding dyslexia. Evidence from the student narratives and the neuroscience literature are then used to establish dyslexia as a real learning difficulty, to emphasise the importance of early diagnosis and intervention, and to highlight the implications for policy making regarding dyslexia in educational practices.