In recent years there have been several studies on the relationship between the high percentage of successful entrepreneurs who are dyslexic, in the UK. There have also been a number of studies that focus on the percentage of dyslexics who are part of the criminal population, which have brought the relationship between poor literacy and issues of social marginalization to our attention.
Looking at dyslexia from a social perspective, if the percentage of dyslexics in the population is close to 1/10 it would be useful to look at the wider implications of this figure on society and individuals.
What is its role in determining whether social exclusion and marginalization as a result of poor literacy plays a major role in the creation of entrepreneurs or repeat offenders?
We will explore this subject in relation to the film "Summer".
Film: Summer
(Scotland, 95 minutes, 2008)
Background:
Directed by Kenneth Glenaan, starring Robert Carlyle. This film portrays a dyslexic adult struggling with finding employment, featuring flashbacks of his experiences in school.
Scottish BAFTA award-winner (Best Directing in Film or Television, and Best Feature Film).
David Pollak was until recently a Principal Lecturer in Learning Support at De Montfort University Leicester (DMU) and a National Teaching Fellow. He has been professionally focused on dyslexia for 36 years, in all sectors of education. His series of conferences and public lectures on dyslexia and neurodiversity included workplace issues. David’s book based on his doctoral thesis, Dyslexia, the Self and Higher Education: Learning Life Histories of Students Identified as Dyslexic (Trentham Books) focuses on the voices of the students. He is also the editor of Neurodiversity in Higher Education: positive responses to Specific Learning Differences (Wiley Blackwell), in which the chapter on dyslexia proposes a social model. David’s website, brainhe.com, also supports the social model of neurodiversity.
Room: Christopher Ingold Auditorium
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Monday 2-11-’09 18:15
Richard Chipps, is a lecturer at De Montfort University in Design Management and Innovation, he is now in his 40 something, and was identified as dyslexic at the age of 17 by an art teacher who recognized the same traits in writing and spelling and cognitive style as he had, being dyslexic himself.
Richard Chipps is particularly interested in how multi sensory teaching approaches appropriate for dyslexics can be used to support neurotypical students, as well as dyslexic, so that all may achieve.
Presenter: Nim Folb,
will be introducing the speakers, and guide the discussion with the audience on the film in relation with the theme and the speakers experience.