Dyslexia should not be seen as an obstacle to research but as a cognitive force that could revolutionize the way problems are approached in many academic fields, according to a researcher.
- Dyslexia, often perceived as a difficulty, could actually enrich academic research thanks to the creativity and visual-spatial reasoning skills of people with dyslexia.
- These researchers think differently, creating new links between concepts and offering new perspectives. However, the rigid academic framework, based on linear and formal standards, limits these talents.
- By further valuing neurodiversity, the academy could benefit from unique contributions to address complex challenges, showing that dyslexia is an underappreciated asset for research.
Dyslexia is often thought of as a simple reading disorder, leading to difficulty deciphering words or avoiding spelling errors. But, more than an obstacle, dyslexia could prove to be a unique asset in research, providing creative thinking and visual-spatial reasoning skills that are undervalued in the academic world. At least that’s what Professor Edward Ademolu, of King’s College London, says in an article published in The Conversation.
Dyslexia, an asset for academic research
“Dyslexic minds have a different way of thinking that sometimes gives them a competitive advantage”explains the specialist, himself suffering from dyslexia. They are distinguished by their creativity and their ability to visualize concepts in space, identify patterns and establish connections between seemingly unrelated ideas. These skills allow them to approach problems from unexpected angles and propose innovative solutions, an essential asset in the field of research. In the humanities, for example, where qualitative analysis focuses on stories and experiences, these strengths can help explore more complex issues, with “a more holistic treatment”.
The fact remains that the academic world struggles to promote dyslexic minds: it still favors a linear approach, valuing speed of reading and writing, precision of details and methodical organization. “Academia is designed for people who think in straight lines, not loops”summarizes Edward Ademolu. As a result, they are limited not by their ability to grasp abstract concepts, but by formal details, such as spelling and formatting, which often prevent them from conforming to academic standards. “That’s when I realized: Maybe the problem isn’t me. Maybe it’s the system.”
Promoting neurodiversity for richer research
The perception of dyslexia in the academic environment often remains influenced by the disability model, which considers dyslexia as a “personal deficit to compensate”. Allowing additional time for exams or offering spelling checkers are therefore frequently implemented solutions. However, according to Professor Ademolu, the problem is not in the way dyslexic people think, but in the cultural and institutional barriers which ignore this cognitive diversity. For example, a reduction in reliance on written assessments could allow dyslexic minds to express themselves through visual supports, multimedia formats, or collaborative projects.
To truly benefit from dyslexic talents, the academy must go beyond the “simple inclusion” and adopt a “cultural competence” which embraces multiple forms of thought. This involves not only accepting differences, but also valuing them by adapting teaching and research structures, with more creative and diversified approaches.
