d. m. arney, m.a.

A rather unfortunate effect of the high intelligence found in most individuals with dyslexia can occur when coping strategies are employed for moderate to great success in dealing with learning difficulties. This means that individuals who are able to figure out ways to adapt, even if they are not productive of lasting strategies, are less likely to be seen as having a learning difference. I worked through an examination of one student this last week and discovered a complex web of contradictions in this student’s data, yet I was certain of a root issue consistent with dyslexia. Something similar happens with AD/HD, where any ability to focus is seen to negate the possibility of having the disorder. In both cases, we need to be very careful to analyze not only what a student does, but how he or she accomplishes the task. Focus on outcomes will miss the sometimes painful effort required to achieve normal looking results, and will ultimately result in burn out or health problems related to stress.