Author Sascha Roos and illustrator Danielle Sheehy discuss this extremely important chapter in At Home with Dyslexia through its illustrations.
We need to transform attitudes towards dyslexia, and dyslexics can do that themselves by changing the language around dyslexia, claiming its strengths for themselves and never allowing others to lower expectations.
In this video, Roos and Sheehy discuss the key messages and illustrations in the penultimate chapter of At Home with Dyslexia, in which parents learn how to emotionally support their dyslexic child by fostering self-belief.
Recommended by Toe by Toe
'This is by far the best resource I have found as the parent of two dyslexic children. Out of all the documentaries, websites, seminars, podcasts and of course other books I have studied trying to educate myself on how best to support my little ladies, this provides the most relevant and necessary information in the clearest format. It has been great sharing snippets of the book with the girls, especially the view points of other people with dyslexia. Thank you for a great book!' - Amazon review
This book will empower parents by giving them the tools and strategies to deal with dyslexia, making them confident and knowledgeable in the process.
- a guidebook that is visually appealing, including bullet points, illustrations and short chapters, making it an easy to follow reference book for the busy (and often dyslexic) parent;
- practical and emotional support at home from primary to secondary school years, as well as how to deal with school and the education system;
- chapters that can be dipped into for useful day to day advice and tools to help at home , and for overall encouragement and reassurance;
- parents and children sharing their personal experiences and advice in their personal accounts - the challenges of dyslexia, possible solutions and successes are openly discussed and woven throughout the chapters, giving the guide an authentic voice.
Central to this guide is language of acceptance and celebration, emphasising a learning 'difference' rather than a 'disability', and a genuine encouragement of dyslexic abilities and strengths.