She just sees it (her dyslexia) as her brain is wired differently.
A difference in wiring - so important to bear in mind in many situations ….
I remember a teacher in primary school showing all of us girls how to knit.
Our first project was knitting small teddy bears. Week after week, I click-clacked away laboriously. In the time it took me to produce a few meagre inches, the girl next to me had finished her bear and completed the front of a jumper.
‘You’ll have to try harder than that if you want to be a knitter!’ said my teacher in a snippy voice as she peered at my modest offering.
Why was I so slow and inept?
It was only as an adult that I realised the teacher had taught us right-handed knitting. I had no idea there was a method available that was more natural for left-handed people like me. It was a classic case of a mismatch between student and technique.
The unfortunate knitting episode gave me a small taste of what it might feel like to be dyslexic, to be taught in ways that are optimised for people whose brains are different - not better, not worse, just different.
Standardised tests, including CAT tests, have been designed with the non-dyslexic majority in mind. It’s interesting to imagine an amended test that would put extra weight on areas of cognition in which dyslexics tend to do as well as, or possibly even better than non-dyslexics.
Even if some teachers in hothouse schools believe that their one-size-fits-all tests and methods are fair, and that those who can’t conform and flourish should ship out, it’s so important that dyslexic students themselves realise their cerebral strengths, whether they are naturally inclined towards practical activities or more scholarly ones.
Good luck to you and your DS omgitcantbetrue! 