The Studying With Dyslexia Blog

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The 3 'D's' : What is the difference between Dyslexia, Dyscalculia and Dyspraxia?

I had a conversation the other day with a colleague about the word 'Dyslexia'.  It seemed odd that such a weird word would be used to describe a condition which is stereotyped because of the challenges experienced with reading and writing.

The conversation went on and we also talked about Dyspraxia and Dyscalculia too.  These are other conditions that aspects of are often a part of a diagnosis of dyslexia..

When a dyslexia test is performed these other conditions are often looked for and listed in the assessment report.

I thought that it might be useful to provide a definition for all three of those specialist 'D's '.

Dyslexia

The British Dyslexia Association published the video below that is a brilliant explainer for dyslexia.

On their website they define Dyslexia as:

Dyspraxia

The Dyspraxia Foundation has this definition on it's website.



Dyscalculia

The British Dyslexia Association also provide useful information about Dyscalculia.


You can visit the BDA’s specific page for Dyscalculia here.

Final Comments

I hope that this has been a helpful insight into the different conditions called Dyslexia, Dyspraxia and Dyscalculia.

As I have spent more time supporting families who have children and parents experiencing Dyslexia, I have developed my understanding of how understanding what these terms represent is important, but equally we must understand that each of these terms are umbrella terms for a specific range of strengths and weaknesses. If one child has a diagnosis of Dyslexia then their needs and their strengths will not be the same as another child with a diagnosis of Dyslexia. Every child and adult is differently affected by how these conditions present. Equally, we must remember that these conditions are closely linked and often overlap in terms of the challenges experienced. These are referred to as ‘Co-Occuring Differences’ and also include Autism Spectrum Disorder and ADHD/ADD. For parents new to this, it can at first be terrifying. The use of ‘labels’ makes it sound like someone with a diagnosis has a huge problem on their hands but that is far from the truth.

It is more helpful to think about the diagnosis as a way of understanding strengths and weaknesses but to use the labels to leverage getting support. A person who experiences any of these conditions only has a challenge if they are put into an environment that plays to their weaknesses. This is why it is important to work closely with schools and Local Authorities in order to gain ‘reasonable adjustments’ aka intervention and support, that helps a child to be able to interact within the education system on a fairer basis.

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