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As we learn we change the workings of minds. There are changes at the neural level of the brain.
Efficient learning results in good neural networks.
The following analogy comparing park paths with neural networks helps you think
about how children and people learn and how dyslexia/ SpLD matures.
Specific learning difficulty (SpLD) indicates
some learning is not as good as the rest of a person’s learning.
Put the other way up:
potential is shown by the learning that is better
than the learning that is difficult.
Find the way the good learning works
and use it to support the learning that is difficult.
We can maximise our potential
and minimise the SpLD.
The Oxford SpLD tutor group had just finished an end of term discussion
when Ginny walked over and said to Sally,
"I'm thinking of writing a book about all this, will you join me?"
Neither of them realised the significance of that meeting. It has changed the course of their lives.
The end products are yet to be counted but they include:
this series of 4 books covering all aspects of SpLD
a collection of new and creative ideas, thoughts and theories;
an interview with the BBC on 19 April 2018; and a recorded conversation for the Listening Project.
They are both dyslexic but differently, so their strengths and vulnerabilities balance out.
They have found enormous satisfaction and enjoyment working together.
The dyslexic world is never still or static; even now there are new contributions to make.
However, they will always be grateful for that day
when they set out on an immensely long but fulfilling journey.
Ginny Stacey is the author of these books. She discovered she was dyslexic in her 20s. She is a nationally recognised expert in the study of dyslexia/ SpLD.
She originally trained as a physicist, with 2 degrees in physics from Oxford University.
Wanting to play classical guitar required her to find out how her mind learns well. Curiosity lead to finding out how other dyslexic people learn.
Committed to helping other dyslexic people achieve their potential, she has developed a range of highly effective techniques for supporting dyslexic students that are now widely used in universities and colleges. Her method of convincing non-dyslexic people about dyslexia has been to run workshops with activities that generate dyslexia in their non-dyslexic minds.
Ginny developed the dyslexia support system at Oxford Brookes University from 1991–2004 and held a post at Oxford University from 2005–2007. She has been a freelance dyslexia consultant since 1991 and author since 2008.
Sally Fowler has been the backup crew for this series of books.
She stepped into the dyslexic world in her 40s
and it was a revelation to see the impacts of her dyslexia clearly.
She became an approved teacher for the British Dyslexia Association
with an M.A. in special education in 2004.
She has taught dyslexic children at school in both the state and private sector
and students at both Oxford University and Oxford Brookes University.
Since 2007 she has been a freelance support tutor.
She has taught at the Unicorn school, then a specialist school for dyslexics,
and is a member of the BDA and Oxford tutor group.
In Oxford she met Ginny Stacey: and the collaboration of two dyslexic minds has bought a wealth of experience to the series Living Confidently with Specific Learning Difficulties (SpLDs)