Dyslexia

in the w

orkplaceA

guide for unionsSecond edition

by Brian H

agan

Trades Union C

ongressC

ongress House

Great R

ussell StreetLondon W

C1B

3LS

(t)020 7636 4030

(f)020 7636 0632

ww

w.tuc.org.uk

ISBN

978 1 85006 832 7£10 (£2.50 for TU

C unions)

Printed by W

yndeham G

ait July 2008

q

This booklet was designed in accordance w

ith guidelinespublished by the B

ritish Dyslexia A

ssociation.

About the author

Brian H

agan has been a trade union mem

ber for more than 33

years and has previously worked as a senior personnel m

anagerand head of m

anagement consultancy in both the public and

private sectors. Having qualified to teach adults w

ith dyslexia atU

niversity College London, he now

specialises in helping dyslexicem

ployees and their employers identify w

orkplace adjustments to

mitigate the effects of dyslexia in the w

orkplace, and in providingcareer advice and training for adult dyslexics.

He is happy to provide a free initial consultation to trade union

mem

bers/representatives and can be contacted onbhdyslexia

@yahoo.co.uk or tel: 020 8348 7110.

Introduction. ii

Section 1. What is dyslexia? 1

Section 2. Dyslexia in the workplace. 3

Section 3. Assessing dyslexia. 10

Section 4. Dyslexia and disability law. 12

Section 5. Dyspraxia. 17

Section 6. Promoting awareness. 19

Section 7. Further information. 20

Appendix 1: Everyday activities checklist. 22

Appendix 2: Workplace dyslexia checklist. 23

Contents

Dyslexia in the w

orkplace

Text written by Brian Hagan for the TUC, summer 2004, and updatedand revised in spring 2008.

The information in Section 5 is from Dr Sylvia Moody's article ‘Dyslexia in the Dock’, published in ‘Dyslexia Review’: Vol. 13, No.1.

The contribution of Dr Sylvia Moody and Mary Colley is gratefullyacknowledged.

We originally wrote this guide in 2005,principally for trade union members

and their representatives. The text has beenrevised in the light of the DisabilityDiscrimination Act 2005, new case law andpersonal experience of good practice inboth the public and private sectors. In it weaim to help foster a fuller understanding ofdyslexia and its effects on employees as abasis for:

� Promoting the rights of employees withdyslexia; and

� Encouraging the effective workingpractices that result from putting thisunderstanding into practice in theworkplace.

More specifically we provide advice on howto:

� Gain a working knowledge of dyslexia andits major effects;

� Identify whether an employee’sworkplace difficulties might result fromtheir dyslexia;

� Confirm whether or not they havedyslexia;

� Confirm whether they are protected bythe DDA, which requires employers to make‘reasonable adjustments’ to ensure dyslexicemployees are treated no less favourablythan their colleagues;

� Negotiate with employers on the basis of good practice and case law whereappropriate.

In Section 5 we consider dyspraxia, arecognised medical condition that sharessome of the features of dyslexia and manyof the same solutions.

Introduction

Dys

lexi

a in

the

wor

kpla

ce

ii

The British Dyslexia Association (BDA)estimates that between four and ten per

cent of the population is dyslexic, a figuresupported by the Government’s ownresearch. This means that up to 2.9 millionworkers may be affected.

The extension of the DDA in October 2004 to cover all employers, regardless of size,means that most dyslexic employees arenow protected by law.

However, we have only recently acquired asatisfactory understanding of dyslexia.Considerable numbers of dyslexic employeesare undiagnosed, with all the practical andemotional difficulties this causes them bothinside the workplace and out.

From the outset we should note that theterm ‘dyslexia’ covers a broader range ofdifficulties than simply poor literacy skills.

Leading expert Dr Sylvia Moody writes:

Dyslexia is often regarded simply as adifficulty with reading and writing, but infact literacy difficulties are no more thansurface symptoms of weaknesses inshort-term memory, informationprocessing, perceptual, spatial and motorskills. The literacy (and numeracy)difficulties associated with these may be

severe and obvious, or they may be moresubtle, manifesting themselves ingeneral slowness rather than inaccuracyin tasks involving written English. Othersurface symptoms include difficulties inmanaging, organising and recallinginformation, and personal organisationand timekeeping. These difficulties aremade worse when dyslexic employeesare put under pressure.

By the time a dyslexic person reachesadulthood they will probably have beenstruggling for many years with difficultiesthat may never have been recognised orunderstood. The original difficulties arelikely to be bound up with many unpleasant emotions, including anger,confusion, embarrassment, anxiety anddepression. Confidence and self-esteemmay also be low.

But many dyslexic employees havestrengths in other areas including:

� Creativity;

� Lateral thinking;

� Problem solving;

� Visual and spatial thinking; and

� The determination and ability for the hardwork necessary to overcome many of theirdifficulties.

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What isdyslexia?

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An assessment of dyslexia, and the self-awareness this brings, coupled with theimplementation of reasonable adjustmentsat work, can reveal latent strengths andabilities in dyslexic employees. In turn,employers can be helped to see dyslexicemployees as competent workers withdifferent patterns of strengths andweaknesses, rather than as problems.

It is important to recognise that mostdyslexic employees are not ‘stuck’ as aresult of the difficulties mentioned above.These problems can be effectively resolvedthrough a combination of:

� Recognition that they have dyslexia;

� Appreciating the full range of potentialdifficulties this entails;

� Reasonable workplace adjustments; and

� Specialist information technology andrelevant training.

Most dyslexic employees are entitled to‘reasonable workplace adjustments’ underthe DDA, and may receive assistancethrough the Government’s Access to WorkScheme to help implement them.

The role of the union.Union representatives need to be aware ofdyslexia issues and be able to empathisewith their members. They should focus oncommunicating to colleagues andemployers:

1. The very real psychological andsocial reasons behind apparently

‘difficult’ or withdrawn behaviour.

2. That these difficulties arefrequently the result of many

years of harsh criticism anddiscrimination. For many dyslexicemployees the recognition that they aredyslexic is the first step on the road toreclaiming their lives.

In this guide we explain:

� What kind of working environment will bedifficult for someone with dyslexia;

� What kind of adjustments to negotiatewith the employer to put this right; and

� How to call upon the law to protectdyslexic members from unfair treatment ifconsensus and negotiations fail.

Discrimination suffered by dyslexicemployees can be even worse if they arefrom an ethnic minority. Unionrepresentatives will need to be particularlycareful to identify and challenge racialstereotyping.

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Many people with dyslexia are unawareof their condition and as a result may

experience anxiety, frustration and low self-esteem at work. This is particularlylikely when they have not received adequateadvice on how to manage their job and theirbest efforts are still seen as unsatisfactoryby peers and supervisors.

Case study 1 below shows the potential forunions to achieve satisfactory outcomesthrough negotiating from an informedposition.

Reasonable adjustmentsfor dyslexic workers.

What is reasonable?

The requirements for reasonableadjustments will differ from case to case. Indeciding what is reasonable, trade unionrepresentatives, managers and dyslexiaconsultants will need to consider:

� the size of the organisation

� the nature of the job

� the individual’s needs

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Dyslexia in theworkplace

Dyslexia in the w

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Case Study 1 w

In the case of Francis, managers ignored the fact that perceived problems with hisperformance were directly attributable todyslexia. They initially treated his clerical,spelling and filing errors as a disciplinaryand capacity issue. Even when Francis wasidentified as dyslexic, and Access to Worksupport secured, managers chose to ignoreexpert advice and dismiss him forincapacity.

However, specialist assessment hadidentified Francis’s dyslexia as a disabilityunder the terms of the DisabilityDiscrimination Act (DDA). Correspondencebetween the union and employer showedthat managers could have, but failed, tomake reasonable adjustments.

This led to the company:

� Withdrawing their tribunal defence of thedismissal;

� Paying significant damages to Francis;and

� Providing a satisfactory reference.

Equally importantly, the trade union intervention helped restore a youngemployee’s sense of worth. Francisrecognised that he was not to blame, andthat many of his workplace problems weresolvable if the employer had followed goodpractice. He is now thriving, having movedto, and been promoted within, a moredyslexia-aware employer.

3

And whether the adjustments:

� Are practical;

� Are excessively expensive – bearing inmind the size of the organisation, theresources it can access and the nature of itswork. This is unlikely to be the case whereAccess to Work assistance is provided;

� Will significantly reduce the disadvantagefaced by the dyslexic employee;

� Could cause serious disruption to othercolleagues.

This needs to be balanced with the findingsin Archibald v Fife Council (2004) IRLR 651in which the court stated that the duty tomake adjustments may require theemployer to treat a disabled person morefavourably to remove the disadvantagewhich is attributable to the disability. Thisnecessarily entails a measure of positivediscrimination.

When obtaining advice on workplaceadjustments in respect of dyslexia trade unionrepresentatives should ensure that it covers:

1.The nature of the individual’s dyslexia;this should be obtained from their

diagnostic assessment and will normallyoutline the general features of dyslexia andan individual’s particular pattern ofstrengths and weaknesses.

2.The requirements of the job and itsrelated task and competence

requirements, as well as the requirementsof any associated training and assessment.

This process enables those involved toidentify job and/or training requirementsthat are likely to place the dyslexicindividual at a substantial disadvantage inrelation to their peers (e.g. the requirementto read large quantities of material to tightdeadlines) and to consider adjustments thatwill mitigate the effects of this aspect of theemployee’s dyslexia (e.g. specialist skillstraining coupled with text reading software).

The advice should then explore potentialadjustments with the dyslexic individual,their manager, and a trade unionrepresentative to determine:

� The organisation’s and individual’spriorities, in relation to dyslexia and jobperformance.

� The organisation’s and individual’simpressions, understanding and objectivesin relation to these priorities.

The subsequent ‘reasonable adjustmentsreport’ should contain timed and costedrecommendations that reflect the input ofstakeholders and provide a phased andintegrated delivery plan for theadjustments. This plan must havemanagement agreement and ownership ifthe recommendations are to succeed.Successful projects are usually co-ordinated by a human resourcesmanager, who ensures that the dyslexicemployee and individuals supervising themare supported across agreed timescaleswith the agreed resources.

A typical programme of recommendedadjustments.

Typically, a recommended programme ofadjustments will comprise:

� Specialist one-to-one dyslexia skillstraining. This training is designed to help thedyslexic employee work more effectively andovercome common dyslexic problems suchas work planning and time management,effective reading, literacy skills includingwriting and spelling strategies, and short-term memory problems. Such programmesnormally last six months and are effective inpromoting the skills development necessaryto underpin the acquisition of more specificjob-related skills.

� Training in assistive technology andtechnological aids, their functions andpurpose. Training in this area will assist thedyslexic employee gain proficiency inspecialist hardware and software, andsubsequently use specific applications toimprove performance in areas including:

a) Speed and accuracy in reading andwriting;

b) Planning and presenting writtendocuments;

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c) Recording and recalling discussions anddecisions;

d) Organisation, planning and monitoring ofwork.

The hardware and softwarerecommendations would normally includeitems appropriate to the trainee’s needsfrom a range comprising:

� Texthelp advanced read back and textproofing software.

� A digital recorder or dictaphone forrecording meetings and trainingprogrammes to allow the dyslexic employee to focus on grasping conceptsrather than note taking; this can also beused for orally ‘jotting down’ remindersand ideas as they occur, particularly duringon the job training, thus reducing theburden on short term memory.

� Dragon Gold dictation software, whichallows the dyslexic employee to dictatedirectly to MS Word and other packages,significantly increasing speed and accuracy.

� A Personal Digital Assistant (PDA), like aBlackberry, which offers many laptopfunctions, but is fully portable. Functionsinclude time management and note takingtools, and the PDA can be used to setalarmed reminders for appointments,create to-do lists, and read and editdocuments.

� Software packages, such as Mindgeniusor Inspiration, which facilitate the creation,planning and production of reports andpresentations.

Other workplaceadjustments.Besides specific adjustments, there areother ways an organisation and colleaguescan plan, allocate, monitor and evaluatework and performance in dyslexia-

supportive ways. They generally involvedyslexia-awareness training for thoseinvolved in managing and training thedyslexic individual in ways that addresstheir strengths and weaknesses, andidentifying simple changes to forms,systems and procedures that can help thethem work more effectively. The resourceson page 20, allied to external professionaladvice, can assist in the customising ofadjustments to individual workcircumstances.

Reasonable adjustmentsand recruitment selection.Recruitment and selection procedures mustnot discriminate against potential dyslexicemployees by using methods which treatthem less favourably than non-dyslexiccandidates.

In general terms they should:

� Assess only the knowledge, skills andexperience required for the effectiveperformance of the job;

� Do so in ways which are as close to thecircumstances of that job and itsperformance as possible;

� Ensure that the panel has anunderstanding of dyslexia based on theinformation in this booklet, and understand how dyslexia might affect acandidate’s interview performance.

For example, it would be reasonable for anemployer to waive written tests if writingwere not a significant part of the job appliedfor. Dyslexic candidates could be allowedmore time to complete such tests.Instructions for manual tests could beclearly read aloud to the candidate oraudibly-recorded to avoid dyslexiccandidates being penalised due to problemswith short-term memory.

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The importance of effectiveinduction training fordyslexic employees. As a general principle adjustments should be made at the earliest possiblestage of an individual’s employment, and bebased on the needs assessment processidentified above. This is important for twomain reasons:

� Firstly, the achievement of jobcompetence relies on the acquisition ofknowledge and/or skills, and thesupervised/assessed practice of thatknowledge and/or skills in real or simulatedsituations, to enable refinement of thatpractice through rehearsal and/orstructured feedback from a competenttrainer/supervisor.

If a dyslexic trainee experiences barriers toacquiring knowledge and/or skills, such aspoor reading under time pressure and poorshort term memory, they are likely to fallbehind when building the knowledge andskills base necessary to participate fully intask performance and assessed practice.This will usually be because they will nothave had the time necessary to read,comprehend and consolidate theinformation required to fully understandsubsequent assessments/training/discussions. This is particularly likely in anintense induction period. It is therefore vitalfor adjustments to nip this potential area ofsubstantial disadvantage in the bud byproviding assistance to the new dyslexicemployee to read, comprehend, remember

and consolidate induction information morequickly and securely, through, for example,specialist tuition in reading and memorytechniques, and by using searchable textreadback software.

� Secondly, adjustments should be made atthe earliest possible stage of an individual’semployment in order to reduce the dangerof colleagues making incorrect assumptionsabout the underlying reasons for perceivedinefficiency among dyslexic employees.

Fitzgibbon and O’Connor (2002 pp103-108)explain this process as one where dyslexicemployees who take longer than theexpected time to become proficient inremembering or applying newly taughtknowledge or skills, come to be seen asincompetent, lazy or poorly motivated, andas a consequence of this attract reprimandsor negative feedback. Such circumstancescan create a difficult learning environment,where those who would normally beproviding support become lessunderstanding and even explicitly critical.They also reduce a dyslexic employee’slearning efficiency and confidence.

My own practice confirms this process. Ihave consistently found that if a trainer orsupervisor explains a task on severaloccasions and a dyslexic employee withoutcoping strategies fails to pick it up, thesupervisor is left with two apparentlyplausible explanations – lack of employeemotivation or lack of competence. Instead,the reality is often that the adjustmentsnecessary to enable the trainee to, forexample, read more effectively, take notesusing a digital recorder, or work ondeveloping coping strategies as part of aprogramme of dyslexia skills training, havenot been made.

To break the potentially vicious cycle of‘perceived inefficiency � reprimand �poorer employee performance and learning’ it is therefore vitally importantthat adjustments are made for dyslexicemployees from the start of theiremployment.

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Case Study 2 w

Anne’s experiences illustrate how a lack of awareness by an employer can lead tomistaken perceptions of an employee’sperformance. We show how expertassessment and intervention can preventdiscrimination. We also identify practicalmeasures to help the organisation and theindividual.

The impact of poorly organised workprocesses. Anne worked in the finance section of amultinational company and was managedby an experienced and highly task-orientedsupervisor. Her work was frequentlycriticised by her supervisor, as was herattitude and timekeeping. Before herassessment it had been suggested that shewas ‘slow’ and disciplinary proceedingswere underway. (In fact Anne’s IQ, like thatof many people with dyslexia, wassignificantly higher than her written worksuggested, and was above average.)

Anne’s work required her to understand andfollow several sets of detailed procedures.This is precisely the sort of work that willcause difficulties to an unrecogniseddyslexic who has not received remedialtraining, and who is operating in a dyslexia-unaware environment. For example, Annefelt that when she had problems with herwork, detailed verbal instructions were notalways clear or consistent. The absence ofcomprehensive written instructions madeher difficulties in getting guidance worse.

Avoiding interruptions to the dyslexicemployee’s work.Anne’s department had an ‘open door’policy. Any internal client could ask forwork in person at any time, whether thisinterrupted ongoing work or not. Such an

approach is a major problem for staff withdyslexia. Where work requires sustainedconcentration over a significant period, it is important that employers provide anenvironment that allows dyslexicemployees to focus and concentratewithout interruption.

The impact of avoidable workplacestress.If an organisation is dyslexia unaware,problems between a task-orientedmanager and member of staff makingerrors may be seen as a conduct orcapacity issue. Certainly Anne’sperformance deteriorated after her movefrom a section where she had workedmore effectively with a more informed andempathic supervisor.

The guidance notes to the DDA make thepoint that some dyslexic employees have‘coping strategies’, which may cease towork in certain circumstances. It is usualfor a dyslexic employee’s work todeteriorate if, like Anne, they are placedunder undue stress or frequently givenwork with tight deadlines.

It is important to remember that theeffects of dyslexia may be evident on someoccasions but not on others. Stress levels,task demands and fatigue can all affectdyslexic employees’ performance moresignificantly than they would otheremployees. The stress present in difficultrelations between a task-orientedsupervisor and a dyslexic employee islikely to make performance problemsworse. This was certainly the case withAnne. The more stressed she became as aresult of her supervisor’s unsympatheticattitude, the more her work deteriorated –and the more her supervisor engaged instress-inducing disciplinary responses.

Making workplaces dyslexia friendly.

Set out below are some examples ofworkplace adjustments which might bemade for dyslexic employees:

� Allocating some ‘dyslexia-difficult’ duties to another person in exchange fortasks they are more proficient at;

� Providing appropriate training orsupervision;

� Modifying instructions or referencemanuals to make them easier to read orfollow;

� Audibly recording important instructions;

� Offering help with prioritising andorganising workloads, e.g. providingdiagrams and flow charts rather thanwritten procedures;

� Providing or modifying equipment andprinted materials to make work easier (e.g. photocopying written material ontopastel coloured paper);

� Providing text-to-speech software andvoice dictation systems; and

� Providing a quieter workspace for tasksrequiring prolonged concentration.

General performancedifficulties and reasonableadjustments. By law, employers must act reasonablywhen responding to performance difficultiesthat may result from a disability. If, forexample, an otherwise hardworkingemployee showed untypical ‘carelessness’or other dyslexic behaviours such as thoseoutlined above, it may be unreasonable forthe employer to fail to investigate theunderlying causes of such behaviour.

After a diagnostic assessment, and beforereasonable adjustments have been made,discriminatory supervision like thatexperienced by Anne is unlikely to beconsidered reasonable, and is likely toconflict with the requirements of the DDA.

However, if an organisation and theaffected employee are unaware of theexistence or implications of dyslexia, many issues that should be subject todiscussions around reasonable adjustmentsare likely to be perceived as misconduct orlack of capacity.

Dyslexic difficulties can lead to a widevariety of inefficiencies in the workplace.The problems most often reported bydyslexic employees include:

� Following written and spokeninstructions;

� Remembering and recording telephonenumbers, messages and the content ofmeetings;

� Filing and looking up entries indirectories;

� Dealing with maps, charts and tables;

� Finding one’s way in strange (and evenfamiliar) surroundings;

� Writing memos, letters and reports;

� Presenting written work or figures;

� Keying on a word processor or calculator;

� Formulating one’s own thoughts rapidlyenough to take part in discussions;

� Keeping track of appointments andmeetings;

� Scheduling work and meeting deadlines;

� Concentrating over prolonged periods(one hour or more).

Many of these difficulties can be addressedthrough reasonable adjustments.

Most dyslexic employees are entitled tosuch adjustments under the DDA, and mayalso receive assistance through theGovernment’s Access to Work Scheme.

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Negotiating solutions in the workplace. Conflict between undiagnosed dyslexicemployees and managers often arises overapparent poor performance or conduct which is subsequently found to beattributable to dyslexia.

An informal ‘plan of action’ based on a newunderstanding between the manager anddyslexic employee, negotiated and monitoredwith the assistance of the union and thepersonnel department, may help to restoreacceptable relations.

Provided clear objectives and timescales are agreed, such an approach is likely toimprove performance.

The objectives of such a plan should include:

� Dyslexia awareness training for allstakeholders, particularly those with directline management responsibility for dyslexicemployees;

� Clear job responsibilities and taskprocedures to be drawn up by managementin conjunction with trade unionrepresentatives and the dyslexic employee;

� Workflows to be organised to ensurethere are no non-urgent interruptions forthose engaged in detailed work;

� Specialist one-to-one training for thedyslexic employee in:

� Effective reading and writing strategies;

� Concentration and memory improvement techniques;

� Planning, time management and organisational skills; and

� The use of specialist dyslexia support software.

Consensual solutions make good sense forbusiness and industrial relations. The timefrequently wasted on monitoring a dyslexicemployee’s ‘poor’ performance, whenredirected, can bring excellent results forall involved. Case study 3, below,demonstrates this.

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Case Study 3 w

Paul was a trainee train driver for a majornational railway company. Following anassessment that showed him to bedyslexic, the company agreed to considerreasonable adjustments, and engaged aspecialist trainer for advice. The trainerdrew up a programme in conjunction withPaul and senior and line managers thatincluded:

1. Specialist tuition in effective readingand writing, memory improvement

techniques and exam revision;

2. Help to enable Paul to understandhis learning style and patterns of

strengths and weaknesses, and adapt hisapproach to work to incorporate these. Forexample, Paul found he learnt 20 pages of

detailed training manual instructionsthrough working with his tutor to breakthem down into manageable chunks. Hethen visualised these chunks as the actualactivities required, and committed thesequence to memory as a ‘video’ of himdoing the tasks as prescribed.

3. Adapting to driver certificationprocesses to allow periods of rest

between exercises. The material was alsogiven in formats that Paul found less tiringto read (designed on yellow paper in 12 to14 point Arial type).

Despite the initial misgivings of one or twomanagers, managerial support wasconsistent and sustained. Paul passed therigorous operational and health and safetyrequirements first time and is now asuccessful mainline train driver.

Aperson is likely to be dyslexic (and theDDA would be likely to apply), if they

are significantly hindered in daily activitiessuch as:

� Keeping track of bills;

� Reading recipes or bus timetables;

� Reading operating and safety instructionson equipment;

� Dealing with money in shops;

� Using ticket or cash machines;

� Conducting enquiries over the telephone;and

� Organising daily life.

Support for such a finding will normally needto come from a formal diagnostic assess-ment. It should be supplemented by:

1. A detailed assessment of everydaydifficulties. (The court takes account

of these when deciding if a person shouldbe considered disabled for the purposes ofthe DDA.)

2. A detailed assessment of workplacedifficulties and workplace needs. (The

court takes account of these in deciding onthe issue of reasonable adjustments.)

Getting an assessment. If you suspect that dyslexia is behind amember’s workplace difficulties, you shouldraise the issue with your employer at theearliest opportunity.

Problems may arise where an employerinitially refuses to facilitate an assessment.

Jobcentre Plus (visit their website atwww.jobcentreplus.gov.uk for local offices)and the Disability Rights Commission (now incorporated within the Equality andHuman Rights Commission) may be able tohelp you resolve the issue of accessing anassessment.

This is crucial: diagnostic assessment is avital step in determining whether anemployee is dyslexic and whether they areprotected by the DDA.

The appendices at the end of this bookletgive simple screening tests which can give apreliminary indication of whether or not anemployee might be dyslexic.

It is important to note that the results ofscreening tests are only indicative and arenot a substitute for a full assessment. But ifan employee has ‘some difficulty’ or ‘greatdifficulty’ with several items on the list inAppendix 1, they may well be dyslexic andshould seek a full diagnostic assessment.

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Assessingdyslexia

The DDA states that there is no obligationon employers to make reasonableadjustments where they could notreasonably know of the disability. Thereforeit is vital that union representatives:

� Tell the employer if a screening suggestsdyslexia;

� Explain its significance in terms of theDDA; and

� Explore all avenues to getting adiagnostic assessment as soon as possible.

Representatives need to ensure that alldiagnostic assessments include conclusionsand recommendations that:

� Give a definitive diagnosis of whether theindividual is dyslexic and the nature, scopeand implications of their dyslexia;

� State whether the person’s dyslexia is adisability for the purposes of the DDA; and

� Provide guidance on reasonableadjustments and related specialist trainingfor the individual, to enable them to developstrategies and related skills, which mayhelp them compensate for/overcome manyof their dyslexic difficulties.

Representatives should cover the followingissues in any discussion with employers:

� Who has responsibility for arranging andpaying for assessments;

� What will happen where a dispute overthe need for such an assessment occurs;

� What happens in the workplace whileassessments are pending;

� How assessments are used andinterpreted; and

� Who ultimately gets to see and keep them.

The Disability Rights Commission (nowincorporated within the Equality and HumanRights Commission) has previously advisedthat the responsibility for obtaining thereport should fall on the employer. Anemployer that refuses to do so might be inbreach of their duty to make a reasonableadjustment. It may also be necessary tonegotiate arrangements to safeguard theposition of the worker while the assessmentis pending, as it may take some months.

Assessments should be treated as confidential documents, akin to medicalreports. They should only be available to theemployee and their representative, a seniorline manager and a designated HR liaisonofficer, to be agreed on a case-by-case basis.

Getting guidance onreasonable adjustments.The Government’s Access to Work schememay be able to provide funding for

� A workplace assessment; and

� The implementation of reasonableadjustments.

Information on Access to Work can beobtained from www.jobcentreplus.gov.uk

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In addition to the provisions of the DDA1995, the DDA 2005 introduced a duty on

all public bodies to promote equality ofopportunity for disabled people. This meansthey must take account of the needs ofdisabled people as an integral part of theirpolicies, practices and procedures, and notas something separate or additional.

The basic requirement for a public authoritywhen carrying out their functions is to havedue regard to do the following:

� Promote equality of opportunity betweendisabled people and other people;

� Eliminate discrimination that is unlawfulunder the DDA;

� Eliminate harassment of disabled peoplethat is related to their disability;

� Promote positive attitudes towardsdisabled people;

� Encourage participation by disabledpeople in public life;

� Take steps to meet disabled peoples’needs, even if this requires more favourabletreatment.

In its ‘disability scheme’ every authoritysubject to the specific duties must set outits arrangements for gathering informationin relation to recruitment, development and

retention of disabled employees; and itmust put these arrangements into practice.

This calls for approaches which embeddyslexia-friendly policies and practices inevery aspect of an organisation’s policies.TU representatives and managers at alllevels need to undertake dyslexiaawareness training so that they caneffectively support dyslexic employees at allstages of their employment – in particular:

� Recruitment and selection;

� Performance and appraisal; and

� Training and development.

In addition, employment tribunals (ETs) and employment appeal tribunals (EATs)continue to clarify the meaning of the terms‘disability’ and ‘reasonable adjustments’ inrelation to the workplace.

For example, in Paterson v Commissioner ofPolice of the Metropolis (UKEAT/0635/06/LA)the original and restrictive ET ruling thattaking promotion exams was not a normalday-to-day activity was overturned.

Specifically, a police officer had been foundby the tribunal to be significantlydisadvantaged compared with his peerswhen carrying out examinations forpromotion. Nonetheless, the tribunal heldthat he was not disabled within the meaning

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Dyslexia anddisability law

of the DDA 1995 because exams are not‘normal day-to-day activities’.

In so far as he did claim to be sufferingsubstantial adverse effects on his ability to carry out what the tribunal accepted were day-to-day activities, the tribunal was not satisfied that the effects weresubstantial.

The claimant appealed and the EAT upheldthe appeal stating that the tribunal hadmisdirected itself on the proper approach todetermining the meaning of disability.

Additional clarifying points laid out by EliasJ included:

1.It is almost inevitable that dyslexia,which is an impairment affecting

memory or ability to concentrate, learn orunderstand (see paragraph 4(1)(g) ofSchedule 1 to the DDA 1995), has an adverse effect on the ability to carry outnormal day-to-day activities.

2.Completing an assessment orexamination, and the act of reading and

comprehension, are properly described asnormal day-to-day activities.

3.Accordingly, since ‘day-to-dayactivities’ in section 1(1) of the Act

included activities relevant to participationin professional life, and, since the effect ofthe claimant’s disability adversely affectedhis promotion prospects, it hindered hisparticipation in professional life.

4.This meant that there was a substantial and long-term adverse

effect on his ability to carry out normal day-to-day activities, with the result that he was disabled within the meaning ofsection 1(1).

In a second important case, Owen Brooking(Claimant) v Essex Police Service(Respondent), 2008 Stratford ET, the authorprovided expert witness evidence.

The claimant’s complaints were that duringthe time he was a probationary policeofficer Essex Police:

1.Discriminated against him on thegrounds of his disability.

2.Subjected him to disability-relateddiscrimination and harassment.

3.Failed to make reasonable adjustmentsunder the DDA 1995.

The judgement was that Essex Policesubjected Mr Brooking to disability-relateddiscrimination and harassment, and failedto make reasonable adjustments.

In finding that Essex Police had failed tomake reasonable adjustments and that theclaimant had suffered disability-relateddiscrimination the tribunal stated that:

1.The respondents failed to appreciatetheir duty to take the lead in making

reasonable adjustments, what thoseadjustments might involve, and that theyneeded to be tailored to the specificdifficulties which the clamant faced – basedon an individual assessment, not ageneralised assumption of what dyslexia is and is not.

2.The failure to implement a systematicset of reasonable adjustments from the

start of the training meant that the claimantfound himself having to defend his

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performance, that there was littleunderstanding of his difficulties and thatthis set up a negative dynamic between himand his tutors that severely impeded hislearning and performance.

3.The reasons why the few adjustmentsthe employer had made were

inadequate was because they did not dealwith the substantial disadvantages sufferedby the claimant throughout his training.

The judgement quoted Brian Hagan asstating that:

In order to break the potentially vicious circle of perceived inefficiency – of reprimand, poorer employee performance and learning – it isimportant that dyslexic employees receive adjustments from the start oftheir employment.

In addition, organisations need to beaware of the potential for suchmisunderstandings and provideawareness training for those involved in training and supervising dyslexicemployees.

The judgement went on to state that:

If the respondent had organised to havean assessment report prepared early inthe claimant’s training, or ideally inanticipation of his arrival, they would havehad a set of adjustments recommended tothem… and been able to implement thosealong with training of his tutors in how totrain and assess dyslexic trainees in orderto measure fairly whether they wouldmake good police officers.

This judgement, although not binding, hasmajor implications for employers, settingout important advice and guidance on howthey should identify, develop and implementreasonable adjustments in respect ofdyslexic employees.

To succeed in a claim under the DDA, anemployee must:

� Establish that their dyslexia constitutes adisability within the meaning of the Act;

� Show that they have been less favourablytreated for a reason relating to thatdisability; or

� Show that the employer failed to makereasonable adjustments to thearrangements that place the employee at asubstantial disadvantage.

Is dyslexia a disability?According to the DDA:

A person has a disability for the purposesof this Act if he has a physical or mentalimpairment which has a substantial andlong-term adverse effect on his ability tocarry out normal day-to-day activities.

The following sections show how the law isbeing interpreted for each of these criteria.

Physical or mental impairment.Dyslexia is clearly recognised as a mentalimpairment under the DDA.

� It is included in the World HealthOrganisation’s International Classification ofDiseases; and

� It is referred to several times in theGovernment’s Code of Practice on DisabilityDiscrimination issued in 1996.

The adverse effect must be substantial.The law states that the disability must havea ‘substantial effect’, which is one that is‘more than minor or trivial’. In determiningthis, the effect of any special ‘measures…taken to treat or correct’ the impairmentshould be disregarded.

The question then arises: can the ‘copingstrategies’ which employees with dyslexiause to mitigate the effects of their conditionbe regarded as ‘measures’ in this sense?

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Should they be disregarded in assessing thelevel of impairment? Or are coping strategiesa form of behaviour that a person mightreasonably be expected to adopt so that theimpairment ceases to have a substantialadverse effect? In this latter case, the personwould not be classified as disabled.

It is important to understand that employerswould be wrong to automatically assumethat a person who appears to have effectivecoping strategies will not be considereddisabled under the DDA. This is becausecoping strategies for dyslexia may breakdown when a person is under stress. Casestudies 4 and 5, above, illustrate how thisdistinction has fared in tribunal.

Long-term effects.This will not usually be a contentious issuefor dyslexia, which is generally presentfrom an early age even if it is not diagnoseduntil later in life.

Less favourable treatment and‘reasonable adjustments’.If an employee is, for a reason related totheir disability, treated less favourably thana person to whom that reason does notapply, they have a claim under the DDA. Inother words, a dyslexic employee who isdismissed for being too slow must showthat they have been treated less favourably than an employee who is notslow (not another disabled employee who is also slow).

In Archibald v Fife council (2004) IRLR 651the court stated that the duty to makeadjustments may require the employer totreat a disabled person more favourably toremove the disadvantage which isattributable to the disability. Also in thecase of Kenny v Hampshire Constabulary(1999) IRLR 76 the EAT stated that thestatutory definition of reasonableadjustments directs employers to makeadjustments to the way the job is structuredand organised so as to accommodate thosewho cannot fit into existing arrangements.

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Case Study 4 w

Holmes vs. Bolton Metropolitan BoroughCouncil (December 1998).

H., who had dyslexia, worked for thecouncil as a residential social worker. Hehad complained of less favourabletreatment. His employers felt that,although H. had dyslexia, he was notdisabled within the meaning of the Act, asthere was no evidence that his difficultieswere affecting his competence at work.However, the tribunal decided it would bewrong to consider ‘normal day-to-dayactivities’ only in the context of H.’s job.Many ordinary, day-to-day tasks such asshopping, banking and reading simpleinstructions require literacy skills. Since H.had a difficulty with such tasks that wasmore than ‘trivial’, he was considereddisabled under the Act.

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Cook vs. Thorne House Services forAutism (February 1999).

C. was employed as a residential socialworker. Her written work was always goodbut this was due at least in part to the factthat she was very conscientious and oftentook work home.

The tribunal, in finding that she wasdisabled, took account of the fact that:

� Her coping mechanisms were likely tobreak down under stress; and

� Her employers had failed to takeaccount of the fact that she wasconscientious and took extra time andcare over her work.

The adjustments employers might makeinclude:

� Altering physical features of theworkplace (e.g. modifying the office layoutto provide quiet space for an employee withdyslexia to do work requiring high levels ofconcentration);

� Offering the employee a different job orchanging their duties;

� Assigning another employee to help withcertain duties; or

� Offering training or other support.

Justification.Employers cannot justify failing to makereasonable adjustments. But in some casesemployers can still justify less favourabletreatment under the terms of the DDA.

However, they have to be able to prove thattheir reason is ‘substantial’ and that it isbased on the circumstances of theparticular case. Tribunals then have tobalance the reasonable needs of theemployer against the effect of thediscrimination on the employee.

Knowledge of disability.A potential problem is that dyslexicdifficulties may not be obvious. In somecases even the employee may not be aware of their condition. A dyslexicemployee does not have to prove that theiremployer knew of the disability in order toestablish discrimination.

However, an employer has no duty to makereasonable adjustments if they do not knowof the disability and could not reasonably beexpected to know of it.

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Dyspraxia, also known as DevelopmentalCo-ordination Disorder, is a recognised

medical disorder that impairs the organisa-tion of movement. It is also associated withproblems of language, perception andthought. It affects about 10 per cent of thepopulation – two to four per cent of themseriously.

Dyspraxia and dyslexia overlap and oftenco-exist in the same person. The pattern ofdifficulties experienced by a person withdyspraxia may vary widely, as with dyslexia.Dyspraxia often overlaps with other neuro-developmental conditions, such asAsperger’s Syndrome and AttentionDeficit/Hyperactivity Disorder (ADHD).

In fact, there are very few ‘pure’ dyspraxicpeople. Most also have one or more of theabove conditions.

Issues at work.Some adults who have dyspraxia do notexperience severe problems in theworkplace and have developed their ownstrategies for working effectively. They areoften determined, persistent, hard workingand highly motivated. As with dyslexicadults, they are often creative and originalthinkers as well as strategic problemsolvers. However, many people withdyspraxia find it hard to achieve their true

potential and need extra support at work.

Dyspraxic workers experience many of thesame problems at work that dyslexicworkers do. They can also have:

� Poor short-term memory;

� Difficulty with concentration;

� Problems with reading and writing; and

� Poor organisational skills.

Over and above this, they have problemswith:

� Co-ordination;

� Manual dexterity; and

� Social skills.

People with dyspraxia also tend to beunder- or over-sensitive to sound, light,temperature and other stimuli, which canmake them very susceptible to distraction.

The particular work problems experiencedby dyspraxic workers include the difficultiesfor dyslexic workers described in Section 3.However, workers with dyspraxia havegreater difficulty with:

� Presenting written work or figures;

� Keying on a word-processor orcalculator; and

� Inter-personal communication.

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Dyspraxia

In addition, they have difficulty with:

� Handwriting;

� Using office equipment such asphotocopiers and staplers; and

� Practical or manual work.

Their lack of social skills can cause workers with dyspraxia severe difficulty.They have problems with speech, and mayspeak too loudly or softly, or have difficultypronouncing some words. They often takethings literally, or are too abrupt or direct,which can lead to conflict with workcolleagues and bosses.

Remedies and reasonableadjustments.The remedies and reasonable adjustmentsneeded for dyspraxic workers are largelythe same as those for dyslexic workersdiscussed in Section 2. In addition to these,dyspraxic workers might need:

� Help with using and modifying equipment(e.g. ergonomic keyboards, changing orslowing down the mouse);

� Clear, detailed written procedures foroperating office machinery such asphotocopiers and fax machines;

� Methods to reduce outside distraction,such as having their own room, partitionsaround their desk, being allowed to wearearphones, or being allowed to come inearly or stay late;

� Social skills classes, relaxation exercisesand assertiveness training;

� Understanding by colleagues and bossesthat their poor social skills and lack of co-ordination are symptoms of dyspraxia.

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Dyslexia is often described as the ‘hiddendisability’, but it affects up to 2.9 million

workers in the UK today.

Managers who do not appreciate the linkbetween dyslexia and commonly relatedperformance problems can judge dyslexicemployees adversely and unfairly. Far frombeing wilful misconduct, apparent problemsin performance are all too often theconsequence of a dyslexia-unfriendlysupervisory style in a dyslexia-unfriendlywork environment.

This guide promotes a greaterunderstanding of dyslexia issues anddiscrimination law, and shows howindividuals can be helped to manage theirdyslexia through:

� Reasonable adjustments to work policiesand practices;

� Reasonable adjustments in managementand supervisory styles and methods; and

� Specialist training and informationtechnology.

It will help union reps and their membersto:

� Resolve issues before they becomeproblems;

� Negotiate with employers on an informedbasis; and

� Stand up to discriminatory treatmentwhere it occurs – enabling dyslexicemployees to release their potential assuccessful and valued members of theworkforce.

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Promotingawareness

FurtherinformationThe following organisations can provide

advice and information on dyslexia anddyspraxia, including assessment andreasonable adjustments:

Adult Dyslexia Organisationwww.adult-dyslexia.org

Adult Dyslexia Service Diagnostic AssessmentTel: 020 8444 0851allanb@adultdyslexiaservice.org

British Dyslexia AssociationOffers advice and information to parents,students, adults, employers and employees.Helpline 0845 251 9002www.bdadyslexia.org.uk

Dyslexia Action Tel: 01784 222300www.dyslexiaaction.org.uk

Dyslexia Advice and Training ServicesDyslexia Consultancy, workplaceadjustments and training for TUrepresentatives and dyslexic employees. Tel/Fax: 020 8348 7110www.dyslexiaworks.co.uk

Dyslexia Assessment and Consultancy39 Cardigan Street, KenningtonLondon SE11 5PFTel: 020 7582 6117www.workingwithdyslexia.com

Dyslexia Assessment Service Diagnostic Assessment22 Wray Crescent, London N4 3LPTel: 020 7272 6429

Dyslexia Consultancy6 Gilbert Road, Malvern, Worcs. WR14 3RQTel: 01684 572 466dyslexia.mj@dsl.pipex.com

Dyslexia Tuition for Adults 20a Pymmes Rd, London N11 1BY Tel: 020 8368 3634

Dyslexia Assistive Technology Specialist consultancy and training inassistive technology/IT for dyslexia support.Susan Close, 2 Grafton ChambersChurch Way, London NW1 1LNTel: 020 7388 3807susan.close@btopenworld.com

Dyslexia WorksAwareness training and consultancyservices for dyslexia and related hiddendisabilities in the workplace.Tel. 0787 6277507 www.dyslexiaworks.co.uk

Key4LearningThe Old Village Stores, Chedworth,Cheltenham, Gloucester GL54 4AATel: 01285 720 964www.key4learning

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Books

WorkplaceDyslexia in the Workplace. Diana Bartlett, Sylvia Moody. 2000 Wiley.Jargon-free guide for dyslexic workers,employers, and dyslexia professionals.

Dyslexia in Adults: Education andEmployment. Gavin Reid, Jane Kirk. 2001 John Wiley.

For dyslexia professionalsAdult Dyslexia: A Guide for the Workplace.G. Fitzgibbon, B. O’Connor. 2002 Wiley.For occupational psychologists, employersand dyslexia professionals.

Dyslexia: How to Survive and Succeed atWork. Sylvia Moody. 2006 Random House(Vermilion).Practical self-help manual for dyslexicworkers, and guidance for employers.

BDA Code of Practice for Employers(Sep 2007).Good practice guidelines for supportingdyslexic employees in the workplace

LegalThe Expert Witness. Jean Graham Hall.2006 Barry Rose Law Publishers Limited.

General interestThe Dyslexic Adult in a Non-dyslexic World.Ellen Morgan and Cynthia Klein. 2000 JohnWiley.

The Adult Dyslexic: Interventions andOutcomesDavid McLoughlin, Carol Leather, PatriciaStringer. 2002 John Wiley.

Dyslexia and StressEd. Tim Miles. 2004 John Wiley.

That’s the way I think: dyslexia anddyspraxia explainedDavid Grant. 2005 David Fulton.

DyspraxiaLiving with dyspraxiaMary Colley. 2006 Jessica Kingsley.

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Appendix 1 is a checklist of everydayactivities. Appendix 2 is a workplace

dyslexia checklist which complements theeveryday activities list. These Appendicesare included to help members and theirrepresentatives begin the process ofdetermining whether or not they aredyslexic.

A screening test of this type does notprovide conclusive evidence of dyslexia.However, it is an important first step indetermining whether a member may bedyslexic, and whether difficulties inworkplace performance are wholly orpartially caused by dyslexia.

The tests can be completed by an individualmember before discussion with theirrepresentative. They can also be completedtogether, before being considered alongsideany apparently related workplaceperformance issues.

Anyone ticking several items in column 1(great difficulty) and column 2 (somedifficulty) may well be dyslexic. Follow thisup with preliminary discussions with one ofthe organisations specialising inassessment mentioned in Section 4.

Members ticking mostly column 3 (little orno difficulty) in Appendix 1 are less likelyto be dyslexic, but dyslexia should not beruled out if several items in Appendix 2cause difficulty.

If there is ambiguity, but several of theactivities in Appendices 1 and 2 seem tocause difficulty, raise the possibility ofdyslexia being behind a member’sperformance difficulties with linemanagers and/or your human resourcesdepartment. In this way, the matter can be explored before a disciplinary orcapacity-based approach to performance is initiated.

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Appendices

Appendix 1: Everydayactivities checklist.Please indicate on the scale providedwhether the following activities cause you:

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Reading letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Reading a newspaper . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Reading official documents . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Reading recipes . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Reading bus or train timetables . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Using ticket or cash machines . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Understanding operating or safety instructions on household gadgets . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Writing letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Writing a cheque . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Filling in forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Making shopping lists . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Dealing with money in shops . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Checking bank statements . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Keeping track of outstanding bills . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Explaining things clearly to others . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Placing orders over the telephone . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Conducting enquiries over the telephone . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Following spoken instructions . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Remembering telephone numbers correctly . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Remembering messages . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Remembering appointments . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Remembering where things have been put . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Concentrating for longer than an hour . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Looking up telephone numbers in directories . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Organising daily life . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Reading maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Following left-right instructions . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Reading signposts . . . . . . . . . . . . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Orienting oneself in a strange place or complex environment, e.g., tube station . . . . . . . . .2 . . . . . . . . . . . . . . . .1 . . . . . . . . . . . . .0 . .

Greatdifficulty

Somedifficulty

Little/nodifficulty

© Sylvia Moody

Appendix 2: Workplacedyslexia checklist.Please tick the items which you feel causedifficulty.

ReadingFollowing written instructions

Following technical manuals

Quickly getting the gist of letters or reports, etc.

Recalling what you have read

WritingReversible letters, e.g., b, d

Sequencing letters (which – wihch)

Spelling

Grammar

Punctuation

Handwriting

Filling in forms

Expressing ideas clearly in writing

Writing memos or letters

Writing reports

Taking notes or Minutes

Numerical dataCopying numbers

Tabulating numbers

Doing arithmetical calculations

Speech and comprehensionFollowing a conversation or discussion

Contributing to a discussion

Presenting thoughts succinctly

Memory and concentrationFollowing oral instructions

Remembering telephone numbers

Remembering messages

Remembering appointments

Concentrating for long periods

Visuo-motor skillsInputting data on a computer or calculator

Analysing complex visual arrays, e.g. maps, graphs

Getting your bearings in large or complexbuildings

SequencingFiling

Retrieving files

Looking up entries in dictionaries ordirectories

OrganisationPlanning work schedules

Meeting deadlines

Keeping papers in order

Working efficiently

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Please ring any of the following words or phrases which you feel describe the emotionsassociated with the above difficulties:

frustrated angry confused lacking in confidence anxious

low in self-esteem defensive aggressive embarrassed withdrawn

© Sylvia Moody