A strengths-based approach to ADHD and dyslexia

In many educational and medical settings, common learning problems such as attention deficit/hyperactivity disorder and dyslexia are viewed from a deficits model. Under this approach, an expert makes a diagnosis by assessing a person’s behavior or thinking abilities. If the child has a deficit compared to typically developing individuals, he or she is given a diagnosis of ADHD or a learning disability, for example. While there are some historical and scientific reasons for approaching learning differences in this way, many patient advocates are calling for a move toward a “strengths-based” approach to understanding these conditions.

Rethinking the Deficit Model of ADHD and Dyslexia

In recent years, the autism community has gained attention for a novel way of looking at autism spectrum disorders. Many individuals in the higher-functioning Asperger’s syndrome category embrace their diagnosis with pride. Calling themselves “Aspies,” these people say that they recognize their information processing differences but would not want to be “cured,” even if a successful treatment for autism spectrum disorders were available. Rather, the Aspies celebrate their learning differences and say that their different way of approaching the world has a lot to teach others. More recently, scientists and education advocates have been calling for a move toward this strengths-based approach to other common learning differences that emerge in childhood. In particular, ADHD and dyslexia have emerged as two disorders that could be reconceptualized under a strengths-based model. Rather than focusing solely on the learning or processing deficits people with these diagnoses have, it is important to recognize some of their unique strengths. Reframing the conversation around strengths and weaknesses, rather than deficits alone, allows some of the benefits of ADHD and dyslexia to emerge.

Read the full blog post here...