Enabling performance: dyslexia, (dis)ability and ‘reasonable adjustment’

Abstract

Since 1995, dyslexia has been labelled a ‘disability’ and included in the Disability Discrimination Act. In the Act, and subsequent revisions (2001, 2005) educational institutions and employers have a duty to make anticipatory ‘reasonable adjustments’ to reduce disadvantage. Despite evidence of good practice in drama schools and the industry, a number of core values, policies and practices that disable dyslexic learners remain. This article argues that dyslexic learners who have access to robust support and inclusive practice models will foster a positive identity, enabling them to become active and independent professionals. The first section grounds the discussion of dyslexia provision in an information processing model of cognition and disability theory. The second section identifies a number of underlying assumptions, training systems and practices which are disabling to dyslexic learners. The third section details examples of good practice, including study skills support and reasonable adjustments at Drama Centre London and Central School of Speech and Drama and institutional policy at the Conservatoire for Dance and Drama. It also reflects upon the relationship of existing training methods. The article concludes by providing a summary of best practice for use in audition, training and rehearsal contexts.