Dyslexia and the Studio:
Bridging the Gap between
Theory and Practice
Sandy Alden and Venda Louise Pollock
It is generally accepted that art and design related
disciplines attract a higher proportion of students
with dyslexia than traditional academic counter-
parts. Combined with this is a prevalent perception
that dyslexia predominantly affects students’ writ-
ing and linguistic ability and it is this, as well as an
increased visual-spatial sensibility, that attracts
students to art and design disciplines. This article
examines these ideas through the experience of
fine art students on a degree course with a manda-
tory written element. Drawing on focus groups and
interviews with students, it argues that the studio
component, in terms of its learning environment
and teaching methods, presents an equally chal-
lenging context for students with dyslexia and that
the written element or lecture-based studies can
provide students with a valuable counterpoint to
their studio practice.
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Abstract
iJADE 30.1 (2011)
© 2011 The Authors. iJADE © 2011 NSEAD/Blackwell Publishing Ltd