This is the last post in the dyslexic advantage series, where we have explored strengths and skills which are predominately strong in individuals with dyslexia.
As alluded to earlier in the series, Brock L. Eide, MD and Fernette F. Eide, MD's book The Dyslexic Advantage explains how dyslexic brains process information differently and helps individuals with dyslexia recognise and use their strengths.
Edie and Fernette identify four different thinking and processing styles/skills that are found in dyslexic individuals: material reasoning, nterconnected reasoning, narrative reasoning and dynamic reasoning.
They developed an acronym for the four styles: M.I.N.D. Each dyslexic person has their own unique combination and degree of these styles and the tradeoffs that accompany them.
Their model acknowledges that dyslexia can create challenges in certain academic tasks, it emphasises that this is a limited view of a much larger picture, and they shine a torch on the important abilities dyslexia processing predisposes us to.
Being more objective in it’s focus – the book acknowledges that neurological processing differences cause both advantages and challenges - Uniquely presents these as ‘trade-offs’.
The abilities they highlight appear to arise from the same variation in brain structure, function and development that give rise to dyslexic challenges.
Looking in more summarised detail and linking them to each post in the series, the M.I.N.D strengths are:
(Post 5) Material Reasoning: Related more to math and science, 3-D, and use of space.
(Posts 1 and 2) Interconnected Reasoning: Ability to detect relationships between phenomena, like objects, ideas, and events. Seeing unique connections that others often miss. Using different perspectives and approaches to create a big-picture view.
(Post 3) Narrative Reasoning: The ability to connect a series of mental scenes to tell a story. Being able to create vivid mental scenes to display important ideas and concepts from the past, present and future. Having a great personal memory (a.k.a episodic memory). Being able to write so vividly that others imagine it clearly.
(Post 4) Dynamic Reasoning: The ability to explain historical facts with present day knowledge, to develop a narrative to a “scene” that could have probably happened. Taking information and accurately making predictions about the past and the future. The ability to notice patterns, even where some information is missing, and correctly make predictions. Understanding how to deal with change and uncertainty from looking at qualitative data. Having and following insight.
However, it is also important to remember that even though we have these advantages we are working in a system that in not designed for us to readily use them. Therefore, we have to adapt the way we work to please neurotypical systems/structures which is exhausting.
Moreover, neurodivergent people/social workers should be able to exist in the world and the workplace without it being justified.
This final post of the series looks at Material reasoning, the use of space.
What is material/spatial reasoning?
Material/Spatial reasoning is the ability to understand the position, form, and movement of objects. Literature on dyslexic reasoning skills usually focus on the benefits in for mathematicians, engineers, architects, mechanics, contractors, surgeons, painters, sculptors, photographers, pilots, filmmakers, and directors. And I often think of spatial reasoning as being an advantage in these professions, it is rare that I have thought of it in relation to social work. However, when I was reading the Dyslexic Advantage, a number of practices I employ and have observed in other's day-to-day practice involved spatial reasoning.
What does material/spatial reasoning look like in social work practice?
Observations
Material/spatial reasoning is beneficial in facilitating the understanding of relationships and family dynamics through the use of and observing body language and bodily positioning.
By being observant and inquisitive about the positioning and interactions of family members and professionals, relationships can be better understood as well as the emotions of individuals in that moment. It is important to discuss this with families or professionals you have observed as opposed to making judgements and assumptions.
The use of body and space
Working with more experienced social workers opened my eyes to the harm of over prescribed meetings. I have observed meetings where seats would be allocated without consideration of the wants or needs of the people attending.
We as a profession know that space can impact a person's sense of belonging and safety, therefore, we as professionals who are invested in supporting the people we work with should be considerate in how we navigate and facilitate space.
For example, support planning meetings or certain conversations can be difficult, therefore we should do the upmost to help create a safe environment. This could include ensuring the young person has and is sat next to a trusted adult, similarly to parent/carer’s. It could also include considering where meetings or conversations are had – if a certain school meeting room is an emotionally difficult place for anyone attending the meeting, it would be inappropriate and prevent engagement holding it in said room.
Space during visits
Dynamic reasoning can additionally be important in the office, in a home or out in the community. Firstly, with dynamic reasoning skills, we can improve our practice by mindful of and reflect on how space and relationships interact. Similarly, if we are flippant and reactive in our practice and use of space we can increase risk and make children, parents or professionals feel unsafe or uncomfortable.
Secondally, whilst I was studying, our lecturers would emphasis our need to consider where we park when in the community. This emphasis stuck with me and I always make sure I research where I am visiting beforehand. For example, I will use Google Maps Street view to search a location, familiarising myself with the surroundings. I will look for potential places to park making sure I am familiar with routes in order to reduse travel anxiety (from my dyspraxic brain) or driving down dead ends- this prevents me from being late to visit children and families.
Moreover, before attending a visit I have observed colleagues to familiarise themselves with the community space which is local to the young person’s home. This is beneficial if the young person would like to speak outside of the home, they will already have an idea of where the green space is locally or have suggestions of where they could wander in the local community- for the young person to decide and choose from. This prior research and familiarisation with the environmental space enables the young person to choose the physical space they would like to work in with you. In addition to enabling you to navigate the space in an emergency.
How do you use your material reasoning?
Tell a friend: do you know any spatial reasoning thinkers in your life? Forward this their way and let them know you see their superpower!
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