One Day We'll All Work for a Dyslexic Person

As the workforce becomes more technology-driven, the conversation around neurodiversity is gaining momentum. Yet, one crucial group often overlooked in this discussion is individuals with dyslexia. Emerging research suggests their unique cognitive abilities provide a competitive advantage in today’s economy. Given the trajectory of job skills in the 21st century, it may not be long before we all find ourselves working for a dyslexic leader.

To fully appreciate the potential contributions of those with dyslexia, it is essential to understand the source of their unique skills and abilities. Research suggests that dyslexia is a genetic trait that has been present in humans for millions of years. The continuation of this trait indicates that individuals with dyslexia historically possessed cognitive abilities beneficial for survival, such as strong spatial reasoning, which was crucial for hunting and navigation. Moreover, their heightened creativity and problem-solving skills were invaluable in a constantly changing environment. Considering literacy has only been essential for a relatively short time in human history, the skills associated with dyslexia were historically more critical than the ability to read or write.

Throughout history, human survival has depended on innovation, adaptability, and strategic problem-solving—skills in which dyslexic individuals excel. Before literacy became a dominant societal skill, cognitive diversity allowed groups to thrive by leveraging different strengths. Dyslexic individuals, with their heightened spatial reasoning and problem-solving abilities, would have been instrumental in navigating, hunting, and designing tools. These same traits remain invaluable in today’s fast-paced, innovation-driven economy.

Ernst and Young's study highlights the significance of these evolutionary adaptations. It supports that dyslexic individuals excel in roles that demand innovation and complex problem-solving. This study and numerous others consistently find that dyslexic individuals are more likely to become entrepreneurs, given their ability to think outside traditional frameworks and approach problems from unique angles. These findings underscore the potential for neurodivergent individuals, specifically those with dyslexia, to become valuable assets in the workforce.

Embracing a Strengths-Based Approach to Work

A strengths-based approach to workplace organization and team composition can significantly enhance the effectiveness and satisfaction of all employees, not just those who are neurodivergent. Workplace success depends on cognitive diversity. For example, I excel at strategic vision but work best when paired with detail-oriented colleagues. This balance allows teams to function efficiently while fostering innovation. Despite this, many corporate environments still assume a one-size-fits-all approach, failing to leverage neurodivergent strengths.

However, the broader corporate world needs to better incorporate neurodiversity into job descriptions, the composition of teams, and the development of roles and responsibilities. Placing too many strategic thinkers on a team without the balance of detail-oriented executors can stall progress, and the reverse can stifle innovation.

The Myth of the Neurotypical Archetype

This brings us to a crucial point: "neurotypical" is more of a theoretical construct than a reality. Individuals have unique strengths, weaknesses, and ways to contribute to a collective effort. Despite this, both our educational systems and many work environments are designed with an assumed neurotypical archetype in mind—a one-size-fits-all approach that is fundamentally flawed.

Accommodation and recognition of diversity are critical, not just for neurodivergent people but for everyone. Embracing a strengths-based and neurodiverse approach allows for creating balanced, dynamic teams capable of achieving superior results. Schools and employers must adapt to these realities, recognizing that a singular system does not enable all individuals to reach their potential. Instead, they should strive to provide an environment where varied educational approaches and workplace strategies can coexist and complement one another.

The Role of Education in Supporting Dyslexic Individuals

As a student, teacher, and parent of three dyslexic children, I have firsthand experience with both the challenges and solutions in education. Many schools fail to recognize dyslexia early, often forcing students to struggle before receiving accommodations. This ‘fail-first’ model is unnecessary and harmful, leading to frustration and self-doubt. Instead, educators should adopt proactive strategies, such as multi-sensory learning and teacher training on dyslexia-inclusive instruction. New York City’s initiative—mandatory dyslexia screening, specialized schools, and teacher training—sets a promising precedent.

Students should not have to fail before receiving the accommodations they need to succeed. This approach's tremendous social and emotional cost often leaves lasting scars, reinforcing the belief that they are less capable than their peers. While progress has been made, many educators still lack an understanding of how neurodivergent brains work and how to adapt their teaching to support these students. Instead of making dyslexic students conform to traditional educational models, schools should be designed to meet them where they are.

My family has personally invested significant resources to ensure that two of my three children receive the specialized education they need. However, this should not be a privilege reserved for those who can afford it. All schools should be equipped to support dyslexic learners. Many research-backed strategies designed for dyslexic students are best practices for all learners. The industrialized model of education, which assumes all students learn the same way, is outdated. Instead, schools should prioritize individualized instruction and flexible teaching methods that benefit everyone, regardless of neurodiversity.

Recognizing and Respecting Identity

Within the neurodivergent community, there is a vital discussion regarding the use of person-first ("person with dyslexia") versus identity-first ("dyslexic person") language. While person-first language emphasizes the individual before their disability, identity-first language recognizes the disability as an integral aspect of an individual's identity. Many dyslexic and broader neurodivergent individuals strongly prefer identity-first language, advocating that it acknowledges how deeply their neurodivergence informs their perspective, experiences, and identity.

This preference is not merely about semantics; it's about acceptance and pride in one's identity. Advocates argue that identity-first language helps recognize and respect that dyslexia is not simply an add-on or a condition but a defining part of who they are. It reflects that dyslexia influences all aspects of life—how they think, solve problems, and interact with the world. Using identity-first language can thus be seen as an act of empowerment and acknowledgment of the role that dyslexia plays in shaping their unique abilities and view of the world.

Conclusion

Dyslexic individuals bring immense value to the workforce, offering creativity, innovation, and unique problem-solving skills. To harness this potential, we must reframe dyslexia as an asset rather than a deficit. Education and workplace policies must evolve to support neurodivergent thinkers, ensuring their talents are recognized and cultivated. The future of work will not just accommodate dyslexia—it will thrive because of it.