Dyslexia Isn’T an Obstacle

By Firdevs Dede

Firdevs Dede was born in Istanbul. She is a British writer. Although Firdevs has been writing extensively during the last 34 years, DREAM Foundation is her first novel. Throughout her novel, Firdevs explores life with the romantic love for art and human beings by using the surrealist imagery writing technique she has invented herself.

Firdevs Dede is a visual artist and a qualified art teacher. Firdevs outlines her philosophical view attached to her visual art in the limited edition of artists book entitled: From an Unknown Artists Logbook published in 1988.

Firdevs Dedes poetry book, The Unfinished Journey consists of 60 poems which had been produced between 1977 and 2011. The poetry book includes 45 fine art images of digital drawings, textile drawings and hand drawings.

Firdevs Dede is a specialist dyslexia tutor and SRP coach. Firdevs lives and works in London. In her forthcoming novel entitled Dyslexia isnt an Obstacle, Firdevs combines the fiction with the reality of a challenging life style of a dyslexic entrepreneur Felix by providing a new insight into the complex nature of dyslexia for the non-dyslexic outsiders who have never been around or near the dyslexia spectrum before.

• Language: English
• Publisher: Xlibris US
• Release date: Feb 4, 2015
• ISBN: 9781503533660

Firdevs Dede

Firdevs Dede is a Business Wellbeing Coach with 37 years of work experience in public and private sectors. The author makes her living as a dyslexia specialist providing services to dyslexic adults from diverse backgrounds on undergraduate and postgraduate degree courses from humanities to social science and medicine. Firdevs Dede is a visual artist, a photographer, a novelist, a poet and a short-story writer with a track record of regular publications to contribute to the world cultural heritage sharing her first-hand experiences accumulated during her self-funded research trips to the selected destinations. Firdevs advocates social inclusion, fairness, freedom of expression, freedom of choice and equality in education, at work. Firdevs promotes business ethics with spiritual awareness of our common Ancestors’ experience such as Job from the Biblical text for his endurance of misfortune which was rewarded by the divine restoration of his well-balanced fortune.

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Copyright © Firdevs Dede 2015.

Front cover image, ‘Destiny’ (Digital Drawing) © Firdevs Dede 2011

Back cover photo © Firdevs Dede 2010

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

The author has asserted her moral right under the Copyright, Designs and Patents Act, 1988, to be identified as the author of this work.

A CIP catalogue record for this title is available from the British Library.

All characters in this publication are fictitious and any resemblance to real persons, living or dead is purely coincidental.

http://threedimensiondyslexia.org.uk

www.firdevsdede.blogspot.co.uk

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Rev. date: 01/28/2017

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Contents

Dedication

Vision Statement of Three Dimension Dyslexia

Aim & Objectives of Three Dimension Dyslexia

Testimonies from my students

Foreword

Chapter 1   Felix is in trouble - Sept 2002

Chapter 2   Felix meets dyslexia tutor Steve

Chapter 3   Felix’s first week at prison - Sept 2002

Chapter 4   Felix’s 1st month at prison - Oct 2002

Chapter 5   Felix meets dyslexia tutor Wonder - Oct 2005

Chapter 6   Felix reflects on his life as a successful entrepreneur - Jan 2015

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http://threedimensiondyslexia.org.uk

I dedicated this book to the well-known dyslexic genius Albert Einstein and all my precious dyslexic students who allowed me to experience what they experience in their daily lives without any boundary. Many thanks for including me in your achievements!

Firdevs Dede, Jan 2015

If I had one hour to solve a problem and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes.

Albert Einstein

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Vision Statement

Three Dimension Dyslexia’s vision is to empower clients to fulfill their maximum potentials in their personal and professional lives with a great satisfaction.

©Firdevs Dede, 2015

Aim of Three Dimension Dyslexia

Three Dimension Dyslexia aims to equip students with academic writing and reading skills for research purposes duration of an academic year within supportive environment.

Objectives of Three Dimension Dyslexia

1) To facilitate students’ critical thinking skills using various reading and writing strategies in order to build up a viable argument via critical analysis and evaluative writing style.

2) To inform students about how to maximise efficiency in choosing appropriate research methods for academic purposes.

3) To promote academic integrity & ethical research practice.

4) To enable students to be an active participant of research community in their specialist area on a global scale.

5) To empower students via coaching and mentoring for increasing self awareness of learning styles, organisational skills, time management skills and presentation skills.

6) To encourage research studies in my publications.

What do my ex-students think of working with me?

‘I just wanted to let you know that I have found working with you a pleasure and maybe the first time I have been given the real support I needed to my specific needs.’

J.M. from Goldsmiths University, 2013

‘Hi Firdevs, I just got my grade back: 80% which is an A* and 30 masters credit. Thanks for your help.’

C.H. from Goldsmiths University, 2014

‘Thank you ever so much. You have been a great help and God richly Bless you!’

M.A. from London Met, 2013

‘Thank you for the words of encouragement.

When I do get to where I want to be, I won’t forget all you have done for me.’

R.S. from Birkbeck University, 2013

‘Please also note that these grades have now been officially confirmed as I have received my course transcript which confirms that I achieved a Distinction overall. Thank you so very much for helping me to achieve these grades.’

C.O. from Birkbeck University, 2013

‘So glad to have had your support and guidance, throughout my pregnancy and birth of my child. Your patience and encouragement kept me going and I will never forget that.’

S.S. from the Institute of Education, 2014

‘Many thanks for your kindness & support during my PGCE year! I realized in the end I was more capable than I first believed.’

L.W. from the Institute of Education, 2014

Foreword

As a visual artist, I am inclined to use the right hemisphere of my brain with the strong preference for visual communication process during intellectual discourses. That is why the natural cognitive profile of dyslexic students captures my interest to get to know their holistic learning style as intuitive thinkers with strong visual, spatial intelligence and problem solving skills. The majority of my dyslexic students are divergent thinkers as they could make connections between many different concepts at the same time. They are better equipped than their non-dyslexic peers to see the inter-relationship between unconnected ideas which is a gift rather than an obstacle within the creative process such as sculpting, producing complex textile images, designing buildings, acting and playing various instruments.

My dyslexic students are not only gifted but determined to stretch their abilities by going extra miles as they like learning through actively investigating each medium they are engaged with. My learners like reasoning from particular to general and discovering ‘what’ when they acquire knowledge. Over the years of my empirical research in dyslexia, I have developed an individualized teaching strategy which enables my learners to activate left hemisphere of their brain alongside their intuitive learning style. I have been very lucky to meet hundreds of dyslexic students with different talents and strengths since 2002. It has been a great joy to work with my dyslexic students as I have been observing how it feels to be original each time they experience the new way of looking at academic concepts from an unusual perspective by combining the left brain approach with the right brain approach which is always as creative as a monolithic or single-sided approach and I am in tune with.

In this book, I focused on what makes dyslexic people unique by highlighting their strengths and how some of the linguistic problems could be dealt once the new habits are developed with a systematic and comprehensive support program which I carefully design for each individual learner I work with duration of an academic year. I chose a narrative style rather than academic as I would like my dyslexic students to enjoy a book of literature instead of being confronted with another academic book about what dyslexia is.

I believe learning should be fun but not necessarily dull! I wish you all a good reading by enjoying the reading process with a bit of humor attached to the fascinating characteristic of dyslexia. My professional life would have been rather boring if I did not have a chance to work with the most talented dyslexic students of mine. Thank you all for enriching my teaching career with a lot of enjoyment and variety. I care for your success and happiness in your professional and personal lives.

Firdevs Dede, 2015

Chapter 1

Felix is in trouble - Sept 2002

Felix walks slowly in Borough high street wearing walnut colour velvet trousers and a milky colour wool sweater, which he had bought from the second-hand shop a year ago. Felix looks solemn with distress and worrying about being arrested for breaking the law for the 3rd time. It’s raining heavily. Adults are on their ways to work. Single parents are taking their kids to local nurseries or child minders. School children look unhappy to start a new day. It’s too early for the unemployed people to leave home. They must be indoors avoiding the rush hour before looking for work. The elderly and the sick may be either in residential homes or hospitals. Cafes, newsagents and supermarkets open their doors almost at the same time. Life in the city has just started. At the bus station, there is a long queue with the traffic jam in the street. Nothing seems out of ordinary except Felix’s misfortune. Felix remembers what his defence barrister urged him to do.

‘The Jury and the Judge will be taking everything into account, Felix. For your own benefit, you should be punctual especially on the 13th of Sept when you’ll be hearing the verdict.’

Felix enters the Inner London Court reluctantly remembering the details of his troublesome past and how he had broken into an unoccupied premise unlawfully 6 years ago that was when he was made homeless. Felix had walked around the deserted Victorian house he had spotted on his way to work. Felix was working as a delivery person at the metal scrap factory. His job didn’t pay well but didn’t involve any paperwork which had suited Felix better than any other unskilled works as he had difficulty with reading and writing. All Felix needed to do was to carry heavy metals within the different departments of the factory. Felix’s low wage was just enough to cover his lodging expenses and a hot meal once a day. In order to cut down his outgoings substantially, Felix had taken a cheese sandwich daily to work for his lunch. When Felix had reached his 16th birthday, his foster parents asked him to leave home. Since leaving his foster home, life has been more complicated than ever for Felix. It didn’t take long for police officers to arrest Felix for occupying the squatted premises unlawfully. Felix’s trial had followed immediately. Neither the Jury nor the Judge were impressed by Felix’s background as an illegitimate child before making their decision on Felix’s future. Felix was sentenced twice. The prison had provided a place for Felix to live for a while. The only trouble was that Felix couldn’t go out for a walk by the River Thames. That was the downside of being in prison. Felix didn’t get on with his inmates as he had never associated himself with the young gangs. The type of crimes they had committed was based on violence and involved drugs and robbery. Most of them come from deprived backgrounds but their life circumstances sound worse than his. Felix wouldn’t have committed crime if he wasn’t asked to leave his foster parents’ home. There is an enormous digital clock on the wall in the main entrance of the court. Felix gazes at the clock. The time is 9.50 am. Felix is earlier than yesterday. He walks up the stairs and finds the courtroom number 8 on the 2nd floor. His defence barrister, Mr Goodman is waiting for Felix in the corridor and greets Felix with a gentle expression on his face.

‘I’m glad you’re earlier than yesterday. How do you feel today, Felix?’

‘Rough!’

‘There is a strong possibility that you’ll be pardoned. I’ll see you at lunch time.’

‘See you at lunch time, sir.’

Felix enters the glass gallery, which is designed for the offenders to watch their trials separated from the public and legal representatives in the courtroom. Felix looks around to identify the familiar surroundings of the courtroom and recognises his ex-girl friend, Jackie immediately. She sits at the back bench of the courtroom and turns her head round looking for Felix inside the glass gallery. Their eyes meet while she spots Felix in his isolated waiting room. Jackie greets Felix with warmth and waves at him instantly. Felix greets Jackie in an unfriendly way without waving or smiling back to her. The court usher rushes around carrying papers and letting the Jury members in. The Jury members are ready to start a new day to finalise the case. The court clerk looks professional while she checks the details of the court case on her computer. Felix’s barrister sits on the bench in front of the courtroom facing the court clerk and the Judge. He looks through his legal papers. The prosecution counsel does the same thing. Everything is scheduled in accordance with the norms of the British Court. The court usher goes out to inform the Judge that the jury members are present. There is a knock on the door from where the Judge will be making his appearance after the usher’s voice is heard.

‘All rise!’

Everyone stands up. The Judge in black robe wearing a white wig on his head enters the courtroom and greets the barristers formally. After the greeting, everyone sits down in their seats and the court case starts subsequently. It is 10 o’clock. Felix stops thinking about his past. The prosecution counsel stands up and puts forward his submission to the judge.

‘Your Honour, I’d like to make a submission in relation to the offender’s character. He had committed the same crime twice. This is his 3rd crime. I don’t think that he has got a good character. Based on the knowledge of his previous offences he had committed, I believe the offender will cause a serious threat to the society.’

‘Are you judging the offender on the basis of his past crimes, Mr Gavel?’

‘Your Honour, I see a link between the current crime and the offender’s past history.’

‘Mr Gavel, I’ve understood that you are judging the offender based on his previous convictions. As far as I am concerned, the past crimes of the offender should not affect the Jury’s decision. Your misleading statement can easily confuse the Jury.’

‘Your Honour, I take your point. I have no further comment to make.’

‘Thanks, Mr Gavel. Mr Goodman, can we hear your view now?’

‘Your Honour, I’d like to make a clear distinction between a crime, which is committed with a deliberate intention of the offender and a crime, which is committed beyond offender’s deliberation of misconduct based on his circumstances. The former one puts a heavy penalty on the offender as he was aware of the seriousness of the crime when he was committing the crime. The later one reduces the detrimental factor of the crime he had committed as he had no any other choice at the time of carrying out the crime. I believe my client’s crime shouldn’t be examined from the point of view, which will be in favour of sentencing the offender. This won’t solve the problem he has got in his life; nor do any good to the society.’

‘What is your submission, Mr Goodman?’

‘I’d like to raise the question, what are we going to get out of this court case?’

‘Have you got an answer for the question you’ve just raised, Mr Goodman?’

‘Your Honour, to punish the defender without giving him a chance to correct his misconduct won’t prevent him from re-offending the same crime. I am in favour of a corrective punishment, which should bring a constructive solution to the defendant’s problem he is facing.’

‘I take your point of view, Mr Goodman. Nonetheless, I’d like you to illustrate your view with a tangible example, which should enable the Jury to see your point much clearer.’

‘Your Honour, I’d like to suggest that the offender should be given a chance to start some kind of training, which suits his need. Considering the defender’s current situation without any qualification, he won’t be able to function within the society. That is the main reason he has been driven into the crime scene for several times. Furthermore, he isn’t supported by the state to become a legal occupier. The offender hasn’t got an access to any support mechanism to resolve his homelessness. That was why he has been repeating the same crime.’

‘That is a good point, Mr Goodman. Thank you. Could Jury members retire now and discuss the matter for further consideration? We will hear the verdict after lunch break. Before going away, I’d like to make it clear that it will be Jury’s decision, which finalises the court case today. I don’t want to influence the Jury in any way. You have heard the statements made by the defence barrister and the prosecution counsel during the last two weeks. Please think carefully about each detail you’ve got an access. In the light of the evidence and the statements being put forward by the barristers, you’re free to make your own judgements. Once you reach the verdict, there won’t be any further discussion on this matter. I hope everything is clear. If you wish further clarification, please let me know. Thank you.’

The Jury members don’t have any question to ask and leave the courtroom quietly from the back door, which is separated from the front entrance of the courtroom. The jury members start discussing the details of the crime in the back room of the court which is designated to accommodate jury members only for their confidential discussion during the trial period before reaching the verdict.

The opinion of the jury member number 12 has been accepted by the majority. They all rush out to have their lunch from 1 pm to 2 pm as they agree that the court case will be finalised with the verdict this afternoon and there won’t be any further discussion on this matter concerning Felix’s future. Apart from one jury member, everyone feels relief that the trial is over and Felix’s existence won’t bother them any longer. They will soon forget Felix and his case will remain an insignificant matter to occupy their mind with till the rest of their lives when Felix keeps on struggling to survive without any support mechanism.

Felix meets his girlfriend during his lunch break. They go to the court restaurant. Jackie buys pasta for both of them. They sit down facing each other. Felix remembers how he had met Jackie. On one of those miserable days without any money and feeling very hungry, Felix had stolen an egg sandwich from the shelf of the supermarket. Jackie had seen Felix being questioned by a security guard; she rescued him by paying for Felix’s sandwich. He was lucky to walk out of the supermarket free without being arrested. Jackie was on her 1st year at the university studying psychology and she thought that Felix suffered from ‘kleptomania’ which causes sufferers to steal items they don’t need. Jackie acted on impulse with the interference of her middle class bias as she had never experienced any urge for stealing food out of hunger or lack of financial resources. Jackie had kept in touch with Felix in order to analyse Felix’s behavioural problems for her case-study while she was writing her thesis on ‘Crimes linked to mental health problems’. Jackie soon discovered that Felix wasn’t suffering from kleptomania or any other mental health problem. Far from it, Felix was mentally fit and honest person in general. His petty crime was due to his poverty and physical hunger only. Felix’s good character enabled Jackie to treat Felix as a human being rather than a thief. They had started meeting up regularly which bounded them eventually. Their affection for each other had stayed on a platonic level. Jackie wouldn’t get involved with anyone intimately as she believed in sexual purity. They wouldn’t consider the possibility of getting married either. Felix was homeless and unemployed without any qualification. Jackie was staying at university campus supported by her family. After a while, Felix had left Jackie as he didn’t want to spoil her life. Jackie must have heard from one of his inmates that Felix has been arrested for the 3rd time. Felix looks at Jackie with embarrassment.

‘How did you find me, Jackie?’

‘Well, that shouldn’t be your concern, Felix.’

‘I’d like to know who told you I am in trouble again.’

‘Wouldn’t it be better for us to focus on how you’re going to get out of trouble, Felix?’

‘Jackie, I really don’t want you to get involved with my personal life. Everything is finished between us. You ought to consider someone suitable for you or for your class. I am not the right person for you to get involved with.’

‘Felix, please do not think that I’d like to get involved with you in any way.’

‘What does that mean?’

‘We’ll be keeping the same rule without considering any intimate relationship. All I want is to get you out of this trap you’ve fallen into. It isn’t your fault to be homeless. I am pretty sure that I would have done what you have done, if I were in your place facing the similar circumstances.’

‘I don’t want you to get emotional, Jackie. Homelessness is my problem, but not yours. You shouldn’t worry about my problems. How is your study going?’

‘It’s fine. I’m in my final year. I’ll be graduating soon.’

‘I’m sure you’ll be a very successful psychiatrist. I have no doubt about it considering how you have been treating me since we’ve known each other.’

‘Thanks, Felix. Aren’t you having your pasta? It’s getting rather cold.’

‘That’s all right. I don’t mind eating cold pasta.’

‘Let’s have our meal in peace now, shall we?’

‘That suits me well.’

Felix and Jackie start eating their pasta in silence.