David Bradley shares his dyslexia story and how his strengths have helped him become the teacher he is today.

I was diagnosed with dyslexia at the age of 29 (February 2021); I am currently 30. I have thought for many years that there was a possibility I had dyslexia, but never took action in to confirming it. Looking back at my primary school reports, there was evidence of dyslexic struggles, and a common theme ran through each one that identified reading as a weakness, and also writing (spelling). It was when I started my masters in dyslexia research and practice that confirmed my thinking for so many years. So I then made the decision to explore it. As a result, my thoughts were confirmed.

The challenges and the successes

Reading was never something that I have enjoyed, unless it is reading something that is of interest - I can probably count the number of books I have read fully on one hand. I have never found it to be a relaxing experience and it is a process that I find very energy consuming. If a text is 'fresh' to me, it could potentially take me some time to read. I will avoid reading aloud or in front of people, unless I have seen the text prior, as I would stumble over words. I become very conscious of my reading style.

The process of writing at length, e.g. essay writing and proof reading, is also a challenge for me as it can be very energy consuming and I can become easily distracted because of this.

Despite these struggles, I am very determined, conscientious and I have pushed myself in to achieving well. I studied Primary Education at university, resulting in me becoming a Primary School teacher, and I am the school SENDCo. I am currently studying a masters in Dyslexia Research and Practice.

I am very creative, and have always enjoyed design. I achieved A's in my Art and Graphics GCSEs and also A's at A Level in both areas too. I now believe that my dyslexia contributed to me to having such skills. Through my dyslexia assessment it also highlighted that I scored highly on my non-verbal tests, scoring a standardised score of 132. I enjoy problem solving and solving pictorial patterns.

I believe that my own struggles have allowed me to empathise with children that need additional support in my school, and I am quick to realise these needs. It has allowed me to be a considerate teacher who adapts their teaching to ensure children get the support they need and are provided with the correct tools to achieve.

Getting the right support

In primary school I received support for my reading through intervention and reading 1:1. However, since my diagnosis this year, I have received fantastic support from my university lecturer, my dyslexia assessor, and DSA/student finance. I am now using different assistive technologies that have already made a supportive impact on my university writing and I have also got a great tutor who has provided me with great advice and resources to support me in my writing and reading at masters level.

Supporting the children that need it

I gained a first in my Primary Education degree, passed the NASENCO course and I am now studying for a masters in Dyslexia Research and Practice, which will allow me to become specialist dyslexia teacher and an accredited dyslexia accessor. This will allow me to support children who need it. I also sit on the senior leadership team of an outstanding primary school.