Creating a Workplace Where Dyslexic Minds Thrive

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Hi everyone. Everyone’s just joining,
so welcome to Skill Sessions.
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We’re just going to allow everyone
to join. So welcome, welcome.
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Thank you for everybody
being so prompt. That’s fantastic.
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So yeah, welcome to Skills
Sessions online. For those of you
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who aren’t aware, Skill Sessions is a
series of events online and in-person
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hosted by CareScribe.
The whole idea is these events are
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designed to share knowledge
about areas of neurodiversity and
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disability, to help build and foster
an inclusive community where we
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can discuss these sorts of topics.
So yeah. And each event is based
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on a different topic. And this
event follows on nicely from our
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last one, which was
on neurodiversity.
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This time we’re
talking about dyslexia.
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We’ve got the fantastic Natalie
Brooks, founder of Dyslexia in Adults
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speaking on the topic
of creating workspaces that are
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dyslexic, where dyslexic thinking
thrives. Lovely to see so many
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of you joining. As you join, please,
get into the chat, say where
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you’re joining from. Say hello,
and make sure your chat settings
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are set to all, otherwise you
won’t be saying hello to everybody.
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You’ll just be saying it to a
couple of us. So make sure
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you’ve changed your chat
settings, so everyone can see who
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you are, where you come from.
And yeah—and keep the chat going
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because if you’ve been on
these events previously, normally
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there’s lots of people
joining, lots of people chatting,
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sharing experiences and
that’s what this is all about.
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Fantastic. So yeah, lots and
lots of people joining. This is
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brilliant. So let us know
where you’re joining from, and
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as I say, just pop things
into the into the chat there.
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Brill. Okey doke. So before
we get over to Natalie,
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I’m going to tell you a little bit
about who I am, who we are, and—
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yeah, a little bit more about
CareScribe. So my name’s Rich.
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I’m one of the founders and directors
of CareScribe. Carescribe’s an
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assistive technology company
based out of Bristol. So shout out to
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anybody else based in Bristol.
Myself and the other two founders,
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Chris and Tom, we’re all
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neurodivergent, as
are many of our team.
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And the company, as a company,
we spend every single day working to
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support people who are disabled
or neurodivergent to work and study
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more independently. That’s our
kind of mission. And we do that
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by building technology—so by building
assistive technology. We have
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a couple of software tools that
we’ve built, which you may well have
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heard of. The first one’s called
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Caption.Ed. Caption.Ed
is a captioning
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and note-taking tool designed to
help people to better comprehend and
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retain the huge
amounts of information
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that are thrown at us every
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day in our busy lives, whether that’s
in a workplace or if you’re studying.
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This is, of course, of
tremendous value to
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those with a wide range of
disabilities and neurodivergent
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profiles from perhaps those
who are deaf or have hearing loss,
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who may have difficulty comprehending
what’s being said, to those
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who are, like me, and dyslexic,
or have ADHD or ASD, who maybe
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have similar difficulties or
find it hard to focus and retain
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information as it’s being said, or
even those with maybe a motor
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impairment, who find it difficult
to get thoughts down quickly on
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pen or paper or on a computer.
And so that’s Caption.Ed
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and how Caption.Ed can
help support individuals.
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And then, of course, our
other piece of software is
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called TalkType,
which, again you may
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well have heard of.
And that’s a dictation
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software. So that
is designed to help
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people convert thoughts
to text, something
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that a wide range
of people find very
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challenging for a
wide range of reasons.
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Of course, if you want to find
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anything—any more
information out about our
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assistive technology and how
we can support either yourself or
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people you work with or know,
please pop a message in the chat or a
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message in our feedback at the end
of the session or even just get in
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touch through our
website and we can set
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up a demo and a
conversation with you.
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Brilliant. So quick bit
of housekeeping. So I can see
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that people have already
turned on the closed captions, but
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you can turn on closed captions
if you need to, and you can do
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that within Zoom. So feel free to
click the button and turn those on.
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As I said, use the chat
and tell us where you’re tuning
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in from. And if you’ve got any
questions or anything like that
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that you want to pose to us,
then please pop them, ideally,
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in the Q&A section, which is
slightly separate to the chat.
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But, yeah. Pop them in the Q&A
section and we’ll pick them up.
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You can also
upvote other people’s
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questions. So, if
whilst we’re Talking,
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somebody has a great question you
think, “Oh, I want that answered,”
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then upvote it. There’s no wrong
questions. This is a safe place to
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learn so, please feel free to and
to get your questions over to us.
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You’ll be glad to know this session
is recorded, so if you miss anything,
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don’t worry. Lucy is going
to send over a link to you after
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this. And it’ll also be up on our
CareScribe LinkedIn tomorrow.
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Final thing just to mention, and
I’ll mention it again at the end, is
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we keep running these Skills
Sessions on lots of different topics,
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and we’re actually going to be
doing an in-person session in
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November, in London, which
is all about ADHD awareness.
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So if that’s something that’s
of interest to you, we’ll be
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getting the registration details
out relatively soon and that’s
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on the 7th of November. So
invites are coming soon, but just to
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make you aware this online
session is going to be doing—we’re
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going to be doing another in-person
event, this time in the South.
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That last one was up in, in
Manchester. Okey doke. So, without
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further ado then, let’s hand over
to Natalie, who is going to give
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us a talk all about dyslexia. So
over to you Natalie—take it away.
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Hello. Yeah, hi. Thank you so much
for having me. And I’m super excited
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about today’s session. So let me
get up my presentation and we will
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dive straight in. Can I just check
from everyone that you can all
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hear me OK? Everything’s all
good? Just—Rich, can you hear
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me OK? Just making sure
everything is all good. OK. OK.
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Wonderful, good, good, good. Great.
OK. So I am Natalie and I’m going
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to be discussing how to create a
workplace environment where dyslexic
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skills and minds can thrive. So
what we’re going to be discussing
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today is understanding the reality
of dyslexia and what exactly that
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looks like. But also suggestions on
how to navigate just like if you’re
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in the workplace and some ways to
think about how to better understand
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dyslexic strengths. Now, the pitch
of today is going to be a little
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bit if you’re a manager or if
you’re someone who is not dyslexic
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yourself, and you want to better
understand things. But my true
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passion really lies in helping
dyslexic people understand themselves
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better and understand what they
need better and to be able to feel
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comfortable to advocate for yourself,
discuss things for yourself,
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bring forward exactly what your
strengths are and what kind of things
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you need to really create
success. So I’m going to be trying to
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straddle the divide on that
one—so both talking directly to you
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if you’re dyslexic and you’re in
the workplace and you want to
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understand how to create success
for yourself, but also to try and
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help anyone who’s in the audience
trying to create wider change in
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their organisation or just for
their team. So that’s the kind of
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overview today. You’ll quickly
realise that the main theme is about
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how to understand the reality of
being different and how to kind of
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put that in place in a broad
theme. So yeah, let’s dive in anyway.
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So just a little bit about me
before we jump in. I’m Natalie. I’m
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the founder of Dyslexia in Adults.
I founded Dyslexia in Adults in
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the back end of
2019 so, terrifyingly,
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coming up to kind of four
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years of working on this problem.
The honest answer is that Dyslexia
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in Adults started for me. It
was something that I was really
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passionate about. I have known
I was dyslexic since I was seven.
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I was really lucky that I had great
parents who were really supportive
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and sent me to schools that really
helped me understand what I needed
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to do to educate myself. But
when it came to the workplace, I just
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felt scared, lost,
confused, frustrated,
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just unsure how to reach this
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potential I was kind of sure I had,
sometimes felt like I didn’t have
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and just really feel like I
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understood myself.
That was really the
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goal that I was trying to achieve.
I just felt like there was so
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little out there for adults, and
a lot of the content that was out
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there, I just didn’t feel I resonated
with. So that’s why a lot of
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the things that I talk about
today, hopefully, you might feel is
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presenting things in a different
way or discussing something that you
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maybe haven’t heard, said before.
Because that is something I’m really
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passionate about, trying to
find a way to speak to 2019
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Natalie and maybe the
people who feel like her too.
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So the advice that you’re going to
hear today and the experiences I’m
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going to share are—they started off
a lot from my own experience and my
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own challenges and ways of navigating
the workplace. I used to do
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sales and account management across
a number of large companies. But
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more and more, as I got deeper
and deeper into this business, what
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you’ll hear is a lot of experiences
from my clients, and one of the
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decisions I made early on in the
business is to go down the social
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media route. So I’m really lucky
that I now have a kind of global
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connection of about 100,000 dyslexic
adults. And through feedback of
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comments, meetings,
events, videos
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that have blown up,
ones that haven’t,
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that I really feel like I’m very
clear on the themes and challenges
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and experiences that dyslexic adults
face in our modern workplace. So
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that’s kind of a little about me,
a little about my credentials. And
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now, we are actually getting into the
main chunk of the presentation.
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So obviously, I put this presentation
together in mind with the fact
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that we have Dyslexia Awareness
Month knocking around the corner.
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It’s Dyslexia Awareness Week and
Dyslexia Awareness Month in October.
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So, loads of opportunities to really
talk about awareness and helping
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people better understand dyslexia.
Now, like I said, discussing
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dyslexia differently and thinking
about things in a different way is
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something I’m really passionate
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about. The way
that I feel that—often,
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if you have a kind of consciousness
of dyslexia, you kind of—
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you know it, but you don’t
really know anything about it.
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If you picture dyslexia, you’re
probably picturing a child who is
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stuttering with reading or struggling
with learning to spell. And
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although that is the experience of
many dyslexic people, it’s quite a
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narrow lens to look through dyslexia.
There are so many challenges
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that dyslexic people face and
obviously, as we know well, it
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follows you lifelong. So, when
we’re kind of just talking about
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children, that isn’t the entirety of
it and the experience of dyslexic
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people. And so to me, helping
people understand the reality of
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dyslexia and what we’re really
looking at, what we’re really
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experiencing—that the good and
the bad and how it hits us is really,
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really important for creating
change and helping people help us
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create success for ourselves. So
a little bit of this at the beginning
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is going to be talking about
understanding dyslexia because, in my
00:13:04.680 –> 00:13:08.418
personal opinion, if you understand
your brain, then you’re able to
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give yourself some kindness to
reduce the stress and anxiety that
00:13:12.180 –> 00:13:15.544
comes from dyslexia. You’re
able to think of better solutions and
00:13:15.568 –> 00:13:18.879
ways of managing dyslexia.
You’re also able to manage dyslexia
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through much more control.
Instead of going into a meeting,
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realising that you’re struggling,
feeling fearful, keeping quiet,
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you actually go in prepared and
in control and clear on what you
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might need. So much of managing
dyslexia is about managing it in
00:13:34.180 –> 00:13:36.927
advance. And if you don’t understand
that, then that can be really
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difficult. So that’s
why understanding
00:13:39.140 –> 00:13:40.879
dyslexia is something that I’m
00:13:40.879 –> 00:13:45.192
really passionate about. So,
first slide: what is dyslexia?
00:13:45.216 –> 00:13:49.379
I think the way that I like
to think about it is it’s a
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difference in how you process
information, and that difference,
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ultimately, has positive and
negatives. So, in terms of what we’re
00:13:58.080 –> 00:14:01.727
looking at here, the way that I
kind of—the reason why I wanted to
00:14:01.751 –> 00:14:05.680
say that is, like I said, we’re
looking at this really narrow lens of
00:14:05.680 –> 00:14:08.269
how we’re thinking about dyslexia.
We’re thinking about people
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struggling to read, and we’re
thinking about children. And when you
00:14:11.180 –> 00:14:12.856
think about the fact that it’s
00:14:12.868 –> 00:14:15.118
processing information,
it makes sense
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as to why it’s so much of our lives
that are impacted by dyslexia. It
00:14:19.080 –> 00:14:22.469
makes sense that it’s also
confidence challenges that come
00:14:22.493 –> 00:14:26.180
alongside dyslexia. It makes
sense there’s also strengths are
00:14:26.180 –> 00:14:29.771
associated with dyslexia because
if you’re like—OK, you’re struggling
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to read, but how does that have
strengths? Or like, OK, you can’t
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spell. Like, how does that have
an impact on you? I don’t get
00:14:36.692 –> 00:14:40.080
it. Like you’re saying you’re
struggling in a meeting, but I
00:14:40.080 –> 00:14:43.068
thought you couldn’t spell and
we have spellcheck. Like, what? So
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I think when you remember that
it’s a difference in how you process
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information, it can really help
to get a sense of why it’s so
00:14:52.834 –> 00:14:56.379
important to create change.
And what exactly the changes that
00:14:56.379 –> 00:14:58.902
we’re actually looking for
are. And you’ll see the theme
00:14:58.926 –> 00:15:01.680
of difference flowing throughout
this presentation as well.
00:15:03.832 –> 00:15:07.827
So I wanted to kind of start off by
talking about some of the common
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dyslexic challenges that both
dyslexic people themselves don’t
00:15:11.280 –> 00:15:15.268
understand and so many people
in the workplace, also, aren’t really
00:15:15.292 –> 00:15:19.280
aware of. And then we’ll kind of
go into what that looks like and
00:15:19.280 –> 00:15:20.280
what that feels like.
00:15:22.580 –> 00:15:24.770
So the first one is verbal
00:15:24.782 –> 00:15:28.255
instructions. I think
this is a perfect
00:15:28.279 –> 00:15:34.479
example of how dyslexia is so much
more than the reading and spelling,
00:15:34.479 –> 00:15:38.736
and it has such a wide impact.
So this is connected to something
00:15:38.761 –> 00:15:41.979
called working memory, which some
of you may have heard of and some of
00:15:41.979 –> 00:15:45.063
you haven’t, but it’s basically
the section in your brain that deals
00:15:45.088 –> 00:15:49.979
with things coming in. And when
information comes in, your brain is
00:15:49.979 –> 00:15:53.751
scrambling to figure out what to
do with it. It’s like, do I store it?
00:15:53.775 –> 00:15:56.780
Do I answer a question on it?
What do I do? And dyslexic
00:15:56.780 –> 00:16:00.569
people just have a slightly
smaller capacity in that section.
00:16:00.594 –> 00:16:06.780
And so, when your boss shouts over
the desk and says, “Oh,
00:16:06.780 –> 00:16:07.522
Natalie, could you send the
00:16:07.547 –> 00:16:09.840
presentation to Lucy?
I need you to also
00:16:09.865 –> 00:16:13.680
send it to Mike, and I need it to
be sent on the 13th. And what’s
00:16:13.680 –> 00:16:17.079
really important is that you
include X, Y, and Z information.”
00:16:17.104 –> 00:16:20.099
And you’re sitting
there thinking, uh-oh.
00:16:20.123 –> 00:16:22.780
I remember
presentation, and it’s got to
00:16:22.780 –> 00:16:25.330
go to Lucy and someone else,
and there was a date that I said, and
00:16:25.354 –> 00:16:28.180
there was some information I needed
to send. And I think I have it all,
00:16:28.180 –> 00:16:31.343
but I’m not sure. And the natural
reaction because you’re like, the
00:16:31.368 –> 00:16:34.979
last thing I want them to think
is I’m careless is, you just go,
00:16:35.483 –> 00:16:37.671
“OK. I’ll just try and remember
everything. OK. I’ll just
00:16:37.696 –> 00:16:40.680
sit quietly and I hope that I
remember everything. I don’t
00:16:40.680 –> 00:16:43.348
want to highlight that I can’t
remember everything. It was only
00:16:43.373 –> 00:16:47.979
three pieces of information.
Oh no.” Or maybe you ask for it
00:16:47.979 –> 00:16:50.508
again; maybe you kind of pull up
the courage and you say, “Sorry,
00:16:50.532 –> 00:16:53.379
could you just repeat that?” But you
don’t have a pen and paper in your
00:16:53.379 –> 00:16:56.113
hand. You didn’t ask for it to be
emailed. Then you’re going to bed
00:16:56.137 –> 00:16:59.080
at night thinking, “Oh, my God, I
can’t—I hope I remembered everything
00:16:59.080 –> 00:17:01.780
that has to go in that presentation.
I’m not sure. I can’t remember.
00:17:01.805 –> 00:17:03.550
I’m sure it was
correct. Maybe I missed
00:17:03.575 –> 00:17:06.679
something.” You
get the gist. The
00:17:06.679 –> 00:17:08.992
other one is language difficulties.
Obviously, we talked about the
00:17:09.016 –> 00:17:10.144
fact that dyslexia is related to
00:17:10.156 –> 00:17:11.580
spelling, and I think
most people know
00:17:11.580 –> 00:17:15.966
that. But so common is the experience
of dyslexic people being told,
00:17:15.990 –> 00:17:20.179
“Oh, but we have spellcheck.
It’s fine.” And I think it’s about
00:17:20.204 –> 00:17:23.813
understanding that it’s so
much more than that. It’s so much
00:17:23.837 –> 00:17:27.679
more complicated than that, so
much more frustrating than that. I
00:17:27.679 –> 00:17:31.606
can’t tell you how many of my
clients have said to me over the
00:17:31.631 –> 00:17:36.679
years—if spelling was the problem
with dyslexia, if that was it,
00:17:36.704 –> 00:17:40.877
if this was all I was dealing
with, fine, great. I’ve got it.
00:17:40.902 –> 00:17:46.679
It’s OK. I can deal with it. But
it’s the ability to check your own
00:17:46.679 –> 00:17:50.017
work and notice your own mistakes,
despite the fact you’ve checked
00:17:50.042 –> 00:17:55.780
it 10, 15, 20 times. And one of
the things that haunts me still to
00:17:55.780 –> 00:17:59.132
this day as someone who’s
trying to help dyslexic people is the
00:17:59.156 –> 00:18:02.780
challenge of homophones. And
so that is words that look like other
00:18:02.780 –> 00:18:07.426
words or are very similar, we’re
thinking “dairy” and “diary”, “angel”
00:18:07.451 –> 00:18:10.713
and “angle”. The
one that, personally,
00:18:10.725 –> 00:18:13.080
was my nemesis is—like I said, I
00:18:13.080 –> 00:18:18.416
was an account manager for
about 10 years, and I used to write I
00:18:18.441 –> 00:18:23.379
was an account “manger” a lot.
And I can’t tell you how many times I
00:18:23.379 –> 00:18:25.968
got picked up on
that. I was like, “Yeah,
00:18:25.992 –> 00:18:28.580
it’s just spellcheck
doesn’t pick it up.”
00:18:32.219 –> 00:18:35.364
And then the other thing I wanted
to kind of touch on is with regards
00:18:35.389 –> 00:18:38.980
to reading. Obviously, again,
reading is a really common dyslexics’
00:18:38.980 –> 00:18:43.018
challenge, that we may know
about. But I think one of the things
00:18:43.042 –> 00:18:47.080
that’s better to understand
with dyslexia is it’s not just the
00:18:47.080 –> 00:18:51.620
challenge of reading: it’s the time
that it takes to read the information
00:18:51.644 –> 00:18:55.679
and the knock-on effect that
that has, or the fact that this is
00:18:55.679 –> 00:18:59.319
not our natural skill or
strength. And so, if we’re having to
00:18:59.343 –> 00:19:03.580
process a lot of information, it
can be hugely draining, hugely
00:19:03.580 –> 00:19:10.135
frustrating and can result in
feeling absolutely exhausted after
00:19:10.188 –> 00:19:14.580
doing one of these tasks that
really just don’t feel like where
00:19:14.580 –> 00:19:17.531
you’re supposed to be or how
your brain is supposed to work.
00:19:17.556 –> 00:19:21.679
It just feels like—often what
my clients say is it feels like it’s
00:19:21.704 –> 00:19:26.955
pushing a boulder uphill, and
it’s so frustrating. So we talked
00:19:26.980 –> 00:19:29.980
a little bit about the challenges
and what they may look like and
00:19:29.980 –> 00:19:34.038
examples of them, but what is the
reality of the dyslexic experiences
00:19:34.063 –> 00:19:38.379
behind that? And it will make sense
shortly as to why I’m touching on
00:19:38.379 –> 00:19:43.086
this and why I think this is so
important because this is what I’m
00:19:43.110 –> 00:19:48.179
seeing all day, every day. So this
may be you. Like I said, if you’re
00:19:48.179 –> 00:19:51.073
a person who’s struggling with
your own dyslexia or trying to
00:19:51.097 –> 00:19:54.379
create success with your dyslexia,
or this could be your team, this
00:19:54.379 –> 00:19:59.318
could be a large swathes of your
employees if you’re in—kind of in
00:19:59.342 –> 00:20:04.280
a managerial position, the reality
is so many dyslexic people fear
00:20:04.305 –> 00:20:08.768
being outside of their comfort zone.
And that might mean pushing back
00:20:08.792 –> 00:20:12.980
on a promotion. It might mean not
speaking up in a meeting: they’ve
00:20:12.980 –> 00:20:16.217
got an idea or a thought or something
that they think they want to say,
00:20:16.242 –> 00:20:20.179
but there’s this voice and their
head that says, “No, I’m definitely
00:20:20.179 –> 00:20:23.517
wrong. I can’t be right. Oh, I
don’t want to say anything. What if I
00:20:23.541 –> 00:20:26.879
say it wrong?” And you lose that
idea. You lose that thought. You lose
00:20:26.879 –> 00:20:29.565
that experience of that person
because they just are too afraid to
00:20:29.590 –> 00:20:33.879
speak up. Or maybe there’s a project
they would be amazing at running,
00:20:33.879 –> 00:20:36.668
but because they’ve never done
it before, and the fear of putting
00:20:36.692 –> 00:20:39.480
themselves in the spotlight means
that they’re not going to take it
00:20:39.480 –> 00:20:41.675
on, they’re going
to just sit quietly.
00:20:41.700 –> 00:20:43.966
Or the fear that maybe it will
00:20:44.042 –> 00:20:48.580
take on too much time and they won’t
be quick enough. And so the just—
00:20:48.605 –> 00:20:52.338
the natural desire is to just stay
in the background: Stay. Stay
00:20:52.363 –> 00:20:56.280
quiet, try and stay in their comfort
zone. That means that we miss
00:20:56.280 –> 00:21:00.250
out on ideas. It means we miss
out on experience. It means that we
00:21:00.275 –> 00:21:04.980
miss out on the opportunity to
progress ourselves. And I can’t tell
00:21:04.980 –> 00:21:08.168
you how common this is. I have a
client at the moment, who I’m in a
00:21:08.192 –> 00:21:11.379
full-on battle with. He’s determined
to request a demotion, and I’m
00:21:11.379 –> 00:21:14.574
determined that he shall not request
a demotion because every single
00:21:14.598 –> 00:21:16.065
day he’s living in fear of this
00:21:16.077 –> 00:21:18.080
particular meeting
he has to go to every
00:21:18.105 –> 00:21:22.646
week. And because of that, he
wants to ask for a demotion. This
00:21:22.671 –> 00:21:28.179
is the extent to which it impacts
and permeates our careers. The
00:21:28.179 –> 00:21:32.127
other one is the—I can’t tell you
how common it is. Again, if you’re
00:21:32.151 –> 00:21:35.980
a dyslexic person yourself, you
will know this. The making jokes
00:21:35.980 –> 00:21:39.168
about yourself. The putting
yourself out there first, the being
00:21:39.192 –> 00:21:42.379
like, “Oh, sorry, I’ve got a
brain like a sieve.” Or like, “I may
00:21:42.379 –> 00:21:46.617
not be a natural blonde, but I
sure well should be.” Or, “I couldn’t
00:21:46.641 –> 00:21:50.879
organise a piss-up in a brewery.”
You know? Whatever it is. It’s so
00:21:50.879 –> 00:21:54.545
common for dyslexic people to put
themselves down. And that means
00:21:54.569 –> 00:21:58.580
that our colleagues don’t believe
in us. That means that people think
00:21:58.580 –> 00:22:02.468
we’re not capable. They don’t listen
to our ideas, or maybe it’s just,
00:22:02.492 –> 00:22:04.677
if we constantly
are putting ourselves
00:22:04.689 –> 00:22:06.379
down, then that’s a statement
00:22:06.379 –> 00:22:10.418
on how we’re feeling about
ourselves. And it results in further
00:22:10.442 –> 00:22:14.480
pushing yourself down in almost
a self-fulfilling prophecy. You
00:22:14.480 –> 00:22:18.230
think you are useless, and so
therefore, it results in it being
00:22:18.255 –> 00:22:23.179
the case. Or maybe you don’t
make—you don’t ask for help or you
00:22:23.179 –> 00:22:25.933
feel uncomfortable putting
yourself in a position where maybe
00:22:25.957 –> 00:22:29.080
you’re talking about the fact
that you’re struggling, and it’s just
00:22:29.080 –> 00:22:33.360
easier to make little jokes
about yourself. I see it time after
00:22:33.384 –> 00:22:38.080
time after time and it’s something
that I am constantly advising my
00:22:38.080 –> 00:22:42.068
clients against. Like I said, these
the stories are going to come from a
00:22:42.092 –> 00:22:46.080
little bit from me and then a little
bit from my clients. I actually—to
00:22:46.080 –> 00:22:50.099
really hammer home this point,
when I was younger and I was working
00:22:50.123 –> 00:22:54.080
in this big tech company that I
guarantee you’ve all heard of, I
00:22:54.080 –> 00:22:57.950
worked the same—I started the same
time as this girl, and I subsequently
00:22:57.974 –> 00:23:01.679
found out she’s being paid £10,000
more than me. And I was a little
00:23:01.679 –> 00:23:05.328
disappointed, and I found
out that it was because I kind of
00:23:05.352 –> 00:23:09.379
lowballed myself in the interview
stage. I’d said that I wasn’t
00:23:09.379 –> 00:23:11.900
really that competent, and, you know,
they weren’t really sure whether
00:23:11.925 –> 00:23:15.379
or not they wanted to hire me.
And so they hired me at a much lower
00:23:15.379 –> 00:23:20.117
salary, which obviously sucks. But
then it gets worse. So then I’m on
00:23:20.141 –> 00:23:24.666
the cusp of a promotion and they
tell me that I have to take on this
00:23:24.691 –> 00:23:28.399
new account to be able to show
that I’m capable of this new amount
00:23:28.423 –> 00:23:31.780
of money, which is fine. And
I’m taking over this account and
00:23:31.780 –> 00:23:35.525
it’s going well, and my colleague
says to me, “You know, Natalie,
00:23:35.550 –> 00:23:40.179
you’re actually really good at
your job.” And I was like, “Yeah.” I
00:23:40.179 –> 00:23:43.941
didn’t think that was—I thought
that was a given. And she was like,
00:23:43.965 –> 00:23:48.080
“No, but you constantly talk about
how you’re not good enough.” And I
00:23:48.080 –> 00:23:49.405
was like, “Oh, well.
Yeah. But they’re
00:23:49.430 –> 00:23:52.318
just jokes.” She was like, “Well,
00:23:52.342 –> 00:23:54.308
why would I know
otherwise? If you
00:23:54.320 –> 00:23:56.580
think you’re bad,
then why would I take
00:23:56.580 –> 00:23:58.822
the time to realise
that you weren’t?”
00:23:58.834 –> 00:24:01.510
And she actually told me that
00:24:01.535 –> 00:24:04.580
when this account was being taken
off her and given to me, she had
00:24:04.580 –> 00:24:07.468
protested, and said that I wasn’t
good enough or wasn’t capable.
00:24:07.492 –> 00:24:10.379
And that was partly because of
the way that I used to speak about
00:24:10.379 –> 00:24:15.044
myself. So these are the realities
of how feeling different and
00:24:15.056 –> 00:24:19.879
feeling uncomfortable and feeling
frustrated in the workplace can
00:24:19.879 –> 00:24:23.394
result and have a huge impact on
both how your employees are able
00:24:23.406 –> 00:24:27.843
to show up for you or how you’re
able to show up for yourself in your career.
00:24:27.868 –> 00:24:28.988
You would think I would
00:24:29.013 –> 00:24:30.655
have heeded her
advice if I—so she said
00:24:30.680 –> 00:24:33.280
to me, “Like, you’ve got to stop with
this, like, seriously, you’ve got
00:24:33.280 –> 00:24:37.321
to—this is not fair.” And you’d
think I would have heeded her advice.
00:24:37.346 –> 00:24:42.179
Oh, no. I went on to another
company, another tech company
00:24:42.179 –> 00:24:49.163
that I guarantee you have heard of,
and you had to do a peer 360 feedback.
00:24:49.175 –> 00:24:55.980
And in the 360, they had 17 people—I
still remember counting it today—
00:24:55.980 –> 00:24:57.640
say, “Natalie should
speak more kindly
00:24:57.664 –> 00:24:59.551
about herself.”
“Natalie is awfully harsh
00:24:59.576 –> 00:25:03.480
on herself.” “Natalie really puts herself
down.” And reading it over and over
00:25:03.480 –> 00:25:07.948
again. I was like, it’s so deep,
the feeling sometimes that you
00:25:07.960 –> 00:25:12.580
don’t realise how it’s coming
out and how it’s showing itself. And
00:25:12.580 –> 00:25:15.853
then the final one that I see over
and over again is dyslexic
00:25:15.878 –> 00:25:21.080
people being too fearful to ask
for help or too nervous to suggest
00:25:21.080 –> 00:25:24.596
anything that might make their
load easier because they’re worried
00:25:24.621 –> 00:25:29.980
about how it would be perceived
or how it will go down or what kind
00:25:29.980 –> 00:25:34.778
of things people will think of
them. And so, usually, we struggle in
00:25:34.803 –> 00:25:40.679
silence. We just take on the extra
work quietly and happily, or maybe
00:25:40.679 –> 00:25:44.835
we refuse to say no to tasks
because we’re too fearful of showing
00:25:44.847 –> 00:25:49.080
that we’re slightly drowning and
struggling. Or maybe you’re just
00:25:49.080 –> 00:25:54.057
living every single day, coming home
from work, thinking I am absolutely
00:25:54.069 –> 00:25:58.580
exhausted because of how much
work and time I’ve put into things.
00:25:58.605 –> 00:26:01.231
So this is the reality of what
we’re thinking about with dyslexic
00:26:01.256 –> 00:26:05.480
challenges. Like yeah, it’s working
memory. Yeah, it’s challenges
00:26:05.480 –> 00:26:10.581
with spelling and reading. But in
reality, it’s so much deeper than
00:26:10.606 –> 00:26:14.980
that, and it’s so much more than
that. The other thing in terms of
00:26:14.980 –> 00:26:17.403
understanding dyslexia that I’m
always really passionate about
00:26:17.428 –> 00:26:24.379
talking about is how dyslexia
co-occurs and has so many different
00:26:24.379 –> 00:26:28.236
areas that it comes in with. I
like to think of neurodiversity
00:26:28.248 –> 00:26:32.179
as a mojito. Everyone’s had a
mojito, but—everyone knows what a
00:26:32.179 –> 00:26:35.072
mojito is and kind of understands
the general themes of it. But
00:26:35.084 –> 00:26:38.080
how many times have we had three
different mojitos and they taste
00:26:38.080 –> 00:26:41.318
completely different? And that’s
the importance of understanding
00:26:41.330 –> 00:26:44.080
the co-occurrences that
come with your neurodiversity.
00:26:46.234 –> 00:26:50.088
So getting onto supporting dyslexics—I
was terrified that I was going
00:26:50.113 –> 00:26:55.080
to be running under time; I’m now
running over time as per ush. So
00:26:55.245 –> 00:26:59.411
supporting dyslexics and trying to
create success in the workplace—So
00:26:59.436 –> 00:27:03.679
I think I’ve made a pretty good
job of explaining that dyslexic
00:27:03.679 –> 00:27:08.385
people feel different and that
sometimes is awkward and weird. So one
00:27:08.397 –> 00:27:12.980
of the things I wanted to talk
about in terms of a broad theme that
00:27:13.005 –> 00:27:16.255
both when you’re thinking about
what you’re looking for from an
00:27:16.280 –> 00:27:20.080
employer and yourself as an employer.
What are the things that every
00:27:20.080 –> 00:27:23.460
workplace can do, every workplace
can initiate? Whether or not
00:27:23.472 –> 00:27:27.080
you have a white-collar job or
you do something different or maybe
00:27:27.080 –> 00:27:31.594
you’re kind of like—any range
of employers that I thought, this
00:27:31.619 –> 00:27:35.480
would be the—I really like these
two pillars that I think everyone
00:27:35.480 –> 00:27:39.060
can implement. And obviously
we’ve talked about the importance
00:27:39.072 –> 00:27:42.379
of assistive technology and
how it absolutely changes the
00:27:42.379 –> 00:27:45.520
game for dyslexic people. But
the two things that I think we need
00:27:45.532 –> 00:27:48.780
on top of that that often we maybe
don’t think about or are unaware
00:27:48.780 –> 00:27:54.713
of is flexibility and kindness
because that can really create so much
00:27:54.725 –> 00:28:01.179
change for people. So what is flexibility
and kindness? What on Earth am I
00:28:01.179 –> 00:28:02.780
rabbiting on about? Well,
00:28:04.988 –> 00:28:07.652
again, we’ve talked about the
fact that dyslexic minds think
00:28:07.677 –> 00:28:10.679
differently, and we have different
challenges and different strengths.
00:28:10.704 –> 00:28:14.939
And, creating flexibility in like,
does things have to be done that
00:28:14.951 –> 00:28:18.780
way? Could we look at something
differently? Could we take on board
00:28:18.780 –> 00:28:23.282
this new approach? Or could we look
at how we can figure the team can
00:28:23.294 –> 00:28:27.679
be critical for creating success,
and to try and help people really
00:28:27.679 –> 00:28:32.038
feel comfortable and successful
and looking at the makeup of a team
00:28:32.050 –> 00:28:36.679
and tasks and processes to really
think about things that could be done
00:28:36.679 –> 00:28:42.432
differently. So, one of the things
I’ve noticed about dyslexic people
00:28:42.444 –> 00:28:47.879
that are able to create success,
is when we create the process,
00:28:47.879 –> 00:28:52.452
when we are the one who has full
control of things, when we are the
00:28:52.477 –> 00:28:58.580
one who does things from end to
end, often we are so successful. So
00:28:58.580 –> 00:29:02.040
if you’re thinking to yourself
or just feeling like this isn’t
00:29:02.052 –> 00:29:05.580
working. This is just feeling
really like—oh, I’m frustrated or
00:29:05.580 –> 00:29:09.664
like, doesn’t feel like it’s clicking.
Ask yourself how much autonomy
00:29:09.676 –> 00:29:13.480
do I have over that process?
Did I create this process? Would it
00:29:13.480 –> 00:29:17.407
be useful if I kind of re-engineered
things? Dyslexic people are amazing
00:29:17.419 –> 00:29:20.980
at simplifying things. So looking
at a process and thinking, well
00:29:20.980 –> 00:29:24.776
that’s wonky. What if we did it
just bam, bam, bam, and maybe it’s
00:29:24.801 –> 00:29:29.480
simpler and easier? And so often I
speak to dyslexic people who have
00:29:29.567 –> 00:29:33.288
jiggled around companies’ systems
and approaches and once people
00:29:33.300 –> 00:29:36.879
have noticed it, or maybe they’re
privately doing it their way, and
00:29:36.879 –> 00:29:39.728
then everyone’s like, “Oh, that looks
great. Why don’t we initiate that?”
00:29:39.740 –> 00:29:42.679
And you’re like, “Oh, well, I just
didn’t want to say anything,” or “I just
00:29:42.679 –> 00:29:46.629
didn’t want to cause a fuss.” So
often changing a process or a system
00:29:46.654 –> 00:29:52.179
to find things your way can be
really helpful. The other thing is
00:29:52.204 –> 00:29:55.313
flexibility on how we’re explaining
things or how we’re approaching
00:29:55.325 –> 00:29:58.379
things. How many times have you sat
in a meeting and thought to yourself,
00:29:58.379 –> 00:30:02.580
“I do not understand what they’re
saying and I’m going to smile and
00:30:02.592 –> 00:30:06.679
I’m going to nod and hopefully
it will be fine.” Often one of the
00:30:06.679 –> 00:30:10.193
things that dyslexic people say
to me, is they say, “I just kind of
00:30:10.205 –> 00:30:13.679
don’t really understand, and I
don’t really understand why I don’t
00:30:13.679 –> 00:30:18.236
understand.” And one of the things
I consistently say to people to
00:30:18.261 –> 00:30:24.080
try and help create success and
to think about things differently is
00:30:24.105 –> 00:30:28.676
try and ask for the context of things.
Dyslexic people love to know why.
00:30:28.688 –> 00:30:32.780
We have this brain that likes to
see the top level of things, likes to
00:30:32.780 –> 00:30:36.062
see the interconnections of
things. So when you’re explaining
00:30:36.074 –> 00:30:39.580
something to a dyslexic person,
examples of how that might be the
00:30:39.580 –> 00:30:43.113
case or providing them context
on why they’re in this meeting or
00:30:43.125 –> 00:30:46.780
what is going on—ideally, providing
that information in advance so
00:30:46.780 –> 00:30:50.550
that they can start getting that
processing speed going and starting
00:30:50.562 –> 00:30:54.072
putting the thoughts together.
So explaining information in a way
00:30:54.097 –> 00:30:59.287
that is new or different and being
flexible and that ability to maybe
00:30:59.312 –> 00:31:02.580
answer some questions that don’t
instantly feel like they make sense,
00:31:02.580 –> 00:31:06.089
but might help click something
for someone. That’s a tip I give to
00:31:06.101 –> 00:31:09.780
all my clients, and they really
love it. So the context of things, if
00:31:09.780 –> 00:31:14.028
you’re struggling, is a really big
one to go for. And the other thing
00:31:14.040 –> 00:31:18.179
is, I’m working with someone at
the moment. The reality is, there’s
00:31:18.179 –> 00:31:22.058
some tasks and elements of a
role that is just really tricky for
00:31:22.070 –> 00:31:26.379
dyslexic people. And we’ll go onto
that in a little bit of what kind of
00:31:26.379 –> 00:31:29.914
tasks they may look like. And I’m
working with someone at the moment
00:31:29.926 –> 00:31:33.679
who’s really struggling with—she has
to check this form and then she has
00:31:33.679 –> 00:31:37.118
to send it off. And she’s an
auditor, so this form matters; it’s
00:31:37.130 –> 00:31:40.580
really important. And she’s
consistently making mistakes for the
00:31:40.580 –> 00:31:42.662
last few months, and she’s feeling
really at the end of her tether.
00:31:42.687 –> 00:31:46.379
And we came up with a load of ways
of thinking about it and loads of
00:31:46.379 –> 00:31:50.172
different things, and she was still
finding it just a really anxious
00:31:50.184 –> 00:31:53.879
and stressful process. Even though
she wasn’t making any mistakes,
00:31:53.912 –> 00:31:58.418
the mental load it was putting on
her was really having an impact. And
00:31:58.430 –> 00:32:02.580
I said to her, “Listen, would it be
considered a reasonable adjustment
00:32:02.580 –> 00:32:06.287
to take away this element of your
tasks and to maybe look at someone
00:32:06.299 –> 00:32:10.179
else doing this, who wouldn’t find
it so stressful?” And we went to her
00:32:10.179 –> 00:32:13.152
employer; we explained the situation;
we put it together, put her
00:32:13.177 –> 00:32:18.080
email together, together. Put her
email together, together—strange
00:32:18.080 –> 00:32:24.704
sentence. And they were able to
look at the way that the team was
00:32:24.729 –> 00:32:27.780
structured and have flexibility
on what exactly her tasks were.
00:32:27.805 –> 00:32:31.418
Because her value lay elsewhere,
what she was good at and what she
00:32:31.430 –> 00:32:34.980
was able to be freed up to do was so
much more substantive and so much
00:32:34.980 –> 00:32:39.400
more important than making sure
this form was correct. So that’s some
00:32:39.412 –> 00:32:43.780
areas of what flexibility may look
like. The second one is kindness.
00:32:44.624 –> 00:32:48.452
So we’ve talked a lot about stress
and anxiety and how that’s a huge
00:32:48.477 –> 00:32:52.280
blocker for dyslexic people.
There’s also research that cortisol,
00:32:52.280 –> 00:32:56.518
obviously, the hormone related
to stress and anxiety, actually,
00:32:56.530 –> 00:33:00.904
impacts dyslexic challenges,
particularly working memory. So, not
00:33:00.929 –> 00:33:04.708
only does it feel like it makes
things worse, it might actually
00:33:04.733 –> 00:33:10.980
make things worse as well. One
of the things that I often say to
00:33:10.980 –> 00:33:13.404
clients when they come to me,
and we’re trying to work out what’s
00:33:13.429 –> 00:33:16.179
the best thing for them, what’s
going to be the most useful, is I say
00:33:16.179 –> 00:33:19.198
to them, “Well, can you tell me a
time when you’ve done a similar
00:33:19.210 –> 00:33:22.379
task and it’s felt like it’s gone
better? And maybe we can pull some
00:33:22.379 –> 00:33:25.277
themes of what worked there
across and figure it out.” This is a
00:33:25.289 –> 00:33:28.379
great question to ask yourself if
you’re ever struggling by the way,
00:33:28.497 –> 00:33:31.789
“Have I ever done this before, and
what did I do well?” Because often,
00:33:31.801 –> 00:33:34.780
we kind of know what we need but
we just feel unsure about whether or
00:33:34.780 –> 00:33:37.796
not it’s going to work. Or if I
could click my fingers and ask
00:33:37.808 –> 00:33:40.980
for anything, what would it be?
That’s another nice question that
00:33:41.220 –> 00:33:46.554
always helps get the juices flowing
and what you might find useful.
00:33:47.198 –> 00:33:50.480
And the thing that my clients
say to me over and over again,
00:33:51.026 –> 00:33:55.103
“Well, I’ve just recently changed
bosses and the one I had before
00:33:55.128 –> 00:33:57.511
was just really understanding,
and it just made me feel really
00:33:57.536 –> 00:34:00.636
comfortable and capable. And
now, I just feel really awkward about
00:34:00.675 –> 00:34:03.480
the fact that I’m struggling and
I feel really embarrassed and
00:34:03.480 –> 00:34:08.609
it’s just making it 10x
worse.” So often, this is where
00:34:08.621 –> 00:34:14.679
awareness comes into the picture
because the perceived feeling of
00:34:14.679 –> 00:34:18.934
dyslexic people is these challenges
that we have that maybe are
00:34:18.946 –> 00:34:23.279
a little bit more unique to
us—oh, like, it’s not. We worry that
00:34:23.279 –> 00:34:28.162
people perceive us as stupid
or a problem or less than in some
00:34:28.174 –> 00:34:33.380
way. And so when you have that
understanding and that kindness and
00:34:33.380 –> 00:34:37.527
that acceptance of the reality of
what this difference feels like, it
00:34:37.539 –> 00:34:41.580
can go such a long way to feeling
like you’re able to thrive and to be
00:34:41.580 –> 00:34:42.590
successful.
00:34:44.875 –> 00:34:48.544
So what is some of the value of
kindness? What are some of the
00:34:48.569 –> 00:34:54.980
things we’re thinking about? So
one of the things that I often say to
00:34:54.980 –> 00:35:00.575
people is the concept of bearing
with. So one of the things I say to
00:35:00.600 –> 00:35:03.679
dyslexic people, and we’re going to
talk about the strengths in a bit—is
00:35:03.856 –> 00:35:08.551
with dyslexia, we’re often looking
at trying to help you just help
00:35:08.576 –> 00:35:12.080
your team bear with you through
some of these challenges because
00:35:12.080 –> 00:35:14.524
you’re going to offer something
in return. So there’s some things
00:35:14.536 –> 00:35:16.880
that you’re going to find
difficult that’s going to take you a
00:35:16.880 –> 00:35:19.299
little bit longer that maybe you
need some help with, maybe you need
00:35:19.324 –> 00:35:22.279
some flexibility on, maybe you
need some kindness on. And you just
00:35:22.279 –> 00:35:25.142
need people to bear with you on
that because you’re going to offer
00:35:25.167 –> 00:35:28.931
something in return. And so the
way to think about this kindness
00:35:28.956 –> 00:35:33.945
is you just really want someone
to bear with you. So kindness
00:35:33.970 –> 00:35:37.480
is being OK with taking a
little bit of extra time to explain
00:35:37.480 –> 00:35:40.766
something. Maybe someone else
will pick it up in 15 minutes, but
00:35:40.778 –> 00:35:44.279
you’re going to take 30 minutes,
and that’s OK because they’re going
00:35:44.279 –> 00:35:48.272
to be with you because it’s
the kindness of that little bit of
00:35:48.284 –> 00:35:52.276
flexibility. You take 30 minutes
to explain something? OK, great.
00:35:52.301 –> 00:35:55.918
But in return—I don’t know if
there’s any dyslexic people in the
00:35:55.930 –> 00:35:59.279
audience that might resonate
with this—often dyslexic people say
00:35:59.279 –> 00:36:02.198
to me, “I just struggle to understand
things. I’m so frustrated. Things
00:36:02.223 –> 00:36:05.679
take me longer.” But what we often
don’t realise is that once things
00:36:05.679 –> 00:36:09.068
are through the door, once things
make sense to us, the things we’re
00:36:09.080 –> 00:36:12.480
able to do with them, the way we’re
able to put things in place, the
00:36:12.480 –> 00:36:15.751
changes of systems we’re able
to do, the problems we’re able
00:36:15.776 –> 00:36:19.580
to create, the creativity we can
have with those problems is so
00:36:19.580 –> 00:36:23.773
exciting. So yes, you take 15 minutes
extra to explain things because
00:36:23.798 –> 00:36:26.080
you want context, because you
want examples, because you’ve got to
00:36:26.080 –> 00:36:30.203
take screenshots because you
need to have it recorded, but you’re
00:36:30.228 –> 00:36:33.279
worth bearing with because
when the information is in the door,
00:36:33.304 –> 00:36:37.852
you’re going to be successful
with it. Maybe it’s the kindness
00:36:37.864 –> 00:36:42.080
of someone else helping to
check your work. You know that one
00:36:42.080 –> 00:36:46.437
in ten documents really matter and
they really need to be checked and
00:36:46.449 –> 00:36:50.880
so therefore, you are going to ask,
maybe a junior member of your team
00:36:50.905 –> 00:36:54.155
or maybe another friend in your
team who’s going to check over your
00:36:54.180 –> 00:36:56.980
work and because it’s just one in
every ten documents, they’re not going
00:36:56.980 –> 00:36:59.641
to make a fuss about it. They’re not
going to make you feel bad. They’re
00:36:59.653 –> 00:37:02.179
going to remind you it’s one in
every ten documents, and it’s really
00:37:02.179 –> 00:37:06.710
not the end of the world. And we’re
going to touch on this in a little bit.
00:37:06.735 –> 00:37:10.580
I’m going to explain this in a little
bit more detail, but, again, we’ve
00:37:10.580 –> 00:37:14.706
talked about difference when it
comes to dyslexia and that’s what can
00:37:14.718 –> 00:37:18.679
be really frustrating, understanding
that dyslexic challenges look
00:37:18.679 –> 00:37:22.092
different, and that’s OK. The
list of things that you’re struggling
00:37:22.104 –> 00:37:25.580
with are just a list of things that
you’re struggling with. Everyone
00:37:25.580 –> 00:37:29.822
is struggling with something,
these just happen to be yours.
00:37:29.847 –> 00:37:34.179
I’m going to say it again, loudly, for
the people in the back that are
00:37:34.179 –> 00:37:39.434
listening to me but ignoring this
point. Everyone has challenges.
00:37:39.459 –> 00:37:44.080
These just happen to be yours. Because,
I don’t know about you, but when I
00:37:44.080 –> 00:37:47.151
used to sit in my annual review
and year, after year, after year,
00:37:47.163 –> 00:37:50.480
after year, my bosses would say to
them—and there were many. I mean, I
00:37:50.480 –> 00:37:54.718
think I had 25 bosses.
Honestly, they would just rotate
00:37:54.730 –> 00:37:58.980
every 18 months. They would
say to me, “Oh, yeah. Great
00:37:58.980 –> 00:38:00.545
job, Natalie, this
year. Really pleased
00:38:00.569 –> 00:38:02.297
with everything,
blah, blah, blah, blah.
00:38:02.322 –> 00:38:05.480
Could you just double-check your
work though? Just do make sure that you
00:38:05.480 –> 00:38:07.316
double-check your work.”
And you’re like [chuckles]
00:38:07.341 –> 00:38:11.007
double-check my work.
If only I’d thought of that.
00:38:13.856 –> 00:38:18.548
But the reality is that it took me
so long to understand is someone
00:38:18.560 –> 00:38:22.779
else’s coming into that meeting
room after me and they’re going to
00:38:22.779 –> 00:38:25.692
have a meeting about their annual
review, and they’re not going to be
00:38:25.717 –> 00:38:29.480
told to double-check their work,
but maybe they’re going to be told
00:38:29.480 –> 00:38:33.468
that it’s really important that this
is a kind of an area where we’re
00:38:33.480 –> 00:38:37.480
moving the company forward and we’re
moving the team forward and they
00:38:37.480 –> 00:38:40.468
really need to contribute ideas,
or maybe they’re going to be
00:38:40.480 –> 00:38:43.480
taught about their management
style and the fact that they’re
00:38:43.480 –> 00:38:46.223
struggling a little bit with empathy,
and it’s really important that
00:38:46.248 –> 00:38:50.051
they manage that process better.
Everyone has challenges.
00:38:50.076 –> 00:38:51.580
These just happen to be yours.
00:38:53.840 –> 00:38:57.526
The other thing that I wanted
to kind of—I really like to offer
00:38:57.551 –> 00:39:01.779
my clients and people that I’m
speaking to ways of thinking about
00:39:01.779 –> 00:39:05.338
dyslexia differently. And
this is one of my favourites.
00:39:05.363 –> 00:39:10.580
I used to be the type of person who I said at
the beginning, who was the keeping
00:39:10.580 –> 00:39:13.912
themselves in the shadows
keeping themselves quiet, feeling
00:39:13.937 –> 00:39:17.615
concerned and nervous about
putting myself out there too much
00:39:17.640 –> 00:39:20.076
because I thought the spotlight
would shine on me and everyone would
00:39:20.101 –> 00:39:22.635
realise I wasn’t good enough or I
wasn’t capable or I wasn’t meant to
00:39:22.660 –> 00:39:26.918
be here. Imposter syndrome
was raging. And I used to have this
00:39:26.930 –> 00:39:30.880
quiet, subtle, private—you would
never hear me say, “I can’t do
00:39:30.880 –> 00:39:35.348
this. I’m dyslexic.” I just would
quietly feel it. I would just kind
00:39:35.360 –> 00:39:39.580
of amend myself. I would just
keep my world small. So, I like to
00:39:39.580 –> 00:39:43.726
say it’s not, “I can’t do that
because I’m dyslexic.” It’s, “I need
00:39:43.738 –> 00:39:48.080
to do that differently because I’m
dyslexic.” And maybe differently is
00:39:48.080 –> 00:39:51.651
accepting that it might take you a
little bit longer. Maybe differently is
00:39:51.676 –> 00:39:56.080
looking at the process differently or
asking for a different set of roles or
00:39:56.080 –> 00:40:00.450
tasks or someone to help you with
something that seems obvious and
00:40:00.475 –> 00:40:06.179
easy to other people but isn’t for
you. So it’s not, “I can’t do that
00:40:06.179 –> 00:40:07.710
because I’m
dyslexic.” It’s, “I need to
00:40:07.722 –> 00:40:09.380
do that differently
because I’m dyslexic.”
00:40:12.013 –> 00:40:16.193
OK. This is the last piece on the
00:40:17.950 –> 00:40:20.509
different approaches. And then we’re
going to jump into the strengths.
00:40:20.521 –> 00:40:23.380
I’m going to try and go quickly.
I’m so sorry. I’m over running over
00:40:23.380 –> 00:40:28.501
time. So what different may look
like, here’s just a few examples
00:40:28.526 –> 00:40:31.779
that I wanted to give to
people who are looking for really
00:40:31.779 –> 00:40:36.445
specific takeaways and things
that they can implement today. The
00:40:36.457 –> 00:40:41.279
first one is visual-led systems:
anything that helps you feel like
00:40:41.279 –> 00:40:45.870
your brain is out on the page.
You’re able to see what is going on.
00:40:45.895 –> 00:40:50.880
If you’re able to feel in control
of everything, that visual-led
00:40:50.880 –> 00:40:53.682
system can make such a difference.
If you struggle with remembering
00:40:53.707 –> 00:40:57.589
things, how is your reminder
system going to be as visual as
00:40:57.614 –> 00:41:01.494
possible? If you feel like you’re
getting behind on all your tasks,
00:41:01.506 –> 00:41:05.179
how can your overview of what
you need to be doing be as visual as
00:41:05.179 –> 00:41:08.437
possible so you can see red is there;
amber is there; green is there?
00:41:08.462 –> 00:41:12.679
What is it that you’re doing to be
able to give you that snapshot that
00:41:12.679 –> 00:41:16.835
your brain loves so much? The
other thing we talked a little bit
00:41:16.860 –> 00:41:20.179
about is the practical ways of
working. So, when someone is explaining
00:41:20.179 –> 00:41:23.437
something, running through it
sitting there with you, rather than
00:41:23.462 –> 00:41:27.455
explaining it and you just kind of
process the information like, “Yeah,
00:41:27.480 –> 00:41:30.939
yeah, I understand [nervous laugh].”
So sitting step-by-step and running
00:41:30.951 –> 00:41:34.101
through something, providing examples
of something, giving context to
00:41:34.126 –> 00:41:39.843
something, anything that can
start utilising that multi-sensory
00:41:39.868 –> 00:41:42.980
learning can be really, really
useful. So someone explains something,
00:41:42.980 –> 00:41:46.093
and you write it down at the same
time. These kind of things are so,
00:41:46.118 –> 00:41:50.179
so useful to jump into different
parts of our brain and be able to
00:41:50.179 –> 00:41:53.145
create multiple hooks. That’s
the way I think about it, is the
00:41:53.170 –> 00:41:57.779
information is just swimming
past and your job is to have as
00:41:57.779 –> 00:42:01.647
many fish hooks as you can to
just grab that information and take
00:42:01.659 –> 00:42:05.480
it into your brain. And then we
talked a little bit about the getting
00:42:05.480 –> 00:42:08.198
context and background information
because that is one that honestly
00:42:08.223 –> 00:42:14.980
helps so many people. So that’s just
me reiterating that. OK. Dyslexia
00:42:14.980 –> 00:42:18.722
as a strength. So we talked
a little bit about the concept
00:42:18.734 –> 00:42:22.679
of bearing with. So you are
doing things differently, you are
00:42:22.679 –> 00:42:25.373
processing things differently,
and it’s frustrating. And you’re
00:42:25.385 –> 00:42:28.179
thinking to yourself it’s got
challenges, and I’m finding that
00:42:28.179 –> 00:42:31.270
really tough, and I’m really frustrated,
and I don’t want to be a burden
00:42:31.295 –> 00:42:34.380
to my team, and I don’t want to
be frustrating, and I don’t want to
00:42:34.405 –> 00:42:38.918
feel embarrassed about this
reality that I’m dealing with.
00:42:38.930 –> 00:42:42.935
Well, this is where we talk about the
opportunities and the value that
00:42:42.960 –> 00:42:46.958
comes from the dyslexic strengths
because you are worth bearing with.
00:42:47.154 –> 00:42:52.583
So the concept of this for dyslexic
people is often we feel like we’re not
00:42:52.608 –> 00:42:55.669
good enough or a burden, and
that can impact the stress; it can
00:42:55.694 –> 00:43:01.279
make things worse. It often—confidence
is the number one skill for
00:43:01.279 –> 00:43:04.846
navigating dyslexic challenges.
Just one example of this I was
00:43:04.858 –> 00:43:08.107
talking about on my LinkedIn
this morning is so many dyslexic
00:43:08.132 –> 00:43:12.029
people are super nervous
and frustrated and worried about
00:43:12.041 –> 00:43:15.842
public speaking because they
worry about the challenge of the word
00:43:15.867 –> 00:43:19.748
recall—words coming—they come into
your head, and you think to yourself,
00:43:19.773 –> 00:43:21.915
Oh, my God. What’s
that word? I know it.
00:43:21.939 –> 00:43:24.080
Oh no, it’s not
there.” And they worry
00:43:24.080 –> 00:43:27.347
about that fear of that spotlight
and it coming to them or losing their
00:43:27.359 –> 00:43:30.529
train of thought. You may not have
noticed, but it’s happened about five
00:43:30.554 –> 00:43:33.537
times to me during this presentation.
But because I have confidence
00:43:33.562 –> 00:43:37.014
in my ability to just skip over that
moment, move on—I know the word
00:43:37.039 –> 00:43:40.412
will come to me. I know I will
remember my train of thought. I know
00:43:40.437 –> 00:43:44.880
I’m a good public speaker, that
it’s OK. I’m not stressed about it.
00:43:44.880 –> 00:43:48.778
I have confidence in my ability
to do public speaking. And so
00:43:48.803 –> 00:43:51.679
I focus on the things I’m good
at, which is telling stories and
00:43:51.679 –> 00:43:55.873
connecting with people, rather
than worrying about the challenges
00:43:55.898 –> 00:44:00.679
of the word recall. And then,
again, if you’re a manager and you’re
00:44:00.679 –> 00:44:05.458
thinking, yeah, well, I—this sounds
like a lot of work. The reality
00:44:05.483 –> 00:44:09.279
is dyslexic challenges through
assistive technology are more and
00:44:09.279 –> 00:44:12.768
more being taken away, and they’re
leaving us with the key strengths
00:44:12.780 –> 00:44:16.179
of the 21st century in our workforce.
There’s been so many amazing
00:44:16.179 –> 00:44:19.623
studies and work done that identifies
the exact things that we’re
00:44:19.648 –> 00:44:23.779
looking for in a 21st century
work force—is exactly what dyslexic
00:44:23.779 –> 00:44:28.181
strengths have in buckets. So
supporting dyslexic employees will both
00:44:28.193 –> 00:44:32.480
help through identifying their
strengths and helping them feel like
00:44:32.480 –> 00:44:36.700
they are worth bearing with
will really help—not only help them
00:44:36.712 –> 00:44:42.741
better navigate their challenges
but will also unlock their opportunities
00:44:43.600 –> 00:44:46.413
OK. This is one of my favourite
things to talk about. I’ve kind of
00:44:46.438 –> 00:44:51.140
hinted at it a little bit throughout
the presentation. The general
00:44:51.179 –> 00:44:56.113
theory is dyslexic people are
really bad at low-value tasks but
00:44:56.125 –> 00:45:01.139
really great at high-value tasks.
That’s what I really encourage my
00:45:01.164 –> 00:45:05.060
clients and for you to think about
with some dyslexic strengths. The
00:45:05.085 –> 00:45:08.779
thing that you should know about
me is I just—I’m not a fan of the
00:45:08.779 –> 00:45:12.116
superpower term. It just doesn’t
resonate with me. It doesn’t
00:45:12.141 –> 00:45:17.980
feel like it fits with me as a
31-year-old woman. I just, I don’t
00:45:17.980 –> 00:45:21.789
personally like it. If you love
it, you want to use it, great. It’s
00:45:21.801 –> 00:45:25.679
not for me, and it’s not for a lot
of my clients. So many people say
00:45:25.679 –> 00:45:28.710
to me, “I’ve wanted to work with you
because you said dyslexia is not a
00:45:28.735 –> 00:45:32.580
superpower.” And I was like, “Not if
you don’t want to call it.” But we do
00:45:32.580 –> 00:45:36.513
have to know what the strengths
are. And I’m going to talk a little
00:45:36.525 –> 00:45:40.179
bit about superpower in a minute
as well. So when we’re trying
00:45:40.179 –> 00:45:42.910
to think about dyslexic strengths,
if you’re dyslexic yourself,
00:45:42.922 –> 00:45:45.880
you’ll probably get this. You’ve
been mired in the challenges for, I
00:45:45.880 –> 00:45:49.418
don’t even know how long and you
are focused on how frustrated they
00:45:49.430 –> 00:45:52.980
are. And you’re thinking to yourself,
I don’t really—I don’t really
00:45:52.980 –> 00:45:55.390
have any dyslexic strengths.
That’s for other people, that’s
00:45:55.415 –> 00:45:58.580
for entrepreneurs, that’s for
actors, that’s for people who have
00:45:58.580 –> 00:46:01.640
gazillions of money. That’s
not for me, not if I’m a nurse
00:46:01.665 –> 00:46:05.580
or a teacher or in marketing.
I don’t really know what these
00:46:05.580 –> 00:46:08.749
dyslexic strengths are or—I cannot
tell you how many dyslexic project
00:46:08.774 –> 00:46:11.874
managers I know. There are so
many; there are so many strengths
00:46:11.899 –> 00:46:15.351
associated with it. Whatever
the job, I promise you dyslexic
00:46:15.376 –> 00:46:19.765
strengths are there. So dyslexic
people are good at labour: good at
00:46:19.790 –> 00:46:22.382
high-value tasks and good at low-value
tasks. What the hell does that mean
00:46:22.407 –> 00:46:26.640
and how can it help you
understand strengths better? So like
00:46:26.665 –> 00:46:30.429
I said, the thing is, is I see
dyslexic people quite obsessed by
00:46:30.454 –> 00:46:33.945
their challenges. And so that
stops our ability to really see and
00:46:33.970 –> 00:46:38.124
understand our strengths. And so
the way I like to explain it to my
00:46:38.149 –> 00:46:43.184
clients and think about it is,
ultimately, the things that we struggle
00:46:43.209 –> 00:46:46.233
with, they do have to be done,
they are important and if they don’t
00:46:46.245 –> 00:46:49.279
get done properly, it is really
frustrating. It’s embarrassing when you
00:46:49.279 –> 00:46:51.898
spell something wrong. It’s
embarrassing if you attach the wrong
00:46:51.910 –> 00:46:54.380
email. It’s embarrassing if
it takes you a little bit longer
00:46:54.380 –> 00:46:58.083
to process something, or maybe you
forget your train of thought. But,
00:46:58.108 –> 00:47:03.980
ultimately, hello value. It doesn’t
change a business. It doesn’t help
00:47:03.980 –> 00:47:07.373
someone understand something.
It doesn’t build a connection with
00:47:07.385 –> 00:47:10.580
something. It doesn’t solve a
problem when there’s something
00:47:10.580 –> 00:47:14.203
going wrong in the new system
you’re implementing or whatever.
00:47:14.215 –> 00:47:18.080
They’re just things that have to
be done that are ultimately low00:47:18.080 –> 00:47:23.261
value, but what dyslexic
strengths are is high-value tasks:
00:47:23.286 –> 00:47:26.679
they’re being able to persuade someone
of something because of the way you
00:47:26.679 –> 00:47:31.332
explained it; they’re being able
to identify a problem or a solution
00:47:31.357 –> 00:47:37.387
that people haven’t thought of
before; it’s being able to synthesise
00:47:37.412 –> 00:47:42.281
and explain something simply
and easily; it’s being able to see
00:47:42.293 –> 00:47:46.723
every stage of a process because
you’re able to utilise that big
00:47:46.748 –> 00:47:50.596
picture thinking and realise, like,
“OK. We’re working on stage 2,
00:47:50.621 –> 00:47:54.223
but actually, we need to do stage
6 first. It makes no sense, but this
00:47:54.248 –> 00:47:56.489
is where we’ve got to start, and then
we’ll work back and then we go to
00:47:56.514 –> 00:47:59.379
4 and then we go 2.” It makes total
sense in my brain because you can
00:47:59.404 –> 00:48:04.496
see that overarching thing. So the
thing with dyslexic strengths is
00:48:04.521 –> 00:48:08.154
they’re the high-value tasks. They’re the
things that create change. They’re the
00:48:08.179 –> 00:48:12.194
things that build innovation. They’re
the things that help you sign a new
00:48:12.206 –> 00:48:15.980
client, change the marketing strategy,
help someone understand something
00:48:15.980 –> 00:48:20.880
for the first time. That is the
idea of how to think about dyslexia.
00:48:22.372 –> 00:48:26.060
So when we’re thinking about
understanding dyslexic strengths, what
00:48:26.085 –> 00:48:29.980
are some of the general buckets that
we want to think about? Well, it’s
00:48:29.980 –> 00:48:32.949
being image-centric, which both
comes from how to navigate the
00:48:32.961 –> 00:48:36.021
challenges but also the opportunities
and the strength, which means
00:48:36.046 –> 00:48:40.818
that we are strong communicators
or we are able to have the ability
00:48:40.830 –> 00:48:45.480
to be highly creative and think
about things or put things together
00:48:45.480 –> 00:48:48.944
in our mind or that 3D thinking of
being able to move things around
00:48:48.956 –> 00:48:52.279
and twist things around, which
makes just I think people amazing
00:48:52.304 –> 00:48:56.629
engineers. And then the
thing that I kind of banged on
00:48:56.654 –> 00:48:59.279
a lot about today, which is the
thing I’m really passionate about,
00:48:59.544 –> 00:49:04.236
it’s the unique thinking. It’s
that big picture and being able to
00:49:04.248 –> 00:49:08.880
have an overview of everything or
be able to notice patterns as well.
00:49:08.880 –> 00:49:11.634
That one’s my favourite. So you might
have a conversation with someone
00:49:11.646 –> 00:49:14.179
over there and a conversation
with someone over there and then a
00:49:14.179 –> 00:49:18.138
conversation at home and you’re
like, “Oh, my God. It’s just dropped
00:49:18.163 –> 00:49:22.480
into my brain. It’s just fallen
out of the universe.” It’s like
00:49:22.480 –> 00:49:26.942
this, I just—the interconnections
make so much sense.
00:49:26.954 –> 00:49:32.966
It’s that ability to think differently
or see things differently.
00:49:33.615 –> 00:49:37.599
So I could sit here and explain all of
that to many dyslexic people and they
00:49:37.624 –> 00:49:41.700
would go, “No, no, no, no, no. I don’t
have any dyslexic strengths. I only
00:49:41.725 –> 00:49:45.090
have challenges.” Or maybe you’re
sitting there thinking, “Oh, I’m trying
00:49:45.102 –> 00:49:48.380
to think about how this might be the
case for my employee, and it’s not
00:49:48.380 –> 00:49:51.546
quite clicking. So some of the
things I like to talk about is the
00:49:51.558 –> 00:49:54.880
compliments that you will often
hear if you’re dyslexic or maybe you
00:49:54.880 –> 00:49:58.829
will think about with your employee
that will highlight where the
00:49:58.841 –> 00:50:02.980
dyslexic strengths might be showing
up specifically. So we’re talking
00:50:02.980 –> 00:50:07.387
about unique thinking, right? So that
might be, “Oh, I never would have
00:50:07.412 –> 00:50:12.679
thought of it like that.” Or, “Now you
say that, that makes so much sense.”
00:50:12.704 –> 00:50:15.786
Or, when we’re thinking about that big
picture piece and being able to see
00:50:15.811 –> 00:50:20.080
all the elements of something, “My
God, great spot. I didn’t see that.
00:50:20.080 –> 00:50:24.285
You’re so right.” Or the fact that
we talked about the lived experience
00:50:24.297 –> 00:50:28.279
of dyslexic—dyslexia and the fact
that we’re super hard-working and
00:50:28.279 –> 00:50:32.217
really resilient and really, really
care about doing a good job.
00:50:32.229 –> 00:50:36.179
And you’re always so over-prepared;
you’ve always prepped things
00:50:36.179 –> 00:50:39.965
so much. You really are the one
that comes into the meeting, who
00:50:39.990 –> 00:50:43.880
knows everything because once
it’s inside, once we understand
00:50:43.880 –> 00:50:47.558
things, the things were able to
do are so impressive. So these are
00:50:47.570 –> 00:50:51.480
some of the compliments that—or
comments—you might hear if you’re both
00:50:51.480 –> 00:50:54.480
managing a dyslexic person
or if you’re dyslexic yourself.
00:50:57.004 –> 00:50:59.655
So also just touching
on the superpower
00:50:59.679 –> 00:51:02.668
thing. Like I said,
not my favourite topic.
00:51:03.644 –> 00:51:06.480
Sometimes I feel like it can
be quite an alienating term,
00:51:06.580 –> 00:51:09.269
particularly if you’re struggling
or feeling frustrated because the
00:51:09.294 –> 00:51:13.480
problem with superpower is that
we put the bar right up here. It’s
00:51:13.480 –> 00:51:16.881
like, “Oh it’s a superpower. It’s a
gift.” It’s like, “Oh, my God, it’s so
00:51:16.893 –> 00:51:20.580
amazing. It’s right, right, right up
here.” And maybe you’re struggling but also
00:51:20.580 –> 00:51:25.447
maybe you’re just a person
going about their normal day. You
00:51:25.459 –> 00:51:30.179
aren’t an entrepreneur or you
haven’t brought out this new
00:51:30.179 –> 00:51:33.762
product that’s changed the world.
You’re just living your life and
00:51:33.787 –> 00:51:39.080
maybe struggle to see how these
superpowers connect with that. And
00:51:39.080 –> 00:51:43.503
one of the examples I like to give
with that with is regards to problem-solving.
00:51:43.528 –> 00:51:46.731
And so what that means
is so, often, dyslexic people
00:51:46.756 –> 00:51:49.622
think of problem-solving when
we talk about that as a strength and
00:51:49.647 –> 00:51:54.279
they don’t really see it in themselves.
And they think to themselves,
00:51:54.279 –> 00:51:56.614
“Oh, no. I am not really good at
problem-solving, I don’t really
00:51:56.639 –> 00:51:59.880
know what you mean.” And the
problem with it is that they think
00:51:59.880 –> 00:52:04.387
that problem-solving as a dyslexic
strength means that they have
00:52:04.412 –> 00:52:09.580
these gold-plated ideas, that
they are genius with everything.
00:52:09.605 –> 00:52:14.426
And the way that I like to kind
of break down that myth is if the
00:52:14.438 –> 00:52:19.480
dyslexic people had gold-plated
problem-solving, if we were able to come
00:52:19.480 –> 00:52:24.147
up with the best ideas, life-changing,
there would be world peace. There
00:52:24.172 –> 00:52:28.380
would be no world hunger; there
would be no climate change because we
00:52:28.380 –> 00:52:31.433
would have solved it all
because there’s 10—what, at a
00:52:31.445 –> 00:52:34.914
conservative estimate, 10% of
people, maybe even 20% of people are
00:52:34.939 –> 00:52:38.923
dyslexic. So, we would have solved
every problem ever. It’s not really
00:52:38.935 –> 00:52:42.480
like that. It’s not quite what
we’re looking for, when we think of
00:52:42.480 –> 00:52:47.109
dyslexic strengths. What we’re
actually helping dyslexic people
00:52:47.121 –> 00:52:51.980
think of is, when someone comes
to you and they say, “Oh, we’ve got
00:52:51.980 –> 00:52:54.172
this problem or this thing has
happened.” And you’re like, “Oh, OK.
00:52:54.197 –> 00:52:57.472
interesting. Well, I guess we
could do this or, actually, maybe we
00:52:57.497 –> 00:53:01.928
could do that or what could work
really well is that. Thinking about
00:53:01.940 –> 00:53:05.980
it, option A doesn’t quite make
sense because the client said they
00:53:05.980 –> 00:53:09.011
want this, this, and this, or option
B could work, but we have to also
00:53:09.023 –> 00:53:11.980
think—do this as well because that
might have a problem. Option
00:53:11.980 –> 00:53:14.333
C makes sense but I think it’d
be too slow or complicated. I think
00:53:14.358 –> 00:53:19.529
we should go for option B.” It’s
the ability you find of coming up
00:53:19.554 –> 00:53:24.029
with five ideas on the spot quickly,
easily and then the ability to
00:53:24.041 –> 00:53:27.927
assess them and think about all
the ramifications that could come
00:53:27.952 –> 00:53:32.536
with that. That’s the reality of what
dyslexic problem-solving looks like
00:53:32.561 –> 00:53:37.301
It’s the ease of which we
do it, not necessarily always this
00:53:37.380 –> 00:53:42.268
bar of having gold-plated ideas.
And the reason why I wanted to talk
00:53:42.280 –> 00:53:47.179
about that and how I like that is,
sometimes, as dyslexic people, we
00:53:47.179 –> 00:53:50.390
feel fearful of speaking up or
saying things or connecting with
00:53:50.415 –> 00:53:54.580
these strengths because the bar
is too high. And if we don’t better
00:53:54.580 –> 00:53:58.124
understand what is going on in
our brain, then we can’t feel like
00:53:58.149 –> 00:54:02.030
we’re worth bearing with or we can’t
focus on the right tasks and take
00:54:02.055 –> 00:54:05.743
on the right opportunities because
they’re so busy struggling and frustrated.
00:54:05.755 –> 00:54:09.179
So helping you thrive is
helping you understand your
00:54:09.179 –> 00:54:12.791
strengths because successful
dyslexics—and trust me, I’ve spoken to
00:54:12.803 –> 00:54:16.480
a lot of them, they overlap what
they’re good at with what a company
00:54:16.480 –> 00:54:21.518
is looking for. And when you can
create that overlap, your challenges
00:54:21.543 –> 00:54:26.948
just disappear, and they start to
feel so small and so minor and so
00:54:26.973 –> 00:54:30.435
inconsequential because
you’re focused on your high-value
00:54:30.447 –> 00:54:33.779
task, what you can do over
here, what you’re really good at.
00:54:35.425 –> 00:54:40.624
OK. End scene. I’m done. So the
key takeaways I wanted you to have
00:54:40.636 –> 00:54:44.878
today is that dyslexia is about
understanding and accepting the
00:54:44.903 –> 00:54:49.448
reality of your difference and that
means focusing on the difference
00:54:49.473 –> 00:54:54.580
when it comes to both your
challenges and your strengths. So I’m
00:54:54.580 –> 00:54:57.241
Natalie and I’m the founder of Dyslexia
in Adults. And if you found this
00:54:57.253 –> 00:54:59.779
interesting, and you want to learn
more about what I think and how I
00:54:59.779 –> 00:55:03.544
approach things, I’m everywhere.
You can find me anywhere: Instagram,
00:55:03.569 –> 00:55:07.567
TikTok and LinkedIn. I also
have a podcast and we also send
00:55:07.592 –> 00:55:10.895
out a weekly email, and pretty
much everything is under Dyslexia in
00:55:10.907 –> 00:55:13.817
Adults, so nice and easy to find.
I didn’t put a lot of thought into
00:55:13.842 –> 00:55:18.731
my marketing name, but it’s worked
out for me. OK, Rich. I am done, feel
00:55:18.743 –> 00:55:23.279
free to jump into the Q&A although—not
that I left a lot of time. That
00:55:23.279 –> 00:55:27.060
was amazing. Thank you very
much, so much. How good was that
00:55:27.072 –> 00:55:30.679
everyone? That was fantastic.
And yeah, I mean, you’ll be
00:55:30.679 –> 00:55:33.793
able to have a scroll through
the chat and you’ll see how many
00:55:33.805 –> 00:55:37.179
people—how what you said resonated
with so many people. And I think
00:55:37.179 –> 00:55:39.150
that’s been the nicest thing
about these events is people
00:55:39.175 –> 00:55:42.980
saying, “Oh, yeah, that is my
experience and such a good
00:55:42.980 –> 00:55:46.759
way of thinking about it.” So,
yeah. It certainly resonated a lot
00:55:46.771 –> 00:55:50.679
with me. We don’t have too
long for questions. If anybody has
00:55:50.679 –> 00:55:54.162
any questions, throw them into
the Q&A section, and we’ll try and
00:55:54.174 –> 00:55:57.880
pick them up. And we can always—if
we haven’t got time, we can always
00:55:57.880 –> 00:56:00.478
get back to them afterwards.
We did this last time. We had lots
00:56:00.503 –> 00:56:05.791
and lots of questions and we answered
them—some of them afterwards as well.
00:56:05.869 –> 00:56:11.078
So Danny’s asked, “For
working with a remote workforce,
00:56:11.103 –> 00:56:14.463
what tools do you recommend
to support a more visual way
00:56:14.488 –> 00:56:18.270
of communicating? Summarising with
written actions and minutes coupled
00:56:18.282 –> 00:56:21.586
with dictation software helps. But
if you need to bring something to
00:56:21.611 –> 00:56:26.490
life, visually, in conversation,
I figure some more clever tech
00:56:26.515 –> 00:56:31.287
could assist. Yes—do you want
to go, Richard? Fire away, fire away.
00:56:31.312 –> 00:56:35.102
Also, I also run a membership
and one of the amazing things is
00:56:35.127 –> 00:56:38.179
I learn so much from my membership,
and we were actually talking
00:56:38.179 –> 00:56:41.873
about this exact topic last week.
And one of the things, I haven’t
00:56:41.898 –> 00:56:45.380
personally used it myself, but the
membership were raving about it, is
00:56:45.380 –> 00:56:48.752
Miro, which is like a kind of
whiteboard where you can share
00:56:48.764 –> 00:56:52.480
ideas and put things in a much
more of a visual state. But there’s
00:56:52.505 –> 00:56:57.204
also loads of amazing tech in
terms of like keeping on top of
00:56:57.216 –> 00:57:01.679
tasks and things like that that
my employee and I rave about
00:57:01.679 –> 00:57:05.948
as well. So that would probably
be my first answer. And yeah,
00:57:05.960 –> 00:57:10.380
and we use Miro as well. It’s
fantastic. Oh, good. [Crosstalk].
00:57:10.380 –> 00:57:13.540
Before that, it used to be big
A1 sheets on the wall and drawing
00:57:13.565 –> 00:57:16.980
all over. And it’s yeah, it’s
so—it’s great. Absolutely. And
00:57:16.980 –> 00:57:19.750
yeah, I think Ellie, from our
team, is also messaging because
00:57:19.762 –> 00:57:22.679
we—we’re in the assistive tech
field, so we can certainly point
00:57:22.679 –> 00:57:26.171
out different tools to you. And,
yeah. Danny, you’ve got the link
00:57:26.183 –> 00:57:29.580
there because some people were
asking about how we spell it and
00:57:29.580 –> 00:57:32.518
things, so it’s—yeah. Miro.
Miro, the link to it is there.
00:57:32.530 –> 00:57:35.880
There’s a question here, “Do you
provide any sort of support group
00:57:35.880 –> 00:57:39.293
for dyslexic adults? Yes. So I have a
membership that people can join
00:57:39.305 –> 00:57:42.679
if they want advice and support
on navigating the challenges. But
00:57:42.679 –> 00:57:45.618
also to connect with like-minded
dyslexic people, so you realise you
00:57:45.630 –> 00:57:48.580
aren’t alone. You aren’t weird.
You’re just different and it’s cool.
00:57:49.492 –> 00:57:54.181
Fantastic, brilliant. Keep
the questions coming as you
00:57:54.193 –> 00:57:58.679
can. I’m just going to—yeah.
Just before people take off, I
00:57:58.679 –> 00:58:01.328
just want to say a massive
thank you to Natalie
00:58:01.353 –> 00:58:07.279
for that brilliant talk.
As I said, so much great
00:58:07.279 –> 00:58:09.976
feedback coming in. That’s
fantastic—and for all the great
00:58:09.988 –> 00:58:12.880
work that you’re doing. And
thank you as well, we don’t say it
00:58:12.880 –> 00:58:16.444
enough to Lucy, Laura, and Claire,
who are on the line, who help to
00:58:16.456 –> 00:58:19.980
arrange these events every month
and even the in-person events and
00:58:20.117 –> 00:58:22.748
yeah, hopefully—I can see that
lots of people are getting great
00:58:22.773 –> 00:58:25.880
value from them. So yeah,
thank you for all your hard work
00:58:25.980 –> 00:58:30.168
arranging these. Definitely
thank you to Lucy and Laura.
00:58:30.180 –> 00:58:34.380
I know, right? It’s like such
a well-oiled machine. It’s
00:58:34.380 –> 00:58:38.369
amazing. And, yeah. And so,
yeah. Lots and lots of hard work’s
00:58:38.394 –> 00:58:43.179
gone into this. So yeah, well
done, guys. And there’s a survey
00:58:43.179 –> 00:58:46.385
link that’s going to be
sent out for you, so please
00:58:46.397 –> 00:58:49.462
fill it out because these are
kind of free events that we put
00:58:49.487 –> 00:58:53.544
on to try and nurture this community
and basically share information.
00:58:53.556 –> 00:58:57.279
And so if you find it valuable, tell
us what you want to hear about.
00:58:57.279 –> 00:58:59.931
Tell us what you want to talk
about, different speakers you might
00:58:59.956 –> 00:59:03.679
want us to ask to come along—different
topics. Just feed back because
00:59:03.679 –> 00:59:06.728
it’s really, really valuable,
and it allows us to hone this into
00:59:06.753 –> 00:59:12.179
the most useful thing it can be.
Lots and lots of questions about
00:59:12.179 –> 00:59:15.566
recordings. We are going to send
them out very soon, so you’ll be
00:59:15.578 –> 00:59:19.080
getting a recording and a transcript
within the next day. So if you
00:59:19.080 –> 00:59:22.345
missed anything or want to go through
it or share it, then please do.
00:59:22.370 –> 00:59:26.580
And then, just a
reminder, next month’s webinar is
00:59:26.580 –> 00:59:30.431
the first Thursday of the
month, and we’re going to be
00:59:30.456 –> 00:59:35.480
joined by Nuerobox, who are
an amazing company that support
00:59:35.505 –> 00:59:38.087
lots and lots of people across
the country. And they’re going to be
00:59:38.112 –> 00:59:41.279
joining us on the 7th of November
at—no, they’re not. They’re
00:59:41.279 –> 00:59:44.220
going to be joining us for our
next online event. And then we also
00:59:44.245 –> 00:59:48.679
have an in-person event on the
7th of November, which is based in
00:59:48.679 –> 00:59:53.125
London and that one is going
to be focused on ADHD. But we’ll
00:59:53.137 –> 00:59:57.380
get you all these details out
via email. So you don’t need
00:59:57.380 –> 01:00:04.225
to remember too much. But we’re
bang on time at 2 o’clock. So, yes.
01:00:04.718 –> 01:00:09.480
Thank you everybody for coming and,
yeah, hopefully, we’ll see you at the
01:00:09.480 –> 01:00:13.546
next one. Again, big thank
you to Natalie for everything
01:00:13.558 –> 01:00:18.273
you do and for that amazing talk,
and yeah. Thanks so much everybody.
01:00:18.298 –> 01:00:21.679
Thank you, bye