Interesting article in the Post yesterday about a growing movement among the autistic community to reframe autism as a difference, not a disability. Not just autism, but other “brain afflictions” as well:
Whitney is part of a growing movement of autistic adults who are finding a sense of community, identity and purpose in a diagnosis that most people greet with dread. These “neurodiversity” activists contend that autism — and other brain afflictions such as dyslexia and attention deficit hyperactivity disorder — ought to be treated not as a scourge to be eradicated but rather as a difference to be understood and accepted. (my emphasis)
Which raises this question (in my mind, at least): Should adult education policy be oriented more around “fixing” (for lack of a better word) adults with dyslexia or on improving the quality of life for people living with this condition? Technology is making it increasingly easier to access information without the necessity of reading text (at least in the traditional way), so I think this is an especially relevant question for educational technology proponents to grapple with.