Dyslexia Experience

Did you ever wonder what it feels like to have dyslexia? The Dyslexia experience is a simulation of Dyslexia and was created to give both parents and teachers the opportunity to discover what those with dyslexia often undergo with reading, writing and processing. The goal of this simulation is for participants to feel the frustrations our children face daily, helping us deal more compassionately with them. Getting an opportunity to experience how much effort a dyslexic individual puts forth on a minute-by-minute basis in the classroom leaves you not only with a new awareness, but an appreciation for the sheer magnitude of determination and will it takes to even read simple passages. For the classroom teacher, the critical importance of allowing additional processing time is seen and experienced first-hand.

Alison McMillan

Alison holds specialist teaching qualifications in teaching children with Dyslexia from New York University, is currently completing a Diploma in Dyslexia and Literacy studies with Dyslexia Action in the UK, holds Specialist Educational Assessor qualifications, is a registered practitioner with the British Psychological Society, and is trained in the Orton-Gillingham method and Handwriting Without Tears program. Alison has been running her own early literacy reading program specializing in teaching 3.5 to 7 year olds since 1999 and also works on a one-to-one basis with children with Dyslexia.

Barbara Owen 

Barbara holds postgraduate certificate in SpLD (Dyslexia), completed a certificate course in Psychometric Testing and Assessment and Access Arrangements with Dyslexia Action UK in 2010 and in 2013 obtained certificates in Orton-Gillingham training. She has been working with children with Dyslexia since 2002, providing assessments and after-school tuition for both primary and secondary school students.

Melinda Sturges

Melinda is a UK trained Speech and Language Therapist. She obtained her academic and professional qualifications at University College London, and completed an MEd in Special Educational Needs from Newcastle University, UK. Her professional work in Hong Kong has been in two main areas: private practice and in the education and training of speech and language therapists. She has taught for many years as Assistant Professor in the Speech and Hearing Sciences at the University of Hong Kong. Melinda’s major clinical interests are in the evaluation and diagnosis of developmental communication disorders in young children, language-based specific learning difficulties in school-age children, and fluency disorders in adults and children.