A balanced approach

The Dyslexia Institute states that there are two views about the most appropriate approach to providing support for adults. Some argue that this should be a 'top-down' or 'problem-solving' approach, focusing on the specific difficulties that a person is having in work or in daily life - prioritizing what is causing the greatest problem 'there and then'. Others argue for a 'bottom up' approach through which key skills and strategies are taught that can then be applied in different situations.

The Dyslexia Institute argues that a combination of these approaches is necessary and that what determines the combination mix depends on the learner. The LBS program also reinforces this through the belief in a learner-centred approach. Every adult who enters a LBS program has varying needs, strengths and goals. In order for the training plan to be truly learner-centred, it must meet the individualized needs.

Someone with confidence, who can learn and implement strategies quite easily, would have lessons that are more top-down in nature. Whereas, when dealing with adults who have poor self-esteem, practitioners would first concentrate on the positive and show them that they can learn. Then they would start to tackle the struggles one at a time. Once learners have got past that initial bit, they can start to talk about problems, which need to be addressed.³

Regardless of the approach taken, a training plan should be:

• Individualized - based on the learner's strengths and struggles.
• Participatory - input comes from both the learner and the practitioner.
• Flexible - able to adapt to change according to the effectiveness of particular strategies or approaches.
• Balanced - covers a number of the learner's strengths and struggles.
• Continuous - it is ongoing and is revised and modified as needed.⁴