Human cognitive diversity exists for a reason; our differences are the genius – and the conscience – of our species.
Dyslexic children often have better imaginations than non-dyslexics, after all, but nobody labels the “normal” children as having an “imagination disability.”
These children’s brains are organizing themselves differently, and it should go without saying that their developmental arc may therefore be different. When we interfere in the process of this organization, when we stigmatize it and test it and remediate it prematurely — when we try to teach dyslexics to think like other children by aggressively drilling them in phonics — Cooper says we are robbing these children of the opportunity to build organically on their many strengths rather than being treated as something broken that needs fixing.
Some simply have a different learning strategy; one that absorbs, considers, consolidates, integrates, and then suddenly blossoms fully formed.
If your learning style doesn’t fit this year’s theory, you will be humiliated, remediated, scrutinized, stigmatized, tested, and ultimately diagnosed and labelled as having a mild defect in your brain.
People all over the world know these things about children and learning, and interestingly, they are as workable for learning how to design software or conduct a scientific experiment or write an elegant essay as they are for learning to hunt caribou or identify medicinal plants in a rainforest.
But we don’t know them any more.