Marginalising dyslexic researchers is bad for science
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Communication in the sciences is often based on text, which places researchers with dyslexia at a disadvantage. However, this means that science is missing out on the original insights and specific strengths in exploration that dyslexic researchers bring to their disciplines. Here we discuss how the scientific community can address the challenges that dyslexic researchers face, and how science stands to benefit as a result. We discuss this in the context of a new theoretical framework proposing the existence of complementary learning strategies that could play a key role in scientific progress, particularly with regard to accelerating innovation.
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Acknowledgements: Helen Taylor’s contribution to this publication was made possible through the support of the Cultural Evolution Society Transformation Fund; underwritten by the John Templeton Foundation, Grant #61913. The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the John Templeton Foundation. One author benefited from disability writing support to help with the expression of ideas into text. This work has also benefited from the use of Generative Pre-trained Transformer 4 (GPT-4), which assisted in proofreading parts of the manuscript.
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