Affecting one in five Americans, Dyslexia is one of the most impactful learning disabilities in the country, yet it is fraught with misconceptions. On Thursday, members of the Northwest Iowa Dyslexia Support Group hosted a 101 course and simulation to provide insight on the disability’s impacts.

Composed of teachers and parents of children with dyslexia, the support group has met at the Sioux Center Public Library for the last four years to help fellow educators and families.

Sioux Center residents Renee Saarloos, Amanda Hulstein and Emily Kramer together with Jacinda Zoet of Hull formed the Northwest Iowa Dyslexia Support Group to raise awareness and provide education to the public about what it means to be dyslexic.

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In a political climate already saturated with personal attacks, recent comments suggesting that individuals with learning disabilities—specifically dyslexia—should be disqualified from holding the highest office in the United States demand more than a rebuttal. They require a reframing of how we understand intelligence, leadership, and human potential.

Dyslexia, a neurological condition that affects how the brain processes written language, is often misunderstood. It is not a measure of intelligence, capability, or vision. Yet, as many as one in five Americans live with dyslexia—millions of individuals whose talents, perspectives, and leadership abilities are too often overshadowed by outdated stigmas.

The implication that dyslexia should disqualify someone from the presidency, or any position of leadership, is fundamentally at odds with both scientific understanding and historical reality.

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A children’s book illustrator, nominated for a Carnegie Medal, said she had been trying to hide her dyslexia while making her book.

Kate Rolfe, from Framlingham, Suffolk, wrote and illustrated Wiggling Words, a “story about a child lost in a forest of letters”.

The story has been shortlisted for a Carnegie in the illustration category.

Rolfe said she was “thrilled” with the nomination and said the response to the book had given her “the confidence to unmask more of who I am”.

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Active retrieval leads to better learning outcomes than passive study. This perspective, in which we analyze 23,850 publications, reveals an increasing focus on the educational applications of this testing effect but limited attention to subpopulations with learning disabilities. Using dyslexia as a case study, we identify theoretical grounds to question whether testing effects generalize universally, highlighting the need for empirical research. Future research should examine benefits of testing in neurodiverse learners to develop tailored interventions.

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Your local public school system should offer specialized programming and support for your daughter. Additionally, your daughter may need the resources of a specialized school to cultivate her abilities while in the company of other students who are learning to manage their challenges. If her current school is not properly equipped, you can research specialized schools in your area — even if they are private schools — and petition the local school system to pay for her to go there. It may take a large effort, but you may be able to get her the support she needs at no extra expense.

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Students with dyslexia will not be allowed to systematically use computers and adapted software in high schools.

The Council of States narrowly rejected a motion by Valais MP Sydney Kamerzin, overturning earlier approval by the National Council. 

Supporters argued the measure would close a gap, as such tools are already permitted in primary school, lower secondary and at university. 

Senator Fabien Fivaz questioned why students should lose access at a crucial stage. 

Opponents in the upper chamber ultimately blocked the proposal by 21 votes to 19.

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