In our study, we designed questionnaires and interviews in order to find out about the needs of dyslexic adolescents, young adults and adults that help their integration. The basis for the relevance of the studies directed at issues important in vocational education is the constantly increasing number of dyslexics, on the one hand, and the opportunities offered by an international project, on the other hand.
Even to this day, the view that dyslexia is a childhood difficulty is holding up (it is even termed as an illness). Dyslexia, however, is no illness, and it only becomes a difficulty if the environment supporting these individuals is not suitable for their characteristics.
Dyslexia is a neurological characteristic, whose benefits and drawbacks endure for the whole life of the individual. The knowledge of these and an appropriate environment is the key to forestall learning and integration difficulties. This, in turn, is the most efficient if it fits in with the relevant socio-cultural environment. This way, there is a greater chance of targeting the support we provide well.
Project Literacy is based on the above approach. It builds on creativity, the strength of dyslexics, and uses a significant component of today's culture, namely, infocommunication as its medium. Our study corroborated that creativity is very much present in the self-reflection of dyslexics, and they would welcome such an opportunity to use it. It also became clear that the use of infocommunication tools presents no problems, but the attitude of dyslexics toward an online community self-help is ambiguous. This particular service should therefore be heavily rethought.
The study, once again, established that dyslexics do not need a protective, condescending and weakening environment with waivers and exemptions. The short case descriptions demonstrated some of the problems and coping / non-coping strategies which may appear even within the bounds of a short questionnaire.
Although it is least characteristic of students, who most typically appear in vocational education and vocational schools, who have met with so many failures that they no more wish to cope with them, many would like to solve their problems themselves. To this end, however, they would need an environment suitable for their characteristics, which would also value their strengths. This approach should penetrate both education and employment, alike, that is, it should become part of everyday life that different from regular abilities be identified as a potential rather than a disorder
