How might actor-trainers meet the needs of students with dyslexia especially when interacting with Shakespeare’s text? How might our methods break away from practices that support the dominant group whilst undermining those whose processes and strengths lie outside of conventional models? Students with dyslexia in actor-training is a common occurrence. Currently there is little research or discourse regarding the facilitation of dyslexic acting students through adaptation of teaching approaches. This session aims to share some devised strategies of teaching drawing directly from the dyslexic individuals themselves with the objective of stimulating a critical reflective pedagogy towards emancipation of the abilities of individuals with dyslexia.
