Leadership, Inclusion, and Dyslexia: Reframing the Narrative on Learning Differences

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18 March 2026

OFFICIAL STATEMENT:

AFFIRMING LEADERSHIP AND INCLUSION FOR INDIVIDUALS WITH DYSLEXIA AND RELATED LEARNING DIFFERENCEs.

Africa Dyslexia Organization (ADO) notes with concern recent public commentary suggesting that individuals with learning differences, including dyslexia, are unsuited for positions of leadership.

Dyslexia is a neurodevelopmental difference that affects how individuals process written language. It does not diminish intelligence, competence, or leadership capacity. Across Africa and globally, individuals with dyslexia continue to lead, innovate, and contribute meaningfully across sectors, including at the highest levels of public and private leadership.

Assertions that equate learning differences with inability reflect a fundamental misunderstanding of human cognition and undermine global efforts toward inclusive and equitable systems. Such narratives reinforce stigma, distort public understanding, and risk perpetuating systemic barriers that many individuals continue to navigate.

Leadership is not defined by a single mode of learning. It is determined by vision, judgment, integrity, and the capacity to mobilise people and systems toward meaningful outcomes. These attributes are neither limited nor predicted by the presence of dyslexia.

Africa Dyslexia Organization reaffirms its position that no individual should be excluded from opportunity, participation, or leadership on the basis of how they learn. Advancing inclusive societies requires a shift from deficit-based perspectives toward evidence-informed understanding of cognitive diversity.

Public discourse, particularly at the highest levels, carries a responsibility to reflect accuracy, dignity, and respect for human diversity.

Africa Dyslexia Organization remains committed to working with governments, institutions, and partners to strengthen inclusive education systems and to advance equitable participation across Africa and beyond.

Issued by:
Africa Dyslexia Organization (ADO)
Accra, Ghana

Media Contact:
Communications Office
Africa Dyslexia Organization (ADO)
Email: info@africadyslexia.org
Website: www.africadyslexia.org

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Africa Dyslexia Organisation is a 501(c)(3), tax-exempt charitable organisation: (EIN 99-3270841).

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WHO ARE YOU TO THE CHILD ?

The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-18 year-old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns. For more information about the symptoms, causes and treatment of reading disability (dyslexia), please visit the International Dyslexia Association

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WHAT'S YOUR GENDER?

The Adult Reading History Questionnaire (ARHQ) is a self-report screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000). The ARHQ asks adults about their own reading history and current reading habits in order to estimate the risk that they may have a reading disability. Normative scores are based on actual testing, and Lefly & Pennington (2000) found that the ARHQ is reliable and valid. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your reading skills, we recommend that you contact a licensed psychologist or your primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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