"I received my diagnosis in the 1990s, at a time when there was less awareness about the condition. Now, my work explores how experiences that can be difficult to communicate through text can instead be expressed through making. Making is central to my research. Through working with materials, I explore the slow and reflective nature of craft which allows knowledge to emerge through objects, processes, and material engagement.
“The artefacts I create become a form of communication, holding and expressing experiences that are often overlooked within traditional academic and professional frameworks. By embracing the unpredictability and resistance of materials, I seek to transform complex social issues into tangible forms that encourage conversation. My aim is to invite people to reflect on how knowledge is created, valued, and shared, and to consider whose experiences and ways of knowing are recognised, legitimised, or excluded.”
Dyslexia is primarily associated with difficulties in building reading and spelling skills, but its impact can extend into other areas, including processing speed, working memory and reading comprehension. The British Dyslexia Association estimates that 10% of the UK population is dyslexic, including more than one million schoolchildren – roughly three in every class – with many undiagnosed.