“I Never Thought I Was Dyslexic” – Libby’s Journey from Diagnosis to Advocacy
For many dyslexic individuals, the signs of difficulty appear early, perhaps in reading, spelling, or processing speed, leading to a diagnosis in childhood. But for others, like Libby, dyslexia remains unnoticed until adulthood. Why? Because not all dyslexic profiles look the same.
Libby was an avid reader, a performed well in school, and had no reason to believe she had any difficulties. It wasn’t until university that she was diagnosed, and even then, she wasn’t initially convinced that she could be dyslexic.
Now, years later, Libby reflects on her late diagnosis, her early career, and why she finally feels comfortable talking about dyslexia in the workplace.
A Late Diagnosis: “I Never Thought I Had Any Difficulties”
Libby’s love for reading started young. By age six, she was catching the bus to the library every weekend, devouring six books a week. She thrived academically, except in one area: handwriting.
“I was in the top group for everything except handwriting. It really annoyed me! But I never thought anything of it, I just had bad handwriting.”.
Libby also spoke how she didn’t seem to do as well in maths but felt there were likely other reasons for this, not related to dyslexia.
When she reached university, everything changed. Her tutor, Maggie Snowling (a well-known dyslexia researcher), spotted inconsistencies in Libby’s written work. She transposed letters, missed words, and couldn’t spot errors in her own writing, this happened with hand written and typed assignments, a classic sign of dyslexia.
“They suggested I get tested. I thought, ‘No way, I love reading, I can’t be dyslexic!’ But looking back, I realised dyslexia isn’t just one thing, it’s different for everyone.”
Libby now sees how her strengths, like her verbal skills and ability to absorb information quickly, helped her compensate for challenges she wasn’t even aware of.
Unknowingly Compensating: The Hidden Struggles in the Workplace
After university, Libby stepped into the workplace without ever disclosing her dyslexia. She didn’t feel she needed to. After all, she had always found her own ways around difficulties.
“I had no idea I was compensating. But looking back, I realise I was relying on clerical staff to smooth out my mistakes in reports.”
Retail Challenges: Transposing Numbers & Misinterpreting Instructions
Before her professional career and before receiving a diagnosis, Libby worked in retail, where her dyslexia presented hidden struggles, she didn’t fully recognise at the time.
“I worked on the tills using the old credit card machines, you know, the click-clack ones. I would sometimes transpose numbers, and if the total was too low, I’d get into trouble for undercharging!”
Her dyslexia also made following written instructions tricky. She would read what she thought was written, only to later realise she had misunderstood the task.
“I’d misread instructions and head off thinking I was doing the right thing, only to find out later I’d misunderstood completely!”
Despite these challenges, Libby never saw herself as struggling, she simply worked harder to double-check figures, re-read instructions, and find coping strategies.
These workarounds weren’t conscious, they were natural adaptations that helped her succeed.
It wasn’t until later in her career, when assistive technology became more accessible, that Libby realised there was an easier way.
From Hiding to Owning Her Dyslexia
For years, Libby kept her dyslexia private, she didn’t really feel the need to discuss it with her employers, as she didn’t particularly feel the need for any specific reasonable adjustment. She can also reflect now and say that in her early career, she was concerned that some may view dyslexia as a weakness. But everything changed when her own children were diagnosed.
“I started recognising things in them that I saw in myself. But they struggled in school much more than I did.”
This realisation made her rethink how she viewed dyslexia. Rather than something to hide, she saw it as something that just required different strategies.
Now, she’s open about her dyslexia, especially in the workplace. She also likes to tell the children she works with, that she also has dyslexia.
“I used to see disclosure as a risk. Now, I see it as empowerment.”
So, what changed?
The Role of Assistive Technology & AI
Part of Libby’s confidence came from technology. Assistive technology tools now help bridge the gap between dyslexic challenges and workplace expectations. More recently, she has also used AI. For example, Libby will record interviews and other information on Zoom, this then records an audio file which she can listen to again or transcribe. Libby still struggles with poor handwriting but at times still takes notes. She reflected how before digital tools; she would record information on old style tape Dictaphones and listen to the information again to write up her notes. Life is so much easier and her time can be used more efficiently with digital and AI software.
The AI Tools That Changed Everything for Libby
💡 Speech-to-text software (Dragon Dictate) – “I can think faster than I can write, so now, I just dictate instead.”
💡 Grammarly & AI Proofreading – “I still miss errors in my own writing, but Grammarly catches what I don’t see.”
💡 AI Transcription for Meetings – “I record meetings now instead of trying to take notes, it means I actually listen and interact even more!”
For Libby, technology doesn’t remove dyslexia, it removes the barriers that come with it.
“Now that we have AI, dyslexia doesn’t hold me back at all.”
Why Aren’t Children Given the Same Support in School?
Looking back, Libby realises that many of the challenges she faced in retail and the workplace had also been present during her school years, but she didn’t have access to the right tools back then.
“Now, we have assistive technology like Grammarly and speech-to-text. If I’d had access to those tools at school, I wouldn’t have had to work twice as hard just to keep up.”
One of the biggest frustrations for neurodivergent individuals is that the technology exists to help but many schools still don’t allow it.
“I see children today being told they ‘need to practise handwriting’ when it’s never going to be a skill they use in real life. Why not let them use assistive technology instead of forcing them to struggle?”
As a dyslexia specialist, I have to say that I have never asked a child to work on handwriting, that’s the last target I have. The primary target is to develop reading, spelling and writing skills, alongside comprehension.
We both agree there certainly is a time and place for AI to assist learning. Personally, I feel it can help with the ‘blank page’ feeling, it can enhance the structure of written work and even develop better language and vocabulary by helping individuals to rephrase.
Libby’s story raises an important question:
If workplaces are starting to embrace AI and assistive technology, why aren’t schools?
Why do students have to ‘prove’ they’re struggling before they’re given access to tools that could help them thrive?
“If we allowed children to use the technology that’s already available, they wouldn’t just cope, they’d excel.”
For Libby, AI and assistive tech came too late in her education, but it doesn’t have to be that way for the next generation.
Libby’s Advice for Others with Dyslexia in the Workplace
- Embrace Technology Early
“There’s no need to struggle through written tasks when AI and assistive technology can support you. Find the right tools, speech-to-text, proofreading, task management and use them.”
- Don’t See Dyslexia as a Weakness
“It’s easy to think dyslexia makes you less capable, but it doesn’t. It just means you work differently. Recognise your strengths, creativity, problem-solving, verbal skills and lean into them.”
- Consider Disclosing (When You’re Ready)
“I was concerned about disclosing my dyslexia for years. But workplaces are changing. If you feel comfortable, let your employer know, they might be more supportive than you think.”
- Find a Workplace That Values You
“If a company won’t support neurodiversity, they’re missing out on brilliant thinkers. Find a workplace that values your unique way of working.”
ADHD & Dyslexia: A Double Challenge
In addition to dyslexia, Libby also recognised ADHD traits in herself and has a diagnosis, something she hadn’t fully understood earlier in life.
“At school, if I wasn’t interested in something, I just couldn’t focus on it at all. I now realise that’s probably ADHD, not just a lack of interest.”
Maths, in particular, was a struggle.
“I needed longer to process maths problems, especially when they involved words. The whole concept would just swim in front of me, and I’d get really frustrated.”
In the workplace, ADHD traits showed up in different ways:
Finding it hard to switch between tasks, especially when deep in focus.
At the time, she didn’t realise this was ADHD, she just found ways to manage.
“I always took my own notes to keep myself on track. Now, I record meetings instead of trying to scribble things down while also listening!”
Now that she understands more about ADHD and executive functioning, she sees how assistive technology can help manage both dyslexia and ADHD challenges in the workplace.
Libby now runs a successful speech and language service, Small Talk , she has written several books, is well regarded amongst the national and international speech and language sector and sits on many advisory boards. Libby attends and presents at many conferences both nationally and internationally.
Final Thoughts: The Future of Dyslexia & Work
Libby’s story is one of quiet compensation, late recognition, and ultimate empowerment. It highlights that not all dyslexic people struggle in school, some reach university or the workplace before ever realising they process information differently.
But with the right support, assistive tech, and open conversations, dyslexic individuals can thrive in any career.
“Dyslexia isn’t a barrier; it’s just a different way of thinking. And now, we have the tools to make it work for us.”
You can find Libby’s latest books on Amazon
Selective Mutism, Doing What it Takes.
What if it’s not Dyslexia?
