About

Who started DBC

The founder of Dyslexic Brain Coach is Dr. Antonio G Farruggia-Bochnak who has been a Dyslexia Coach for 24 years.

This is one of Antonio’s vlog posts where he explains why it is important to support children to create a positive dyslexia mindset.

Our view of dyslexia

We have created this Dyslexic Brain Illusion to describe our view of dyslexia. 

What we do

We coach people to re-invent their view of dyslexia, externalise dyslexia, overcome dyslexia difficulties, and achieve more in education and/or in life.  

Our Approach

We use Dr. Antonio’s Externalising Dyslexia Approach to coach people to view dyslexia on a psychological level that can be switched on or off rather than an insurmountable condition that stems from genetic makeup.   

Externalising Dyslexia Approach

Does your dyslexia mindset work for you?

If the way you view dyslexia works for you and you are able to achieve the outcomes you want in education and/or life, then keep things exactly the way they are – you’re doing great! 

However, if your current dyslexia mindset isn’t working for you and you want to achieve more in education and/or life, then feel free to follow the 9 steps outlined below. 

You can ask me questions about the Externalising Dyslexia Approach on our Facebook type News Feed or send me a private message (DBC Members only).

Externalise

Step 1: Explore perception of dyslexia and challenge false assumptions that create the social construct of dyslexia.

Step 2: Externalise the cause of dyslexia so that dyslexia is no longer viewed as part of genetic makeup.

Step 3: Create non-dyslexic identity that views self as someone orientated to use natural mediums of expression such as music, singing, dance, art, physical movement, rather than the  artificial medium of expression written language.   

Overcome

Step 4: Explore perception of dyslexia difficulties and challenge false assumptions about learning. 

Step 5: Externalise the cause of dyslexia difficulties so that difficulties are no longer viewed to stem from genetic makeup. 

Step 6:  Incorporate into non-dyslexic identity the view of self as someone able to master reading, writing, and arithmetic skills; along with other skills that were previously out of reach due to view that difficulties stemmed from genetic makeup.  

Achieve

Step 7: Explore perception of achievement and challenge false assumptions that might act as barriers to achievement. 

Step 8: Externalise the view that low achievement levels were/are caused by dyslexia difficulties linked to genetic makeup. 

Step 9: Incorporate into non-dyslexic identity the view that achievement is dependent on factors that are in your control such as levels of commitment, motivation, perseverance, and determination.  

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