“Dyslexia is not an indication of potential.
It is a difference in how individuals process information,” the Executive Director of the Africa Dyslexia Organisation (ADO), Rosalin Abigail Kyere-Nartey, said.
She said this at the introduction of Dyslexia Youth Ambassadors at the Al-Rayan International School in Accra.
Mission focus
The Africa Dyslexia Organisation is a non-governmental organisation dedicated to raising awareness, advocating for and supporting individuals with dyslexia and related learning differences across the continent.
Ambassador role
The event centred on the induction of youth ambassadors tasked to represent the organisation and lead advocacy efforts within their schools and communities.
Ms Kyere-Nartey said the programme was not ceremonial, but a leadership platform that placed responsibility on participants.
“This is not a recognition for the sake of celebration. It is a formal assignment of responsibility,” she said.
She explained that the initiative aimed at building confident voices that would influence how dyslexia and learning differences were understood.
Personal journey
Ms Kyere -Nartey linked the initiative to her own experience with dyslexia, saying it shaped her drive to create opportunities for others.
“There was a time I could not read in the way the system expected… I was seen as a child without potential,” she said.
She said she later built a successful career after understanding how she learned, stressing that many dyslexics possessed strengths often overlooked.“In many cases, it is linked to creativity, innovation and problem-solving,” she said.
Inclusion drive
Ms Kyere -Nartey said the ambassador programme formed part of efforts to shift perceptions from stigma to structured support.
She said empowering young people to lead conversations on dyslexia was key to building inclusive systems across society.
Changing perceptions
A Board Member of the ADO and Director of the Al-Rayan International School, Dr Fatma Odaymat, said the programme was necessary because many systems still failed to accommodate different learning needs.
“The world has been designed in a way that does not always create space for those who learn differently,” she said.
She called for collaboration among schools, parents and communities to expand inclusive practices beyond the classroom.
Student voice
A youth ambassador, Ameera Sedzro, said the initiative had improved understanding among her peers.
It allows my friends to understand what I have, so they take more time with me,” she said.
She added that the programme had boosted her confidence, making her more outspoken.
Representation
A neurodivergent educator, Frances Akinde, said the initiative provided visibility for individuals with dyslexia.
“We are so used to not finding a space or being seen as not capable,” she said.
She said representation helped students realise their potential by seeing others succeed.
Source:
www.graphic.com.gh