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In this podcast episode, dyslexic entrepreneur Stephen Martin discusses the often overlooked strength of dyslexia: the ability to quickly absorb information and explain complex topics in an engaging and understandable way. Stephen’s journey began in New Zealand, where dyslexia went unrecognized in the school system. It wasn’t until he moved to Saudi Arabia and attended a British school that his dyslexia was identified.

During his conversation with host Matthew Head, Stephen reveals how he harnessed his skill set to teach complex subjects through compelling narratives, launching his entrepreneurial career. He also acknowledges his mother as a significant supporter who became an expert on dyslexia overnight to ensure he received necessary support.

Stephen not only manages his marketing business but also leads a dyslexia online community and hosts the “Truth About Dyslexia” podcast. He attributes his motivation to his dyslexia and ADHD, thriving in a busy environment. Don’t miss this episode covering absorbing information quickly, narrative reasoning, entrepreneurship, and staying motivated while juggling numerous tasks.

In this podcast episode, Kait Feriante debunks the misconception that people with dyslexia can’t learn to read or write. Kait, who grew up in Albania and traveled globally, discovered that diverse educational models highlight that learning methods should be tailored to individual needs, especially for neurodiverse students. She emphasizes the necessity for teachers to have a broad educational toolbox to address each student’s unique situation. Kait’s experiences as a teacher revealed the disparity in educational support due to socio-economic differences. To combat this, she co-founded Redwood Literacy, which offers evidence-based reading interventions. Their 50/50 model ensures that 50% of their services fund free education for 50% of their students. As of January 2021, Redwood serves 290 students, with 160 receiving free services. Key topics include learning with dyslexia, individualized education, and challenges in accessing quality support based on socio-economic status.