In 2017 Prof. Gabrieli received a Lifetime Achievement Award from the International Dyslexia Association for his work in dyslexia research. I was honored to be able to speak to Prof. Gabrieli for an hour over Zoom at the end of June 2023. To be able to speak to him and tap his brain about his research was invaluable to my experience.

During my insightful conversation with Professor Gabrieli, he shared valuable insights that extended beyond dyslexia research. One notable topic he discussed was the diagnosis of ADHD in adults. He emphasized that neurological conditions, such as ADHD, should not be limited to children, and the importance of recognizing that we are all on a cognitive spectrum. This perspective challenges the conventional perception of such conditions and highlights the significance of ongoing research to better understand and support individuals throughout their lives.

Another crucial point raised by Professor Gabrieli during our conversation revolved around the early screening of children in the crucial K-3 educational years. He emphasized the need for comprehensive screening methods to identify learning disabilities promptly, ensuring that children receive the necessary support and accommodations to thrive in their academic journeys. Early intervention can significantly improve the academic and emotional well-being of children, offering them the best chances for success in their educational endeavors.

Moreover, our discussion delved into the role of environmental factors, particularly privilege, in the lives of children with learning disabilities. Professor Gabrieli highlighted the disparities in access to resources and support, stressing the importance of addressing these inequalities. Recognizing that not all children have equal opportunities and privileges is crucial in crafting a more inclusive and equitable educational system.

Couple of things that struck me from our conversation. He said we are ALL on a spectrum, whether we realize it or not. He also alluded to the fact that it is not uncommon for dyslexics to hit a wall in math. Professor Gabrieli's mention of dyslexics hitting a wall in math resonated deeply with my personal experiences. As someone who faced challenges in math during high school, particularly in Calculus, his insights underscored the multifaceted nature of learning disabilities and how they can manifest in various academic domains. It further emphasized the importance of tailored support and accommodations to help individuals overcome these obstacles.

In summary, our conversation with Professor Gabrieli extended beyond dyslexia research, touching on issues related to the diagnosis of ADHD in adults, early screening for learning disabilities in children, the impact of privilege on educational opportunities, and the complex interplay of learning disabilities across different subjects, such as math. These insights have expanded my understanding of cognitive diversity and the pressing need for a more inclusive and supportive educational landscape.