Gatekeeping and Dysteachia: Ethical Dilemmas in Literacy Instruction That Prevent Student Success

                                    

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Today, 29 January 2026, I read a post on LinkedIn by Sheron “The Ethicist” Fraser-Burgess, MSc. It invited educators to share ethical dilemmas they’ve faced, anonymous or named, to shape monthly dialogues.

 

After more than 20 years tutoring children labeled “dyslexic,” I’ve reached a clear conclusion: most reading struggles are not incurable brain-based disorders. They are often dysteachia—preventable failure caused by confusing, mismatched, or dogmatic instruction, later mislabeled as dyslexia. Children shut down, disengage, and fall behind not because they cannot learn, but because the system blocks clear, evidence-based paths to success.

“Dyslexia for Profit: Identical Articles, Endless Disclaimers”

 

💰 Dyslexia is not just an educational challenge—it has become a multi-billion US dollar per annum business. Every year, vast sums are poured into research, therapy programs, brain imaging, pharmaceuticals, tuition, and salaries for professionals across countless organizations. With so much money at stake, it is hardly surprising that dyslexia is often portrayed as a disease—something that can only be “treated” or “cured” through expensive interventions.