In this article a learning disabled person tells about his most difficult, yet successful educational and social career as a non-reader. Both positive and negative aspects of our educational system are imbedded in this phenomenological account of what it means to be a non-reader in our culture.
The introduction argues the need for views by exceptional persons to appear alongside the professional literature to complement and broaden our knowledge. For philosophical, epistemological, theoretical, and methodological reasons this has rarely been the case in standard social science research.
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