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Dyslexic students’ brains work differently. They generally prefer, and feel more comfortable, working visually - and are big picture / concept driven. The acquisition of basic skills like reading and spelling uses a different part of the brain and therefore provides an unexpected difficulty to both student and teacher.

This difficulty will be become a major learning barrier unless teachers take the right approach and provide the necessary support. When teachers take steps to remove stress, and are empathetic, students become ready to engage in learning challenges - and success can be achieved.

For many, the dyslexia aware classroom will be enough. Others will require interventions that are carefully matched to their learning profile.

It’s not rocket science!

There is plenty of evidence to show that developing more flexible approaches to learning benefits everyone, not just students with alternative ways of thinking - "get it right for dyslexia, get it right for all"

Many schools have adopted an approach called Universal Design for Learning(UDL) and others have embraced our own, similar approach - 4D | For Dyslexia which also stands for 4 Difference and 4 Diversity.

An inclusive school enables all students to engage and develop a love of learning in a way that suits them. It recognises that some students prefer to work alone, others love to collaborate and work in groups. It uses multiple means of engagement to tap into students' interests, challenge them appropriately and motivate them to learn.

The principles of UDL and 4D can help schools become inclusive and flexible.


Universal Design for Learning at a glance - click here

What UDL looks like in the classroom - click here


Download the Dyslexia aware classroom
Mind Map
click here


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