Teaching students who have dyslexia

Dyslexia is a specific learning difficulty and can be described as a continuum of difficulties in learning to read, write and/or spell, which persist despite the provision of appropriate learning opportunities. These difficulties often do not reflect an individual's cognitive abilities and may not be typical of performance in other areas. The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment, and there are often associated difficulties.

Dyslexia can also be viewed as a learning 'difference', meaning a person with dyslexia may approach learning differently and develop different strategies for learning.

It is important to remember that everyone with dyslexia is different and that they will not necessarily experience all of the things listed below. Everyone has different strengths, difficulties and strategies that work for them.

General Guidelines -

Many of the approaches that will benefit dyslexic students will be helpful to all students and should be adopted within an inclusive teaching framework. Try to avoid making assumptions about what the student can and cannot do; including students in discussions about their learning needs and seeking feedback will help them to feel valued and facilitate improvements in communication, teaching and learning. If an inclusive approach is adopted, most of the needs of dyslexic students will be met immediately.

Accessible Course Materials -

Ensure that all your course handouts and slides are created and provided in an electronic format and are accessible to users of assistive technology, such as text to speech software. Follow our Guidance for creating accessible teaching material.
Ensure that reading lists, identifying key texts are provided to the student well in advance of when they are required (at least 4 weeks prior). This will enable dyslexic students to plan ahead and start reading as early as possible.

Lectures -

Consider the slide format in relation to the accessible text guidelines.

Ensure that all handouts and other materials to be referred to in class are made available, in an accessible format, prior to the class.
Students are permitted to audio record their lectures, tutorials and supervision sessions using their own equipment for their own personal learning, and in compliance with GCU guidance on the use of recordings.

Seminars/Tutorials/Labs -

Ensure dyslexic students have had the opportunity to view class materials in advance to enable them to prepare effectively.

Some dyslexic students have significant difficulties reading unseen material on the spot. This is not the case for all dyslexic students so it is important to get to know your students and to not make assumptions about what they might find challenging.
Dyslexic students often prefer speaking to reading and writing. Where possible encourage and enable dyslexic students to convey their knowledge orally. Encourage discussion and interaction in class.

Assessment and exams -

Consider which assessment formats will enable dyslexic students to fully demonstrate their knowledge. Traditional assessment methods, such as essays and exams, are often a barrier to dyslexic students due to the nature of the assessment style.

Individual Adjustments -

Please refer to the student's Recommended Adjustments Page (RAP) where applicable. This should detail the individual adjustments the student has discussed with their Disability Adviser. Examples of individual adjustments include:

Exams and Tests: Additional time, use of a computer.
Placements: Consider alternative methods for initial recording of client/patient notes such as using a Dictaphone.
Other: Give sympathetic consideration to requests for extensions to deadlines

The guidance provided is not exhaustive. Every dyslexic student is different and as such the needs of each individual will differ. Specific supports and adjustments will be detailed in a student’s RAP.