Inclusive Design in Education: How Classrooms Can Be Built for Dyslexic Learners from Day One

Featured image by Gerd Altmann from Pixabay

1.2 million children across the UK are dyslexic, that’s up to 1 in 5 students in every classroom. Early intervention is essential and can help prevent pupils with dyslexia needing more expensive and intensive support throughout their lives. When given the opportunity to learn in the right environments, dyslexic students can truly flourish and grow to be highly capable, innovative, problem-solvers and change-makers. It is therefore incredibly important for educators to design learning environments which empower students and support them to reach their potential.

Below we’ll describe the features of dyslexic-inclusive classrooms and outline some of the ways educators can create learning environments which support working with dyslexic students.   

A brief overview of dyslexia

Dyslexia is one of the most common learning differences in the world. It is a life-long condition which causes difficulties in learning to read, write and spell. Dyslexia can also affect an individual’s short term memory and organisational skills. The condition is typically genetic and tends to run in families and children can be mildly, moderately and severely affected by it. Dyslexia can affect any child and occurs regardless of race, intellectual ability, or socio-economic status.

Research has found that individuals with dyslexia are more likely to have exceptional spatial awareness and strong visual memory skills, high levels of determination and creativity and strong problem solving abilities. Many individuals with dyslexia are highly intelligent and given the right guidance grow up to be confident and successful.

Why dyslexia-inclusive design matters

One of the primary barriers to achievement for children with dyslexia is a lack of understanding of dyslexia within the education system. Forcing children who are dyslexic to adapt to conventional classrooms which aren’t suited for their brains, may lead to the development of low self-esteem, a loss of confidence, frustration, disengagement with learning and ultimately curtail their ability to learn effectively and reach their full potential.

Developing a dyslexia-inclusive classroom is all about creating an environment which embraces and champions diversity in learning and makes dyslexic learners feel valued, supported and understood. Designing an inclusive classroom ensures that dyslexic students have the same opportunities to achieve as their peers. Dyslexic children’s individual needs have to be matched to appropriate resources and accommodations if they are to feel included and fully engage in classroom learning. Educators can do this by making modifications within the whole classroom which support, but do not single out dyslexic learners and create a secure, comfortable learning space. Furthermore, a classroom environment designed to meet the needs of dyslexic students can help to enhance learning not just for them, but for all students. Learn more about decoding dyslexia here.

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Core principles of inclusive classroom design

Some elements of an inclusive, dyslexia-friendly classroom design are:

o   Accessible environments: Creating a visually structured and organised environment, which takes into consideration where resources are placed and how they are labelled. It also considers the type of lighting which is used, how seating is organised and the acoustics of the environment.

o   Readable materials: Consideration is taken into how information is presented, which can include using dyslexia-friendly fonts, colour contrasting, colour-coding resources and using background colours.

o   Multisensory learning: Providing opportunities for pupils to learn information by using a variety of creative teaching methods which engage multiple senses.

o   Technology integration: Using assistive technology and digital resources in order to help students access information with more ease and help embed learning.

o   Flexible assessments: Providing choice and alternative types of assessments when it comes to completing homework, class tasks and examinations. For example, allowing oral presentations rather than written.

Classroom design tips for teachers

Here we’ll highlight some ways educators can work towards creating inclusive, optimal learning spaces which cater to the needs of dyslexic pupils. Many of these tips, though especially helpful for dyslexic students, may also benefit the class as a whole.

Using dyslexia friendly resources

• Using the right tools: Have accessible resources on each table and placed around the classroom so that they can be easily accessed by pupils. These may include cue cards, timers for managing their time, colour overlays, word banks, tinted rulers and bookmarks for following text, counting equipment, dictionaries, different coloured pens, pencils and highlighters.

• Specialist books: Provide access to dyslexia-friendly books printed in larger fonts, with wide line spacing, on coloured backgrounds. Also providing access to hi-lo books (books with high interest topics for students who have lower reading levels) may help children learn to enjoy reading.

• Assistive technology: Provide tablets and laptops with specialist dyslexia software, such as those which support reading and writing and the creation of mind-maps. Examples include, text-to-speech software and speech-to-text software and voice recorders. This may help to reduce the stress of focusing on their handwriting, or spelling when carrying out tasks.

• Choosing the correct fonts: Print worksheets in dyslexia friendly fonts, such as Ariel and Veranda which make text easier for dyslexic students to read and comprehend.

 Image by tove erbs from Pixabay

Allowing flexible assessments

• Focus on content: Mark pupils work based on their understanding of the topics, rather than focusing on spelling and grammar. Spelling and grammar can be assessed separately.

• Homework: Set homework which isn’t primarily writing-based, to give students alternative ways to show their understanding of the areas covered in class.

• Extra time: Give students additional time for thinking, planning and writing. Additional time for practising key skills, during exams and extended deadlines given for homework may also be beneficial, allowing them to process information at their own speed.

• Alternative ways to present work: Where possible offer students the option to present their work orally, or via posters, or video presentation, rather than in a written format if they feel this may be easier.

• Reading out loud: Reduce the frequency in which students are required to read aloud in front of their classmates, as this is frequently a cause of concern for many students. Carrying out oral reading assessments one-to-one may be helpful for some students.

• Separate assessment areas: Providing a quiet room for students to take exams away from other students, or in smaller groups, free from distractions may help some children to concentrate.

Personalising learning

• Taking a structured literacy approach: Teachers and learning support assistants can receive accredited training in the teaching of reading for dyslexic students using evidence-based approaches. They can then provide 1-1, or group teaching using a structured synthetic phonics program to help students identify sounds in written words and construct sentences.

• Accessing material: Teachers can let students choose how they wish to engage with learning material. For example, they may wish to type, or sketch rather than take written notes.

• Multisensory learning: Adopt a teaching approach which engages multiple senses, including the use of kinaesthetic, visual and auditory tasks to support different learning styles. This may include helping students to learn using songs, movement, videos, puppets, playdoh, flashcards, stories, demonstrations, or playing games. Using a multisensory approach helps to embed learning material by linking the information to colours, smells, tastes, tactile sensations, or sounds. Research has found that academic gains are made when teaching strategies are adjusted to reflect a student’s preferred learning style.

• Practical learning: Many dyslexic pupils have a preference for hands-on teaching methods. Where relevant and appropriate, teachers can support this learning preference by asking learners to visualise, or practically carry out learning tasks and verbalise what they are doing whilst they are doing this. This may help to bring learning to life and make the content easier to remember.  

Image by Gerd Altmann from Pixabay

Introducing new ideas

• Give clear instructions: Some students with dyslexia experience differences in auditory processing and therefore require more time to process verbal instructions. These students may find it helpful for teachers to use simple sentences to enhance comprehension and to have lessons broken down into small, manageable segments. Many students may also find it helpful to have teachers pair verbal instructions with visual instructions.

• Modify handouts: Teachers can support students by highlighting important ideas and key words on worksheets, providing examples and templates of completed work and by providing a glossary of topic-relevant terminology.

• Pre-lesson overview: Before beginning a new module dyslexic students may find it handy to have an overview of the module as they tend to be big picture thinkers. This can help facilitate learning, as it will enable them to see how each individual topic connects within the whole module. Teachers can also provide both a verbal and visual summary at the end of each topic to increase comprehension.

Creating an accessible classroom

• Listening aids: Schools can provide students with access to fidget toys and teachers can allow students to use certain fidget toys whilst listening to instructions in class. For some dyslexic pupils, fidgeting has been found to improve their concentration and listening skills.

• Classroom layout: Create distinct learning zones, such as computer areas and reading corners, by sectioning out areas for collaborative group work, whole-class instruction and solo activities. Set up classroom seating so that there are clear routes through the classroom. Label important areas, materials and resources using both words and images. Organising the classroom in this way will help to make the environment easier for pupils to navigate, find what they need and organise themselves within. Having clutter-free, structured areas also helps to reduce visual distractions and centre student’s attention on the whiteboard.

• Create sensory-friendly areas: Create designated areas where there are comfortable, soft seating options, noise reducing headphones available and variable lighting to reduce sensory overload and promote a calm learning environment.  

 Image by Hermann Kollinger from Pixabay

Presenting educational material

• Embrace visual aids: Encourage the use of a range of visual resources to help students to organise their work, including mind maps, flow charts, storyboards, visual schedules and infographics. Presenting educational material in this way may help with the retention and processing of information.

• Use Sound charts: Display sound charts in the classroom to help students remember the sounds which make up words. This may help to support spelling.

• Incorporate colour: Try printing worksheets on coloured paper, or using coloured overlays in order to reduce eye strain when reading. Writing books with coloured backgrounds can also be easier for some students to write in. You can also consider changing the colour of your PowerPoint backgrounds in order to increase readability.

Building confidence and community

• Peer support: Provide students with a learning buddy to assist them with their school work, homework tasks and organisation.

• Foster collaboration: Encourage students to discuss topics as a group, ask questions and help each other to find the correct answers. Working in a supportive, collaborative classroom like this can make dyslexic students feel less isolated and can help to create a sense of belonging. Additionally, helping others can facilitate classmates to develop empathy and understanding.

• Confidence building: Having a learning difference can be challenging for many pupils. It is therefore important for educators to make time to speak to students about their strengths and talents. Celebrate the effort students make rather than just focusing on the end result and normalise making mistakes as a part of the learning process. This positive feedback may increase both their motivation and confidence and reinforce their experience of the classroom as a positive learning environment.

Conclusion

When educators use these strategies to design inclusive classrooms, they don’t only help dyslexic students to feel supported and to thrive, but they help to increase the engagement and attainment for all the students in the class. If you want to find out more about how to identify dyslexia in your students, take a look at our information page here: All About Dyslexia

Sources

Memorandum submitted by the dyslexic institute: https://publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/6031504.htm

How to create a dyslexia friendly classroom environment:  https://www.thedyslexiashop.co.uk/blogs/blog/how-to-create-a-dyslexia-friendly-classroom-environment?srsltid=AfmBOorXzuLH_Txt-rQHW2yndmTebJHzYO9mdCQF4eO0uCoGiJz7uG-M

Create a dyslexia friendly classroom: https://www.texthelp.com/en-gb/resources/inclusive-education/dyslexia-strategies/

Inclusive classroom strategies for raising the achievement of students with dyslexia: https://files.eric.ed.gov/fulltext/EJ1230072.pdf

The effectiveness of teaching strategies for students with dyslexia based on their preferred learning style: https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.0952-3383.2003.00313.x

Classroom accommodations for students with dyslexia: https://www.understood.org/en/articles/classroom-accommodations-for-dyslexia

Help students with dyslexia with these classroom strategies: https://www.twinkl.co.uk/blog/dealing-with-dyslexia-classroom-strategies-and-adjustments

Dyslexia friendly classrooms: https://positiveyoungmind.com/dyslexia-friendly-classrooms/

Inclusive module design: considering the needs of dyslexic students: https://www.open.ac.uk/blogs/learning-design/?p=2088

Dyslexia friendly training: https://www.bdadyslexia.org.uk/advice/employers/creating-a-dyslexia-friendly-workplace/dyslexia-friendly-training

Dyslexia friendly environment: https://dyslexia.yale.edu/dyslexia/dyslexia-friendly-environment/

Creating an inclusive classroom for children with dyslexia and literacy difficulties: https://www.oltinternational.net/blogs/blog/creating-an-inclusive-classroom-for-children-with-dyslexia-and-literacy-difficulties