Supporting People with Dyslexia & Dyspraxia Across Life Stages
Audience: Occupational Therapists, Students, Trainees, Support Staff,
Educators
Levels: 1–3 (Awareness → Application → Leadership/Advanced)
Focus: Recognise difficulties, understand support strategies, plan practical
interventions
SECTION 1 — Introduction
Dyslexia and Dyspraxia are lifelong conditions
They affect reading, writing, spelling, coordination, planning, and
organisation
People may experience difficulties at school, college, university, work,
and in older age
OT support can improve independence, confidence, and daily functioning
SECTION 2 — School Years
Common Difficulties:
Dyslexia → reading slowly, spelling errors, difficulty following
instructions
Dyspraxia → poor handwriting, difficulty using scissors, physical
coordination issues
Trouble with timed tests, note-taking, classroom organisation
Low confidence, frustration, avoidance of tasks
OT Support Strategies:
Fine motor skill development (pencil grips, handwriting exercises)
Adaptive tools (slant boards, scissors with grips)
Assistive technology (speech-to-text, audiobooks)
Organisation support (checklists, visual timetables)
Classroom strategies (extra time, step-by-step instructions, clear visual
aids)
SECTION 3 — College
Common Difficulties:
Dyslexia → reading dense textbooks, writing essays under time pressure
Dyspraxia → using lab equipment, organising assignments, note-taking
Stress from deadlines and multiple tasks
Difficulty participating in group work
OT Support Strategies:
Study and time management skills (planners, mind maps, coloured folders)
Assistive technology (digital notes, speech-to-text software)
Task breakdown and visual schedules
Environmental modifications (quiet study space, ergonomic seating)
Support for practical tasks (lab or workshop guidance)
SECTION 4 — University
Common Difficulties:
Dyslexia → academic writing, referencing, research reading
Dyspraxia → using specialised equipment, managing projects and deadlines
Managing independence, living away from home, and mental health challenges
Stress, anxiety, low self-confidence
OT Support Strategies:
Academic strategies (software for essays, spell/grammar checkers)
Organisation support (digital calendars, reminder apps)
Life skills support (cooking, laundry, managing finances)
Collaboration with disability services and lecturers
Social support and stress management strategies
SECTION 5 — Workplace / Employment
Common Difficulties:
Dyslexia → reading emails, reports, following written instructions
Dyspraxia → using office equipment, organisation, multitasking
Time management, planning, and executive function challenges
Confidence and self-advocacy difficulties
OT Support Strategies:
Workstation adaptations (ergonomic pens, keyboard shortcuts, software
tools)
Task planning support (checklists, step-by-step instructions)
Time management strategies (timers, digital reminders)
Workplace training for colleagues on neurodiversity awareness
Encourage strengths-based tasks and roles
SECTION 6 — Elderly Years
Common Difficulties:
Dyslexia → reading forms, prescriptions, letters
Dyspraxia → mobility, using utensils, personal care tasks
Fatigue and frustration with daily activities
Isolation and low confidence
OT Support Strategies:
Adaptive equipment (jar openers, large-print labels, easy-grip utensils)
Environmental modifications (organised spaces, labels, visual cues)
Cognitive support (memory aids, checklists)
Collaboration with caregivers and family
Encourage engagement in hobbies, social participation, and daily routines
SECTION 7 — Practical Support Table
|
Life Stage
|
Dyslexia
|
Dyspraxia
|
OT Support
|
|
School
|
Reading, spelling, instructions
|
Handwriting, scissors, coordination
|
Adaptive tools, fine motor exercises, assistive tech, visual timetables
|
|
College
|
Essays, deadlines
|
Lab/workshop tasks, organisation
|
Study skills, digital aids, task breakdown, quiet environment
|
|
University
|
Academic writing, research
|
Managing projects, equipment
|
Digital tools, life skills coaching, organisation support
|
|
Work
|
Reading instructions, reports
|
Using equipment, planning
|
Workstation adaptations, checklists, timers, training
|
|
Elderly
|
Reading forms, labels
|
Personal care, mobility
|
Adaptive equipment, labels, memory aids, daily routines
|
SECTION 8 — Level 1–3 Activities
Level 1 — Awareness:
Identify common difficulties for each life stage
Discuss how these difficulties affect daily life
Level 2 — Application:
Plan practical support for one person at each life stage
Suggest assistive tools, environmental adaptations, and step-by-step
guidance
Level 3 — Leadership / Advanced:
Design a full support plan for a person with multiple SpLDs across life
stages
Include OT interventions, equipment, environment, and collaboration with
families or staff
Monitor outcomes and adjust support strategies
SECTION 9 — Reflection & Knowledge Check
Name one difficulty a person with dyslexia may face in university.
Name one difficulty a person with dyspraxia may face at work.
Give two practical OT support strategies for school-aged children.
What tools can help older adults with dyspraxia in daily living?
Why is planning and review important for OT support across life stages?
SECTION 10 — Key Messages
Dyslexia and dyspraxia challenges change with age
Support must be age-appropriate, practical, and personalised
Everyday tools (jar openers, coloured paper, digital aids) make a real
difference
OT intervention improves independence, confidence, and wellbeing
Collaboration with staff, educators, caregivers, and families is key
understanding the overlap
|
condition
|
primary impact on your daily life
|
|
dyspraxia
|
struggles with "gross motor" (walking, balance) and "fine
motor" (writing, buttons, cooking).
|
|
adhd
|
difficulty with "working memory" and starting those daily
chores (executive dysfunction).
|
|
autism
|
social exhaustion and the need for predictability; high sensitivity to
the environment.
|
|
dyslexia
|
extra mental energy spent processing written signs, lists, or
instructions.
|
|
epilepsy
|
the constant underlying stress of seizure management and post-seizure
recovery.
|
navigating the challenges
since these conditions impact your energy and "functional
planning," here are a few ways to bridge that gap:
the "low-friction" life: since cooking and cleaning are hard on
your motor skills and energy, look for "hacks" that reduce the
physical demand. This might mean using pre-chopped veg, electric can openers,
or "body doubling" (having someone sit with you while you do a task).
sensory auditing: Identifying your "sensory triggers" (like
certain types of lighting or the hum of a fridge) can help you reduce the
baseline stress your nervous system feels.
Self-compassion: It is important to acknowledge that your
"battery" is smaller than a neurotypical person's because your brain
is constantly "overclocking" just to manage basic coordination and
processing.
it takes a lot of resilience to navigate a world that isn't built for your
specific way of moving and thinking. your description of dyspraxia as a
"hidden physical condition" is very accurate—it’s a physical reality
that starts in the brain.
would you like me to help you brainstorm some specific
"low-energy" strategies for one of those daily tasks, like simplified
cooking or an organized shopping routine?
t is fascinating (and very common) for the "flavor" of adhd to
change as you get older, especially when there is a history of epilepsy
involved.
What you're describing is having lots of physical energy as a child but
feeling "quieter" physically while still struggling with mental health.
