Wednesday, 18 February 2026

Strengths and Weaknesses in Dyslexia

 

(Left Brain vs Right Brain Processing)

Dyslexia mainly affects language processing, which is commonly linked to left-hemisphere brain functions. However, many dyslexic individuals show significant strengths in right-hemisphere processing — particularly in creativity, spatial awareness, and big-picture thinking.

It is important to remember that the brain works as a whole system. Both hemispheres communicate through the corpus callosum, so strengths and weaknesses interact rather than exist in isolation.


🧠 Left Hemisphere Functions (Often Areas of Difficulty)

The left brain is associated with structured, language-based and sequential processing.

Common Dyslexia Weaknesses

Reading & Language

Difficulty decoding words (phonics)

Poor phonological awareness

Slow reading fluency

Misreading similar words

Difficulty understanding complex text

Spelling & Writing

Inconsistent spelling

Letter reversals or omissions

Poor written expression

Grammar and punctuation challenges

Sequencing & Memory

Difficulty remembering sequences (alphabet, days, instructions)

Problems following multi-step directions

Weak working memory

Processing Speed

Slow rapid naming (objects, letters, numbers)

Takes longer to retrieve words

Academic Skills

Challenges with note-taking

Struggles with timed tests

Difficulty copying from the board


🌈 Right Hemisphere Functions (Often Areas of Strength)

The right brain specializes in holistic, visual, and intuitive processing.

Common Dyslexia Strengths

Creative Thinking

Strong imagination

Artistic ability

Storytelling skills

Innovative ideas

Big-Picture Understanding

Sees overall concepts quickly

Understands themes and meaning

Strong at connecting ideas

Spatial Awareness

Excellent 3D visualization

Good at design, engineering concepts

Strong map reading/navigation skills

Problem Solving

Thinks outside the box

Finds alternative solutions

Practical reasoning

Emotional & Social Insight

High empathy

Reads body language well

Intuitive understanding of others

Hands-On Learning

Excels in practical tasks

Learns by doing rather than reading


⚖️ Left vs Right Brain Overview

Left Brain (Weaker Areas)

Right Brain (Stronger Areas)

Phonics & decoding

Visual thinking

Spelling & grammar

Creativity

Sequencing

Big-picture thinking

Rapid naming

Spatial awareness

Reading fluency

Imagination

Written expression

Problem solving

Processing speed

Intuition


🧩 How Strengths Balance Weaknesses

Many dyslexic learners compensate for language difficulties by using visual and spatial strategies, such as:

Visualizing stories instead of decoding word-by-word

Remembering images rather than text

Understanding concepts through diagrams

Using logic and reasoning instead of memorization


Teaching & Support Strategies

(Strength-Based Approaches)

Effective instruction engages right-hemisphere strengths while supporting left-hemisphere development.


Multisensory Learning

Use multiple senses at once:

Sight (visuals, color coding)

Sound (read aloud, phonics)

Touch (tracing, textured letters)

Movement (role play, actions)

Examples:

Sand writing

Magnetic letters

Clapping syllables


Visual Mapping

Tools that organize information visually:

Mind maps

Graphic organizers

Flow charts

Diagrams

Sketch notes

These help learners see the whole concept first.


“Whole-to-Parts” Instruction

Show the finished product or big picture

Explain the overall meaning

Break it into smaller steps

This mirrors how many dyslexic learners naturally process information.


Interactive & Hands-On Learning

Practical projects

Experiments

Building models

Educational games

Role-play scenarios

Learning becomes active rather than text-heavy.


Storytelling & Visual Imagery

Use:

Stories

Metaphors

Pictures

Films

Real-life examples

Abstract ideas become concrete and memorable.


Key Messages for Training

Dyslexia is not linked to intelligence.

It is a language processing difference.

Weaknesses often coexist with significant strengths.

Many dyslexic people excel in:

Arts

Engineering

Entrepreneurship

Design

Problem-solving careers




 

 

 

Communication Support for Dyslexia

Communication support for dyslexia involves using assistive technology, structured communication methods, and environmental adjustments to improve both:

Reading and writing (literacy)

Verbal expression and understanding

Because dyslexia affects processing, memory, sequencing, and word retrieval, supportive communication approaches help reduce barriers and improve confidence, participation, and performance.


Key Communication Supports & Accommodations

1. Assistive Technology

Assistive technology can remove many literacy barriers and allow individuals to communicate more efficiently.

Text-to-Speech (TTS)

Converts digital text into audio.

Supports reading comprehension.

Reduces visual stress and reading fatigue.

Helpful for emails, reports, websites, and textbooks.

Speech-to-Text (Dictation)

Allows users to dictate notes, emails, and documents.

Improves productivity.

Reduces spelling and handwriting difficulties.

Useful for assignments, reports, and forms.

Screen Readers & Scanning Tools

Read on-screen text aloud.

Smart pens can record audio while taking notes.

Tools such as reading software support editing and proofreading.

Spellcheck & Grammar Tools

Provide instant corrections.

Improve written accuracy.

Build confidence in written communication.


2. Written Communication Strategies

Small adjustments to written materials can significantly improve accessibility.

Structure

Use short, clear sentences.

Avoid long paragraphs.

Use bullet points and headings.

Tuesday, 17 February 2026

Accessible Communication Care Plan Learning Disabilities & Health Settings

 



1. Personal Details

Name:
Date of Birth:
NHS / Patient ID:
Preferred Name:
Date Care Plan Started:
Reviewed By:


2. Communication Overview (Easy Read)

This person may have communication differences linked to their learning disability.

They may need:

  • Extra time to process information

  • Simplified language

  • Visual support

  • Repetition

  • Familiar staff

Communication support is essential for safe care and consent.


3. Communication Strengths

(What the person CAN do)

☐ Speaks verbally
☐ Uses short phrases
☐ Uses gestures
☐ Uses facial expression
☐ Understands pictures
☐ Uses communication aid/device
☐ Can make choices

Notes:
………………………………………………………………


4. Communication Needs / Difficulties

Expressive Communication

(Making themselves understood)

May include:

  • Difficulty finding words

  • Uses simple language

  • Incorrect words or grammar

  • Becomes frustrated


Receptive Communication

(Understanding others)

May include:

  • Difficulty following instructions

  • Struggles with long sentences

  • Needs repetition

  • Difficulty remembering information


Social Communication

Some individuals may find it difficult to understand:

  • Tone of voice

  • Body language

  • Sarcasm or humour

  • Social rules

This is common in:

  • Autism Spectrum Disorder


5. Diagnoses / Associated Conditions

Tick if relevant:

☐ Learning Disability
☐ Intellectual Disability
Developmental Language Disorder
Dyslexia
Dysgraphia
Dyscalculia
☐ Autism
☐ ADHD
☐ Genetic syndrome

Other:
………………………………………………………………


6. Preferred Communication Methods

This person communicates best using:

☐ Speech
☐ Makaton / Sign
☐ PECS
☐ Communication book
☐ Tablet / AAC device
☐ Pictures / symbols
☐ Objects of reference
☐ Writing
☐ Gestures

Device / system used:
………………………………………………………………


7. Support Strategies for Staff

Use Clear Language

✔ Short sentences
✔ One instruction at a time
✔ Concrete words
✔ Avoid jargon

Example:

Say: “Time for lunch.”
Not: “We are going to the dining facility shortly.”


Visual Support

Use:

  • Picture cards

  • Easy Read leaflets

  • Visual timetables

  • Choice boards


Processing Time

Staff must:

  • Pause after speaking

  • Allow response time

  • Avoid rushing

  • Repeat if needed


Checking Understanding

Do NOT ask:

“Do you understand?”

Instead ask:

“Can you show me?”
“Can you tell me what we are doing?”


8. Communication Passport

Does the person have one?

☐ Yes ☐ No

If yes, location:

………………………………………………………………

Passport may include:

  • How I communicate

  • My likes/dislikes

  • My health needs

  • How to support me


9. Environmental Adjustments

To support communication:

☐ Quiet space
☐ Low lighting
☐ Reduced noise
☐ Familiar staff
☐ Calm approach
☐ Sensory adjustments


10. Distress & Communication Breakdown

Signs of frustration may include:

  • Withdrawal

  • Repeating words

  • Shouting

  • Self-injury

  • Refusing care

Staff Response:

  • Stay calm

  • Use fewer words

  • Offer visuals

  • Give space

  • Reassure


11. Consent & Capacity

Accessible communication must be used to support:

  • Informed consent

  • Mental capacity assessments

  • Medical decisions

This includes:

  • Easy Read forms

  • Visual explanations

  • Best-interest processes (if required)


12. Health & Safety Link

Communication impacts:

  • Pain reporting

  • Swallowing safety

  • Medication understanding

  • Symptom reporting

Poor communication support = clinical risk.


13. Professional Involvement

Tick involved professionals:

☐ Learning Disability Nurse
☐ Speech & Language Therapist
☐ Psychologist
☐ Occupational Therapist
☐ GP / Physician
☐ Dietitian


14. Review Section

Review Date:
Changes Needed:

………………………………………………………………

Staff Signature:
Service User Involvement: Yes / No


Trainer / Clinical Use Notes

This accessible care plan supports:

  • Person-centred care

  • Reasonable adjustments

  • Hospital passports

  • Dysphagia safety coordination

  • Mental capacity compliance

Easy Read Module Dysphagia (Swallowing Difficulties)

 



1. What is Dysphagia?

Dysphagia means difficulty swallowing.

This can include problems with:

  • Food

  • Drinks

  • Tablets / medication

  • Saliva

Some people feel like food is stuck in their throat or chest.


2. Who Can Have Dysphagia?

Dysphagia can affect many people, including those with:

  • Neurological conditions (brain or nerve conditions)

  • Learning disabilities

  • Developmental conditions

  • Physical disabilities

  • Muscle conditions

  • Head or neck illnesses

  • Older age

Not everyone with a disability has dysphagia — but risk can be higher.


3. Common Signs

Signs may include:

  • Coughing when eating or drinking

  • Choking or gagging

  • Food sticking in throat

  • Pain when swallowing

  • Wet or gurgly voice after eating

  • Drooling

  • Weight loss

  • Chest infections

These signs should always be checked by a professional.


4. Causes of Dysphagia

Dysphagia is usually a symptom (a sign of another condition).

Neurological causes

  • Stroke

  • Parkinson’s

  • Dementia

  • Brain injury

Developmental causes

  • Cerebral palsy

  • Genetic syndromes

  • Autism (in some cases)

Physical causes

  • Tumors or cancers

  • Scar tissue

  • Narrowing of the esophagus

Muscle causes

  • Muscle weakness

  • Autoimmune conditions

Other causes

  • Acid reflux

  • Ageing

  • Medication side effects


5. Why Dysphagia is Serious

Swallowing problems can lead to:

  • Choking

  • Food going into lungs (aspiration)

  • Pneumonia

  • Dehydration

  • Malnutrition

This is why assessments are important.


6. Assessment & Support

Support may involve:

  • Speech & Language Therapist (SLT) / Speech Pathologist

  • Swallowing assessment

  • Food texture changes

  • Thickened drinks

  • Eating posture support

  • Mealtime care plans

Hospitals and care settings follow swallowing safety guidelines.


Easy Read Reflection Section

Life Experience Link

Some people develop dysphagia due to lumps, growths, or cancers in the throat or neck.

Early treatment and surgery can improve swallowing and health outcomes.

Regular monitoring is important if someone has had surgery in this area.


Knowledge Check Questions

Level 1 – Basic

  1. What does dysphagia mean?

  2. Name one sign of swallowing difficulty.

  3. Can dysphagia affect drinking as well as eating?

  4. Who helps assess swallowing problems?

  5. Why can dysphagia be dangerous?


Level 2 – Understanding

  1. Name two disability groups where dysphagia is more common.

  2. What is aspiration?

  3. Give one physical cause of dysphagia.

  4. Why might older adults develop swallowing problems?

  5. How can food be changed to make swallowing safer?


Level 3 – Reflection / Discussion

  1. Why is it important to report choking or coughing at meals?

  2. How might dysphagia affect mental health or confidence?

  3. What support should staff provide at mealtimes?

  4. Why are swallowing assessments important after surgery or illness?

Monday, 16 February 2026

Dysgraphia – Communication Support Strategies

 


Dysgraphia communication support focuses on reducing barriers caused by handwriting and written expression difficulties.

Rather than forcing written output, support should:

Bypass physical writing challenges

Reduce fatigue and frustration

Promote alternative ways to communicate knowledge

Focus on ideas and understanding, not handwriting quality


1. Assistive Technology

Assistive technology helps individuals express themselves without relying on handwriting.

Examples include:

Speech-to-text software – Converts spoken words into written text

Word processors – With spell-check and grammar tools

Keyboarding / typing skills – Often easier than handwriting

Predictive text tools – Reduce spelling and writing load

These tools allow users to communicate ideas more fluently and independently.


2. Alternative Expression Methods

Students and adults with dysgraphia may communicate more effectively through non-written formats.

Alternative assignments may include:

Oral presentations

Recorded audio reports

Video projects

Slide presentations

Interviews or discussions

This ensures assessment measures knowledge — not handwriting ability.


3. Structured Writing Support

Planning support reduces overwhelm and improves written organization.

Helpful tools:

Graphic organizers

Mind maps

Storyboards

Sentence starters

Writing frames

Breaking writing into stages:

Plan

Organize ideas

Draft

Edit

This step-by-step approach reduces cognitive overload.


4. Note-Taking Assistance

Handwritten note-taking is often exhausting and ineffective for individuals with dysgraphia.

Support options:

Printed lecture notes

Teacher / trainer slides

Peer note copies

Audio recording lectures

Smart pens (record while writing)

This allows focus on listening and understanding instead of writing speed.


5. Testing & Exam Accommodations

Assessments should measure knowledge — not handwriting limitations.

Common accommodations:

Extra time

Rest breaks

Oral exams

Use of a scribe

Typed responses

Speech-to-text in exams (where permitted)

These reduce stress and allow fair evaluation.


6. Functional Writing Tools

Adaptive tools can improve handwriting comfort and control.

Examples:

Pencil grips

Ergonomic pens

Weighted pens

Raised-line paper

Graph paper for spacing

Slant boards

These supports assist with motor control and letter formation.


7. Classroom & Daily Life Accommodations

Environmental adjustments reduce writing demand.

Strategies include:

Reduced copying from boards

Fewer written homework tasks

Shortened written assignments

Pre-printed worksheets

Digital forms instead of handwritten forms


8. Modified Assessment Tasks

When writing volume is not essential, tasks can be adapted.

Examples:

Fill-in-the-blank worksheets

Matching exercises

Multiple choice tests

Labeling diagrams

Short answer instead of essays


9. Alternative Writing Formats

Flexibility in writing style can help.

Some individuals find:

Cursive easier than print

Typing clearer than handwriting

Voice recording faster than writing

Legibility and efficiency should guide the format choice.


10. Training & Therapeutic Support

Professional support can improve functional skills.

Occupational Therapy may help with:

Fine motor development

Pencil grip

Hand strength

Writing posture

Motor planning

Therapy does not “cure” dysgraphia but can improve comfort and stamina.


Key Person-Centred Principle

For both children and adults:

Focus on the content of communication — not the neatness of handwriting.

When individuals are judged on ideas rather than penmanship:

Anxiety reduces

Confidence increases

Expression improves

Participation rises



 


Communication Support Level 1 & Level 2

 


Module Overview

This module explains communication support for people with apraxia, dysarthria, or aphasia.

Learners will:

Understand communication differences in these conditions

Learn strategies for supporting communication

Explore tools and technology

Learn professional and social support options

Practice questions and activities


Section 1 – What Are These Conditions?

Aphasia: Language loss affecting speaking, reading, and writing

Dysarthria: Muscle weakness affecting speech clarity

Apraxia: Difficulty planning and producing movements for speech


Section 2 – Core Communication Strategies

Aphasia:

Short, simple sentences

Gestures and picture boards

Visual aids

Dysarthria:

Speak loudly and slowly

Take breath breaks

Encourage clear articulation

Apraxia:

Use rhythm, humming, melodic intonation

Scripted phrases for common needs

Motor planning exercises

Partner Strategies:

Eye contact

Yes/No questions

Confirm understanding

Allow extra processing time


Section 3 – Support Tools & Technology

Digital apps for speech/language practice (e.g., Language Therapy 4-in-1, Apraxia Therapy)

Writing and visual aids (paper, markers, communication boards)

Voice banking for progressive conditions


Section 4 – Professional & Social Support

Speech-Language Therapy (SLP) for rehabilitation and compensatory techniques

Support groups (e.g., NEO-ACT, AphasiaAccess)

Environmental adaptation (reduce noise, good lighting, face directly)


Level 1 Questions

Aphasia affects language.
True False

Name one strategy for dysarthria:


What can you use to help someone with apraxia communicate?



Level 2 Questions

Why is eye contact important when communicating with these individuals?


Name two tools or apps that can help speech practice:


How can scripted phrases help people with apraxia?


Why is environmental adaptation important?


Explain how speech-language therapy supports communication:



Trainer Notes

Trainers should:

Explain the differences between aphasia, dysarthria, and apraxia

Demonstrate strategies for speech support

Show visual aids and apps

Encourage learners to role-play partner strategies

Discuss professional and social support options

Use examples to highlight environmental adaptations

Reinforce the total communication approach

 

 

 

 


Strengths and Weaknesses in Dyslexia

  (Left Brain vs Right Brain Processing) Dyslexia mainly affects language processing, which is commonly linked to left-hemisphere brain ...