Coloured overlays, extra time, audio books, simplified

 

Optional Extension Questions (Written answers or discussion) ·                  Describe how dyslexia can affect self-esteem in learners. ·                  What are the differences between phonological and visual dyslexia? ·                  How would you adapt a lesson plan to support a dyslexic student in reading-heavy content? Understanding Dyslexia’s Impact on Learners and Adapting Instruction ## Slide 1: Title Slide **Title: ** Understanding Dyslexia’s Impact on Learners and Adapting Instruction  **Subtitle: ** Making lessons more accessible for all learners  (Include a dyslexia-friendly font and a symbol of an open book) ## Slide 2: Dyslexia and Self-Esteem - Dyslexia can affect confidence and emotional wellbeing.  - Struggling with reading may make learners feel frustrated or less intelligent.  - Possible effects:    - Feeling left out    - Hiding difficulties    - Anxiety about reading aloud    - Frustration or acting out  (Symbol: sad face / group of friends)   ## Slide 3: The Self-Esteem Cycle Low self-esteem → Less motivation → More struggles → Even lower self-esteem  (Symbol: circular arrows diagram)   ---# Slide 4: Types of Dyslexia **Phonological Dyslexia: **  - Most common  - Trouble breaking words into sounds  - Hard to read new words quickly    **Visual Dyslexia:**  - Brain struggles with recognising word shapes and letters  - May lose place when reading  (Symbols: ear for phonology, eye for visual) ## Slide 5: Adapting Lessons – Before Reading - Pre-teach vocabulary and ideas  - Use pictures, videos, and demonstrations  (Symbol: lightbulb / picture)   ---## Slide 6: Adapting Lessons – While Reading - Provide audiobooks or large print  - Break text into smaller parts  - Use multisensory learning (colour coding, letter tiles)  - Focus on understanding, not speed  (Symbol: book with speaker icon) ## Slide 7: Adapting Lessons – After Reading - Let students present learning in different ways (talk, art, project)  - Give outlines and graphic organisers  (Symbol: checklist) ## Slide 8: Supportive Classroom Environment - Avoid forcing reading aloud  - Encourage effort and progress  - Foster a growth mindset  (Symbol: smiley face / thumbs up) ## Slide 9: Key Message Early identification + Personalised support = Success in learning and confidence  (Symbol: graduation cap) ---## Slide 10: Thank You Slide (Include a dyslexia awareness ribbon and contact info if needed)