Audience: Students, trainees, occupational therapists, support staff, care
staff, educators
Focus: Practical strategies from daily living to workplace and school
adaptations
Length: Flexible; Levels 1–3 can be delivered as separate sessions or combined
🔹 LEVEL 1 — Awareness (Introductory)
Slide 1 — Title:
Easy Read Training: Awareness of Dyspraxia & Dyslexia
Slide 2 — Learning Outcomes:
By the end you will:
Know what dyspraxia and dyslexia are
Recognise signs at any age
Learn simple practical support strategies
Slide 3 — What Are Dyspraxia & Dyslexia?
Dyspraxia → coordination, movement, planning, motor skills
Dyslexia → reading, spelling, language processing
Can affect children, adults, elderly
Both affect confidence, independence, learning
Slide 4 — Everyday Challenges:
Trouble opening jars, bottles, or containers
Using cutlery, scissors, pens
Slow or messy handwriting
Misreading labels, forms, or instructions
Slide 5 — Simple Support Strategies:
Jar openers, ergonomic pens, scissors with grips
Coloured paper, large print, clear labels
Step-by-step instructions
Extra time for tasks
Visual or verbal prompts
Slide 6 — Activity:
Identify 3 everyday challenges
Suggest one adaptation for each
🔹 LEVEL 2 — Practical Application
Slide 7 — Learning Outcomes:
By the end you will:
Plan practical support
Use assistive technology and adaptive tools
Teach independence strategies
Monitor progress and adjust support
Slide 8 — Daily Living & Therapy Tasks:
Cooking, personal care, cleaning
School/work tasks: note-taking, reading, forms
Exercise or movement routines
Slide 9 — Practical Strategies:
Adaptive equipment (jar openers, ergonomic pens, grips)
Visual supports (coloured overlays, diagrams)
Technology (speech-to-text, timers, apps)
Teaching methods: step-by-step, demonstrations, checklists
Slide 10 — Case Study Activity:
Scenario:
Child struggles with handwriting and scissors at school
Adult struggles with reading instructions and forms at work
Task: Plan support including equipment, environment, teaching method
Slide 11 — Reflection:
Which strategies can you use at home, school, or work?
How do they promote independence?
🔹 LEVEL 3 — Leadership & Advanced Practice
Slide 12 — Learning Outcomes:
By the end you will:
Lead OT teams and staff in inclusive practice
Create structured support plans
Apply legal and ethical responsibilities
Implement inclusive policies
Slide 13 — Advanced Assessment & Planning:
Assess motor, cognitive, and literacy skills
Identify strengths and barriers
Develop individualised support plans
Review and update regularly
Slide 14 — System & Policy Design:
Accessible environments (colour cues, ergonomic tools, tech)
Staff training in practical support
Document adjustments
Advocate for resources (equipment, software, extra time)
Slide 15 — Leadership & Team Management:
Coach staff on OT techniques and support strategies
Promote neurodiversity awareness
Monitor outcomes (independence, confidence)
Encourage strength-based approaches
Slide 16 — Advanced Case Study:
Scenario:
Elderly resident with dyspraxia and dyslexia struggles with medication,
forms, mobility aids
Task:
Design a support plan, including adaptive tools, environment, staff
responsibilities, and independence strategies
Slide 17 — Universal Practical Strategies Table:
|
Area
|
Dyspraxia
|
Dyslexia
|
Support Tools / Adaptations
|
|
Daily Tasks
|
Poor coordination
|
Reading labels
|
Jar openers, ergonomic tools, colour-coded labels
|
|
Writing
|
Slow, messy
|
Spelling errors
|
Speech-to-text, templates
|
|
Reading
|
-
|
Misreads
|
Large print, coloured overlays
|
|
Planning
|
Hard to sequence
|
Hard to follow instructions
|
Checklists, visual aids
|
|
Confidence
|
Frustration & anxiety
|
Avoidance
|
Praise, achievable goals
|
Slide 18 — Knowledge Check:
Name three tools for dyspraxia in daily life
Give two strategies for dyslexia reading tasks
How would you adapt a classroom or workspace?
Why is independence important?
Name one legal responsibility for OTs or educators
Slide 19 — Key Messages:
Support must be practical, personalised, and age-appropriate
Inclusion benefits all ages
Everyday tools (jar openers to coloured paper) make a real difference
Staff and OTs should plan, monitor, and review
Confidence and independence are as important as skill development
🔹 Trainer Notes (for Presenter)
Speak clearly and slowly
Use plain English and short sentences
Include demonstrations of tools (jar opener, pen grips)
Encourage reflection and discussion
Check understanding regularly
Include all ages in examples (child, adult, elderly)
🔹 Activities & Reflection Prompts
Group discussion: Identify barriers in your setting
Case study planning: Design a support plan
Reflection: How can you adapt your teaching or OT interventions?
Hands-on: Practice using adaptive tools
🔹
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