Thursday, 19 February 2026
Easy Read Workbook Dyslexia & Dyspraxia Awareness Comparing Both Conditions
Page 1 — Title
Dyslexia & Dyspraxia
This workbook helps you
understand:
What Dyslexia is
What Dyspraxia is
How they are similar
How they are different
How to support learners
Page 2 — What is
Dyslexia?
Dyslexia is a language
learning difficulty.
It affects how people:
Read words
Spell words
Write sentences
Process information
Dyslexia is not linked
to intelligence.
Many dyslexic people are
bright and creative.
Page 3 — Decoding &
Processing
People with dyslexia may
find it hard to:
Decode words (read them)
Process information
quickly
Recognise familiar words
Sound out new words
This can make reading
slow and tiring.
Page 4 — Reading &
Spelling Difficulties
A learner may:
Read slowly
Make spelling mistakes
Spell the same word
differently
Miss letters out
Add extra letters
Example:
cause / course
there / their
where / were
Page 5 — Speech &
Writing
Some learners may:
Struggle to pronounce
words
Mix up similar sounding
words
Find it hard to explain
ideas
Write long sentences
when short ones are needed
Lose track of their
thoughts
Planning language can be
difficult.
Page 6 — Planning Ideas
Dyslexia can affect:
Organising thoughts
Planning essays
Structuring sentences
Remembering instructions
Support like mind maps
can help.
Page 7 — What is
Dyspraxia?
Dyspraxia is a movement
and co-ordination difficulty.
It mainly affects:
Physical movement
Motor skills
Balance
Organisation
Co-ordination
It is often a hidden
disability.
Page 8 — Physical
Difficulties
A learner with dyspraxia
may:
Struggle to write neatly
Have poor handwriting
Drop things
Bump into objects
Find sports difficult
Struggle using tools
(scissors, rulers)
Page 9 — Writing
Difficulties
Both Dyslexia and
Dyspraxia can affect writing.
Learners may:
Write slowly
Produce untidy work
Struggle to stay on the
line
Find copying difficult
Get tired when writing
This affects school,
college, and university work.
Page 10 — Mental &
Planning Difficulties
Dyspraxia is physical,
but it also affects:
Planning work
Organisation
Memory
Spelling
Written structure
Support like:
Mind mapping
Step-by-step plans
Visual planners
can help learners
succeed.
Page 11 — Similarities
Dyslexia and Dyspraxia
both can affect:
Writing
Spelling
Organisation
Planning ideas
Confidence
Education tasks
Both are lifelong
conditions.
Page 12 — Differences
Dyslexia mainly affects:
Language
Reading
Spelling
Word processing
Dyspraxia mainly
affects:
Movement
Co-ordination
Motor skills
Physical writing
Page 13 — Support &
Success
With the right support,
learners can be successful.
Support may include:
Extra time
Laptops
Mind maps
Writing support tools
Assistive technology
Patient teaching
Success is possible with
understanding and adjustments.
Page 14 — Activity Page
Write or discuss:
One difficulty linked to
dyslexia.
One difficulty linked to
dyspraxia.
One similarity.
One support strategy.
Page 15 — Reflection
Think about:
How can you support
learners better?
Do you allow extra time?
Do you use visuals?
Do you provide planning
tools?
📘
Easy Read Power Training Module Pack
Supporting Dyslexia,
Dyspraxia, Dyscalculia & Dysgraphia
MODULE OVERVIEW
Training Length: 90
minutes
SLIDE 1 — Title Slide
Supporting Specific
Learning Differences (SpLDs)
Easy Read Training
Module
SLIDE 2 — Learning
Outcomes
By the end of this
session, you will:
Understand each learning
difference
Recognize common signs
Know how learning is
affected
Learn practical support
strategies
Feel confident making
adjustments
SLIDE 3 — What Are
Specific Learning Differences?
Specific Learning
Differences (SpLDs) affect:
How people process
information
Reading and writing
Numbers
Organisation
Movement
They do NOT affect
intelligence.
SLIDE 4 — What is
Dyslexia?
Dyslexia affects:
Reading
Spelling
Memory
Processing speed
Learners may:
Read slowly
Mix up words
Struggle spelling
Find long text difficult
SLIDE 5 — What is
Dyspraxia?
Dyspraxia affects:
Coordination
Movement
Organisation
Planning
Learners may:
Have messy handwriting
Struggle with balance
Work slowly
Find planning tasks
difficult
SLIDE 6 — What is
Dyscalculia?
Dyscalculia affects:
Understanding numbers
Time
Money
Sequences
Learners may:
Misread numbers
Struggle with basic
maths
Find timetables
confusing
SLIDE 7 — What is
Dysgraphia?
Dysgraphia affects:
Writing
Fine motor control
Written expression
Learners may:
Tire quickly when
writing
Avoid written work
Produce untidy
handwriting
SLIDE 8 — Common Signs
Across All
Learners may:
Avoid reading or writing
Take longer to complete
work
Forget instructions
Become anxious
Have low confidence
Do not assume laziness.
SLIDE 9 — Impact on
Learning
SpLDs can affect:
Exams
Coursework
Note taking
Organisation
Time management
Support reduces
barriers.
SLIDE 10 — Emotional
Impact
Learners may feel:
Embarrassed
Frustrated
Overwhelmed
“Not good enough”
Support improves
confidence.
SLIDE 11 — Inclusive
Teaching Principles
Good practice includes:
Clear instructions
Chunked information
Visual supports
Predictable routines
Calm learning spaces
Accessible teaching
helps everyone.
SLIDE 12 — Reasonable
Adjustments
Examples:
Extra time
Breaks
Assistive technology
Alternative assessments
Large print
Colored paper
Adjustments create
fairness.
SLIDE 13 — Assistive
Technology
Helpful tools:
Speech-to-text
Text-to-speech
Mind mapping software
Audiobooks
Calculators
Recording devices
Technology increases
independence.
SLIDE 14 — Communication
Tips
Use:
Plain English
Short sentences
Bullet points
Visual examples
Check understanding
regularly.
SLIDE 15 — Practical
Support Strategies
Break tasks into steps
Give written and verbal
instructions
Provide templates
Use colour coding
Allow typing instead of
handwriting
Build in extra
processing time
SLIDE 16 — Manager /
Tutor Responsibilities
You should:
Create safe environments
Encourage disclosure
Protect confidentiality
Make adjustments
Promote inclusion
Support should be
proactive, not reactive.
SLIDE 17 — Group
Activity
Discuss:
What barriers do
learners face?
What small changes could
remove barriers?
What support tools do
you already use?
Share ideas with the
group.
SLIDE 18 — Case Study
Activity
Read scenario:
A learner avoids written
tasks and takes longer in exams.
Discuss:
What might be happening?
What support could help?
SLIDE 19 — Knowledge
Check
What does dyslexia
mainly affect?
What does dyspraxia
mainly affect?
Name one adjustment.
Why are adjustments
fair?
SLIDE 20 — Key Message
Specific Learning
Differences are lifelong.
With the right support:
Learners succeed
Confidence grows
Inclusion improves
Barriers are reduced
Support unlocks
potential.
TRAINER NOTES SECTION
(For Tutor Use)
Delivery Tips
Speak clearly
Allow processing time
Use real-life examples
Encourage discussion
Keep slides uncluttered
Accessibility Tips
Use sans-serif fonts
Use size 14+
Avoid large text blocks
Use high contrast colors
Provide printed copies
📘 Easy Read Level 3 Training Package
Advanced Support for Specific Learning Differences (SpLDs)
Dyslexia • Dyspraxia • Dyscalculia • Dysgraphia
Audience: Senior Tutors • Managers • SEN Leads • Inclusion Leads • HR •
Education Leaders
🔹 SECTION 1 — INTRODUCTION
Slide 1 — Title Slide
Level 3 Advanced Training
Slide 2 — Level 3 Learning Outcomes
By the end of this session you will:
Understand complex learning profiles
Lead inclusive practice
Create structured support plans
Understand legal responsibilities
Promote inclusive culture
Evaluate and improve systems
🔹 SECTION 2 — ADVANCED UNDERSTANDING
Slide 3 — Complex Learning Profiles
Learners may have:
More than one SpLD
Co-occurring conditions (e.g. ADHD, Autism, Anxiety)
Mental health challenges
Trauma history
Support must be personalised.
Slide 4 — Executive Functioning
SpLDs can affect:
Planning
Organisation
Time management
Task initiation
Working memory
Emotional regulation
Executive function support is essential.
Slide 5 — Processing Speed & Cognitive Load
Some learners:
Process information slowly
Need extra time
Become overloaded easily
Reduce cognitive overload by:
Chunking information
Simplifying instructions
Reducing distractions
🔹 SECTION 3 — LEGAL & PROFESSIONAL
RESPONSIBILITY
Slide 6 — Legal Responsibilities (UK Context)
Under the Equality Act 2010, organisations must:
Prevent discrimination
Provide reasonable adjustments
Promote equality
Failure to adjust can be unlawful.
Slide 7 — Legal Responsibilities (US Context)
Under the Americans with Disabilities Act (ADA), organisations must:
Provide reasonable accommodations
Ensure equal access
Prevent discrimination
Education settings must provide fair access.
Slide 8 — Confidentiality & Disclosure
Leaders must:
Create safe disclosure processes
Protect privacy
Store information securely
Act quickly when support is requested
Trust builds inclusion.
🔹 SECTION 4 — ADVANCED SUPPORT PLANNING
Slide 9 — Structured Support Plans
A strong support plan includes:
Identified difficulties
Strengths
Agreed adjustments
Review dates
Named support contacts
Plans should be reviewed regularly.
Slide 10 — Universal Design for Learning (UDL)
Inclusive systems use:
Multiple ways to teach
Multiple ways to assess
Flexible learning options
Design learning to include everyone from the start.
Slide 11 — Assessment & Exam Adjustments
Advanced adjustments may include:
Extra time (25% or more)
Separate rooms
Assistive technology
Reader / scribe
Modified formats
Adjustments must match need.
🔹 SECTION 5 — LEADING INCLUSIVE CULTURE
Slide 12 — Creating an Inclusive Culture
Leaders should:
Train staff regularly
Challenge stigma
Encourage strength-based language
Promote neurodiversity awareness
Culture change starts at leadership level.
Slide 13 — Staff Confidence & Training
Staff may feel unsure about:
Making adjustments
Using assistive technology
Identifying needs
Provide:
Ongoing CPD
Clear guidance
Open discussion spaces
Slide 14 — Data & Monitoring
Monitor:
Achievement gaps
Withdrawal rates
Exam outcomes
Complaints
Adjustment usage
Data shows where improvement is needed.
🔹 SECTION 6 — COMPLEX CASE STUDY
Slide 15 — Advanced Case Study
Scenario:
A learner has dyslexia and dyspraxia.
Discuss:
What layered support is needed?
Who should be involved?
What adjustments are appropriate?
How do we protect wellbeing?
🔹 SECTION 7 — MENTAL HEALTH & WELLBEING
Slide 16 — Emotional Risk Factors
Without support, learners may experience:
Chronic stress
Anxiety
Burnout
Low self-esteem
Academic withdrawal
Early intervention prevents escalation.
Slide 17 — Strength-Based Leadership
Recognise strengths such as:
Creativity
Innovation
Strategic thinking
Problem-solving
Neurodivergent thinking benefits organisations.
🔹 SECTION 8 — STRATEGIC REVIEW
Slide 18 — Inclusive System Audit
Ask:
Are policies accessible?
Are staff trained?
Are adjustments recorded?
Are learners consulted?
Is technology available?
Continuous improvement is key.
Slide 19 — Level 3 Knowledge Check
What is executive functioning?
Why is cognitive load important?
Name two legal responsibilities.
Why is leadership important in inclusion?
What makes a strong support plan?
Slide 20 — Final Key Message
Level 1 = Awareness
Inclusive leadership:
Reduces barriers
Improves outcomes
Protects wellbeing
Promotes fairness
Inclusion is not optional. It is professional responsibility.
Dyslexia & Dyspraxia
Awareness
Comparing Both
Conditions
Page 1 — Title
Dyslexia & Dyspraxia
This workbook helps you
understand:
What Dyslexia is
What Dyspraxia is
How they are similar
How they are different
How to support learners
Page 2 — What is
Dyslexia?
Dyslexia is a language
learning difficulty.
It affects how people:
Read words
Spell words
Write sentences
Process information
Dyslexia is not linked
to intelligence.
Many dyslexic people are
bright and creative.
Page 3 — Decoding &
Processing
People with dyslexia may
find it hard to:
Decode words (read them)
Process information
quickly
Recognise familiar words
Sound out new words
This can make reading
slow and tiring.
Page 4 — Reading &
Spelling Difficulties
A learner may:
Read slowly
Make spelling mistakes
Spell the same word
differently
Miss letters out
Add extra letters
Example:
cause / course
there / their
where / were
Page 5 — Speech &
Writing
Some learners may:
Struggle to pronounce
words
Mix up similar sounding
words
Find it hard to explain
ideas
Write long sentences
when short ones are needed
Lose track of their
thoughts
Planning language can be
difficult.
Page 6 — Planning Ideas
Dyslexia can affect:
Organising thoughts
Planning essays
Structuring sentences
Remembering instructions
Support like mind maps
can help.
Page 7 — What is
Dyspraxia?
Dyspraxia is a movement
and co-ordination difficulty.
It mainly affects:
Physical movement
Motor skills
Balance
Organisation
Co-ordination
It is often a hidden
disability.
Page 8 — Physical
Difficulties
A learner with dyspraxia
may:
Struggle to write neatly
Have poor handwriting
Drop things
Bump into objects
Find sports difficult
Struggle using tools
(scissors, rulers)
Page 9 — Writing
Difficulties
Both Dyslexia and
Dyspraxia can affect writing.
Learners may:
Write slowly
Produce untidy work
Struggle to stay on the
line
Find copying difficult
Get tired when writing
This affects school,
college, and university work.
Page 10 — Mental &
Planning Difficulties
Dyspraxia is physical,
but it also affects:
Planning work
Organisation
Memory
Spelling
Written structure
Support like:
Mind mapping
Step-by-step plans
Visual planners
can help learners
succeed.
Page 11 — Similarities
Dyslexia and Dyspraxia
both can affect:
Writing
Spelling
Organisation
Planning ideas
Confidence
Education tasks
Both are lifelong
conditions.
Page 12 — Differences
Dyslexia mainly affects:
Language
Reading
Spelling
Word processing
Dyspraxia mainly
affects:
Movement
Co-ordination
Motor skills
Physical writing
Page 13 — Support &
Success
With the right support,
learners can be successful.
Support may include:
Extra time
Laptops
Mind maps
Writing support tools
Assistive technology
Patient teaching
Success is possible with
understanding and adjustments.
Page 14 — Activity Page
Write or discuss:
One difficulty linked to
dyslexia.
One difficulty linked to
dyspraxia.
One similarity.
One support strategy.
Page 15 — Reflection
Think about:
How can you support
learners better?
Do you allow extra time?
Do you use visuals?
Do you provide planning
tools?
📘
Easy Read Power Training Module Pack
Supporting Dyslexia,
Dyspraxia, Dyscalculia & Dysgraphia
MODULE OVERVIEW
Training Length: 90
minutes
SLIDE 1 — Title Slide
Supporting Specific
Learning Differences (SpLDs)
Easy Read Training
Module
SLIDE 2 — Learning
Outcomes
By the end of this
session, you will:
Understand each learning
difference
Recognize common signs
Know how learning is
affected
Learn practical support
strategies
Feel confident making
adjustments
SLIDE 3 — What Are
Specific Learning Differences?
Specific Learning
Differences (SpLDs) affect:
How people process
information
Reading and writing
Numbers
Organisation
Movement
They do NOT affect
intelligence.
SLIDE 4 — What is
Dyslexia?
Dyslexia affects:
Reading
Spelling
Memory
Processing speed
Learners may:
Read slowly
Mix up words
Struggle spelling
Find long text difficult
SLIDE 5 — What is
Dyspraxia?
Dyspraxia affects:
Coordination
Movement
Organisation
Planning
Learners may:
Have messy handwriting
Struggle with balance
Work slowly
Find planning tasks
difficult
SLIDE 6 — What is
Dyscalculia?
Dyscalculia affects:
Understanding numbers
Time
Money
Sequences
Learners may:
Misread numbers
Struggle with basic
maths
Find timetables
confusing
SLIDE 7 — What is
Dysgraphia?
Dysgraphia affects:
Writing
Fine motor control
Written expression
Learners may:
Tire quickly when
writing
Avoid written work
Produce untidy
handwriting
SLIDE 8 — Common Signs
Across All
Learners may:
Avoid reading or writing
Take longer to complete
work
Forget instructions
Become anxious
Have low confidence
Do not assume laziness.
SLIDE 9 — Impact on
Learning
SpLDs can affect:
Exams
Coursework
Note taking
Organisation
Time management
Support reduces
barriers.
SLIDE 10 — Emotional
Impact
Learners may feel:
Embarrassed
Frustrated
Overwhelmed
“Not good enough”
Support improves
confidence.
SLIDE 11 — Inclusive
Teaching Principles
Good practice includes:
Clear instructions
Chunked information
Visual supports
Predictable routines
Calm learning spaces
Accessible teaching
helps everyone.
SLIDE 12 — Reasonable
Adjustments
Examples:
Extra time
Breaks
Assistive technology
Alternative assessments
Large print
Colored paper
Adjustments create
fairness.
SLIDE 13 — Assistive
Technology
Helpful tools:
Speech-to-text
Text-to-speech
Mind mapping software
Audiobooks
Calculators
Recording devices
Technology increases
independence.
SLIDE 14 — Communication
Tips
Use:
Plain English
Short sentences
Bullet points
Visual examples
Check understanding
regularly.
SLIDE 15 — Practical
Support Strategies
Break tasks into steps
Give written and verbal
instructions
Provide templates
Use colour coding
Allow typing instead of
handwriting
Build in extra
processing time
SLIDE 16 — Manager /
Tutor Responsibilities
You should:
Create safe environments
Encourage disclosure
Protect confidentiality
Make adjustments
Promote inclusion
Support should be
proactive, not reactive.
SLIDE 17 — Group
Activity
Discuss:
What barriers do
learners face?
What small changes could
remove barriers?
What support tools do
you already use?
Share ideas with the
group.
SLIDE 18 — Case Study
Activity
Read scenario:
A learner avoids written
tasks and takes longer in exams.
Discuss:
What might be happening?
What support could help?
SLIDE 19 — Knowledge
Check
What does dyslexia
mainly affect?
What does dyspraxia
mainly affect?
Name one adjustment.
Why are adjustments
fair?
SLIDE 20 — Key Message
Specific Learning
Differences are lifelong.
With the right support:
Learners succeed
Confidence grows
Inclusion improves
Barriers are reduced
Support unlocks
potential.
TRAINER NOTES SECTION
(For Tutor Use)
Delivery Tips
Speak clearly
Allow processing time
Use real-life examples
Encourage discussion
Keep slides uncluttered
Accessibility Tips
Use sans-serif fonts
Use size 14+
Avoid large text blocks
Use high contrast colors
Provide printed copies
📘 Easy Read Level 3 Training Package
Advanced Support for Specific Learning Differences (SpLDs)
Dyslexia • Dyspraxia • Dyscalculia • Dysgraphia
Audience: Senior Tutors • Managers • SEN Leads • Inclusion Leads • HR •
Education Leaders
🔹 SECTION 1 — INTRODUCTION
Slide 1 — Title Slide
Level 3 Advanced Training
Slide 2 — Level 3 Learning Outcomes
By the end of this session you will:
Understand complex learning profiles
Lead inclusive practice
Create structured support plans
Understand legal responsibilities
Promote inclusive culture
Evaluate and improve systems
🔹 SECTION 2 — ADVANCED UNDERSTANDING
Slide 3 — Complex Learning Profiles
Learners may have:
More than one SpLD
Co-occurring conditions (e.g. ADHD, Autism, Anxiety)
Mental health challenges
Trauma history
Support must be personalised.
Slide 4 — Executive Functioning
SpLDs can affect:
Planning
Organisation
Time management
Task initiation
Working memory
Emotional regulation
Executive function support is essential.
Slide 5 — Processing Speed & Cognitive Load
Some learners:
Process information slowly
Need extra time
Become overloaded easily
Reduce cognitive overload by:
Chunking information
Simplifying instructions
Reducing distractions
🔹 SECTION 3 — LEGAL & PROFESSIONAL
RESPONSIBILITY
Slide 6 — Legal Responsibilities (UK Context)
Under the Equality Act 2010, organisations must:
Prevent discrimination
Provide reasonable adjustments
Promote equality
Failure to adjust can be unlawful.
Slide 7 — Legal Responsibilities (US Context)
Under the Americans with Disabilities Act (ADA), organisations must:
Provide reasonable accommodations
Ensure equal access
Prevent discrimination
Education settings must provide fair access.
Slide 8 — Confidentiality & Disclosure
Leaders must:
Create safe disclosure processes
Protect privacy
Store information securely
Act quickly when support is requested
Trust builds inclusion.
🔹 SECTION 4 — ADVANCED SUPPORT PLANNING
Slide 9 — Structured Support Plans
A strong support plan includes:
Identified difficulties
Strengths
Agreed adjustments
Review dates
Named support contacts
Plans should be reviewed regularly.
Slide 10 — Universal Design for Learning (UDL)
Inclusive systems use:
Multiple ways to teach
Multiple ways to assess
Flexible learning options
Design learning to include everyone from the start.
Slide 11 — Assessment & Exam Adjustments
Advanced adjustments may include:
Extra time (25% or more)
Separate rooms
Assistive technology
Reader / scribe
Modified formats
Adjustments must match need.
🔹 SECTION 5 — LEADING INCLUSIVE CULTURE
Slide 12 — Creating an Inclusive Culture
Leaders should:
Train staff regularly
Challenge stigma
Encourage strength-based language
Promote neurodiversity awareness
Culture change starts at leadership level.
Slide 13 — Staff Confidence & Training
Staff may feel unsure about:
Making adjustments
Using assistive technology
Identifying needs
Provide:
Ongoing CPD
Clear guidance
Open discussion spaces
Slide 14 — Data & Monitoring
Monitor:
Achievement gaps
Withdrawal rates
Exam outcomes
Complaints
Adjustment usage
Data shows where improvement is needed.
🔹 SECTION 6 — COMPLEX CASE STUDY
Slide 15 — Advanced Case Study
Scenario:
A learner has dyslexia and dyspraxia.
Discuss:
What layered support is needed?
Who should be involved?
What adjustments are appropriate?
How do we protect wellbeing?
🔹 SECTION 7 — MENTAL HEALTH & WELLBEING
Slide 16 — Emotional Risk Factors
Without support, learners may experience:
Chronic stress
Anxiety
Burnout
Low self-esteem
Academic withdrawal
Early intervention prevents escalation.
Slide 17 — Strength-Based Leadership
Recognise strengths such as:
Creativity
Innovation
Strategic thinking
Problem-solving
Neurodivergent thinking benefits organisations.
🔹 SECTION 8 — STRATEGIC REVIEW
Slide 18 — Inclusive System Audit
Ask:
Are policies accessible?
Are staff trained?
Are adjustments recorded?
Are learners consulted?
Is technology available?
Continuous improvement is key.
Slide 19 — Level 3 Knowledge Check
What is executive functioning?
Why is cognitive load important?
Name two legal responsibilities.
Why is leadership important in inclusion?
What makes a strong support plan?
Slide 20 — Final Key Message
Level 1 = Awareness
Inclusive leadership:
Reduces barriers
Improves outcomes
Protects wellbeing
Promotes fairness
Inclusion is not optional. It is professional responsibility.
📘 Easy Read Level 3 Training Package
Advanced Support for Specific Learning Differences (SpLDs)
Dyslexia • Dyspraxia • Dyscalculia • Dysgraphia
Audience: Senior Tutors • Managers • SEN Leads • Inclusion Leads • HR •
Education Leaders
🔹 SECTION 1 — INTRODUCTION
Slide 1 — Title Slide
Level 3 Advanced Training
Slide 2 — Level 3 Learning Outcomes
By the end of this session you will:
Understand complex learning profiles
Lead inclusive practice
Create structured support plans
Understand legal responsibilities
Promote inclusive culture
Evaluate and improve systems
🔹 SECTION 2 — ADVANCED UNDERSTANDING
Slide 3 — Complex Learning Profiles
Learners may have:
More than one SpLD
Co-occurring conditions (e.g. ADHD, Autism, Anxiety)
Mental health challenges
Trauma history
Support must be personalised.
Slide 4 — Executive Functioning
SpLDs can affect:
Planning
Organisation
Time management
Task initiation
Working memory
Emotional regulation
Executive function support is essential.
Slide 5 — Processing Speed & Cognitive Load
Some learners:
Process information slowly
Need extra time
Become overloaded easily
Reduce cognitive overload by:
Chunking information
Simplifying instructions
Reducing distractions
🔹 SECTION 3 — LEGAL & PROFESSIONAL
RESPONSIBILITY
Slide 6 — Legal Responsibilities (UK Context)
Under the Equality Act 2010, organisations must:
Prevent discrimination
Provide reasonable adjustments
Promote equality
Failure to adjust can be unlawful.
Slide 7 — Legal Responsibilities (US Context)
Under the Americans with Disabilities Act (ADA), organisations must:
Provide reasonable accommodations
Ensure equal access
Prevent discrimination
Education settings must provide fair access.
Slide 8 — Confidentiality & Disclosure
Leaders must:
Create safe disclosure processes
Protect privacy
Store information securely
Act quickly when support is requested
Trust builds inclusion.
🔹 SECTION 4 — ADVANCED SUPPORT PLANNING
Slide 9 — Structured Support Plans
A strong support plan includes:
Identified difficulties
Strengths
Agreed adjustments
Review dates
Named support contacts
Plans should be reviewed regularly.
Slide 10 — Universal Design for Learning (UDL)
Inclusive systems use:
Multiple ways to teach
Multiple ways to assess
Flexible learning options
Design learning to include everyone from the start.
Slide 11 — Assessment & Exam Adjustments
Advanced adjustments may include:
Extra time (25% or more)
Separate rooms
Assistive technology
Reader / scribe
Modified formats
Adjustments must match need.
🔹 SECTION 5 — LEADING INCLUSIVE CULTURE
Slide 12 — Creating an Inclusive Culture
Leaders should:
Train staff regularly
Challenge stigma
Encourage strength-based language
Promote neurodiversity awareness
Culture change starts at leadership level.
Slide 13 — Staff Confidence & Training
Staff may feel unsure about:
Making adjustments
Using assistive technology
Identifying needs
Provide:
Ongoing CPD
Clear guidance
Open discussion spaces
Slide 14 — Data & Monitoring
Monitor:
Achievement gaps
Withdrawal rates
Exam outcomes
Complaints
Adjustment usage
Data shows where improvement is needed.
🔹 SECTION 6 — COMPLEX CASE STUDY
Slide 15 — Advanced Case Study
Scenario:
A learner has dyslexia and dyspraxia.
Discuss:
What layered support is needed?
Who should be involved?
What adjustments are appropriate?
How do we protect wellbeing?
🔹 SECTION 7 — MENTAL HEALTH & WELLBEING
Slide 16 — Emotional Risk Factors
Without support, learners may experience:
Chronic stress
Anxiety
Burnout
Low self-esteem
Academic withdrawal
Early intervention prevents escalation.
Slide 17 — Strength-Based Leadership
Recognise strengths such as:
Creativity
Innovation
Strategic thinking
Problem-solving
Neurodivergent thinking benefits organisations.
🔹 SECTION 8 — STRATEGIC REVIEW
Slide 18 — Inclusive System Audit
Ask:
Are policies accessible?
Are staff trained?
Are adjustments recorded?
Are learners consulted?
Is technology available?
Continuous improvement is key.
Slide 19 — Level 3 Knowledge Check
What is executive functioning?
Why is cognitive load important?
Name two legal responsibilities.
Why is leadership important in inclusion?
What makes a strong support plan?
Slide 20 — Final Key Message
Level 1 = Awareness
Inclusive leadership:
Reduces barriers
Improves outcomes
Protects wellbeing
Promotes fairness
Inclusion is not optional. It is professional responsibility.
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