🧠 Writing Accessible (Easy Read) Books: My Approach and Experience

 

Writing an Easy Read (ER) textbook is not just about simplifying words. It is about making information accessible, clear, and usable for the people who need it most.

From my experience working with Mencap and taking part in training around Easy Read in the UK library system, I learned that accessibility is not only about writing—it is about collaboration, design, and understanding how people actually process information.

For writers who are neurodivergent or disabled, the writing process often needs to be adapted. Instead of relying only on traditional drafting methods, many people benefit from alternative tools such as speech-to-text software, which allows ideas to be spoken rather than typed. Text-to-speech tools are also helpful, as they allow writers to hear their work and identify unclear or overly complex sections.

Visual planning tools, such as mind maps or graphic organisers, can also support the writing process by helping structure ideas before writing begins. This can be especially helpful for dyslexic writers or anyone who processes information visually rather than linearly.

However, writing an Easy Read resource is not only about the writer’s tools. It also depends heavily on collaboration. Subject-matter experts, editors, and—most importantly—people with lived experience play a key role in reviewing content. This ensures that information is not only accurate, but also truly understandable.

Easy Read itself follows key principles such as short sentences, one idea per line, and clear structure. Visual aids are often used to support understanding, and formatting plays an important role in readability.

What I have learned is that accessible writing is not a simplified version of writing—it is a different way of communicating. It values clarity, inclusion, and respect for the reader.