Making Course Materials More Accessible

 

• Breaking long paragraphs into shorter ones.
• Using plain English where possible.
• Explaining technical words before using them.
• Adding headings and bullet points.
• Giving real-life examples.
• Separating one idea from the next.
• Highlighting the key points instead of expecting you to find them in several pages of text.

The important thing is that the learning outcomes stayed the same. We weren't making the course easier; we were making it more accessible.

I think this is a message worth including in your teaching chapter.

Sometimes teachers, tutors, and lecturers must use a particular textbook or online course because it is part of the curriculum. They cannot always change the original learning materials.

However, they can make those materials more accessible for learners with dyslexia by providing an additional version that is easier to read and understand.

For example, they could:

• Rewrite complex sections in plain English.

• Break long paragraphs into shorter sections.

• Use headings and bullet points.

• Explain technical vocabulary in everyday language.

• Add examples from everyday life.

• Highlight the most important points.

• Provide an Easy Read summary alongside the original material.

This does not replace the original course material. Instead, it helps learners access the same information in a way that is easier to process.

During my psychology course, I often found some of the course material difficult to process because of the way it was written. By rewriting the same information into shorter, clearer sections without changing the meaning, I was able to understand the concepts much more effectively. This showed me that the barrier was often not the subject itself but the way it was presented.

Making learning materials more accessible helps learners with dyslexia demonstrate their knowledge and reach the same learning objectives as their peers.