Basics for teachers -Start page

Dyslexia: How to identify it and What to do

It is widely recognised that whilst some children will show some traits
of dyslexia in varying degrees, up to five per cent of this population will
display a cluster of severe problems with the written language which we shall
discuss in Section 2 of this course.

This learning course is relevant to all teachers precisely because all
teachers can expect to come across pupils with dyslexia to a greater or lesser
degree in their classroom.

This introductory course sets out to train all teachers in awareness and
appropriate responses to learners of different learning abilities in an
inclusive classroom setting. Preferably it will be used at the trainee stage
for teachers before they stand in front of a class.

This introductory course is therefore recommended for all student/trainee
teachers and teachers who wish to develop a basic understanding of dyslexia in
the classroom.

For formal evaluation leading to certification, national ministries of
education are encouraged to evaluate this course and administer certificates
accordingly as part of their teacher-training programmes.

This introductory course may be adapted for use in any local cultural
and linguistic setting.


The course first explains what dyslexia is and its consequences on many
aspects of life. It helps teachers identify it and know how to plan and
implement their teaching using UDL, thus also addressing dyslexic learners’
needs. The course content presents the principles and methods of multi-sensory
teaching necessary for students with dyslexia to access learning and beneficial
for all children.

Learning outcomes

With this course, we intend that you should be able to:

·   understand what dyslexia is;

·   know how to identify children who may be at risk;

·   be aware of inclusive strategies when addressing reading, spelling and writing with children with and without dyslexia;

·   become familiar with strategies which help children address their specific challenges with concentration, slow processing, memory and organization; and

·   employ inclusive strategies to help your pupils manage their profile

You should also be able to understand that:

·   all children learn differently, which is why UDL should always be the foundation of all your teaching;

·   dyslexia may have a negative impact on the child, particularly in the school environment, and so early identification and intervention are important; and

·   positive aspects of dyslexia should be explored, recognised and celebrated.


More generally, we hope that this course will be of benefit to you and all the children you teach. As the Head of Support Services of an Elementary school that piloted the course noted:

I was very impressed with the way you have approached such a complex subject and made it so accessible. It is evident that you have invested much time, thought, research and effort in creating this training tool. I found it informative, engaging, thought provoking and refreshing. I know that having read and absorbed the course, the knowledge I gained will be helpful both in my teaching of all students and those with dyslexia too. It has also broadened and deepened my understanding of the condition itself. I particularly liked the breadth that you incorporated within the course, from neurology, definition, processes involved in reading and writing, the practical help for wider issues such as the social and emotional effects of such a diagnosis (or lack of one) on parents and child alike. I know that this tool will also be useful as a reference, in that I will go back to elements of the course to refresh my memory on subsequent occasions.’
Head of Support Services
Pilot Elementary School

Frequently Asked Questions

We have collected some FAQs arising from the current course on a separate page.

View the F.A.Q’s

How to follow this course

You should make every effort to work in pairs, at least for the questions and activities. The feedback from the pilot suggests that participants who worked in pairs gained more than those who did the course on their own:

We enjoyed completing the activities together and found that the open-ended questions were especially effective because they led to many discussions and, as a result,  deeper understanding.

Working in pairs made it possible to practise the various assessment strategies that were presented and will surely help us remember when we are in the classroom.

Please bear in mind that you can click from anywhere in the course on Glossary in the  menu on the right to access the definitions of complicated or key words.

Duration: About 20 hours, depending on the extra time spent in further reading at the optional Second Level of the course.