As a dyslexic pupil and student Primary Teacher I feel passionate that the classroom should be a welcoming place for each individual, irrespective of how you learn.
My top 10 tips for an inclusive classroom are:
- Allow children thinking time when asking them a question.
- Use a voluntary approach to reading out loud in class as reading aloud can cause stress to dyslexic learners.
- Use of technology such as an iPad, Read, Write Gold and a calculator for maths are very helpful.
- Keeping resources in the same place as this frees up space in the working memory.
- Giving children time to prepare, for example: planning and mind mapping their story is useful. Allowing additional time to complete tasks is beneficial.
- Providing them with resources such as word mats, and skills such as mind mapping can make the classroom a better place.
- Capture and praise children’s strengths and be mindful of your comments. The words that you use can last a life time.
- Making homework relevant and allowing homework to be presented in various ways. For example a picture or mind map can hold as much information as a written passage.
- Speak slowly and in simple sentences. Make written instructions available. Allow learners to photograph notes on the whiteboard, or make hand outs available.
- Provide breaks where children have time to think and interact in a creative way.
- Ask a child what works best for them. We are all different and different strategies help different people.
by Rachel Miller, Dyslexia Scotland Young Ambassador and student primary teacher.
Want to learn more about inclusive classrooms in Scotland? Use The Addressing Dyslexia Toolkit , designed for educators to support dyslexic learners in school classrooms.
2 thoughts on “Top 10 tips for an inclusive classroom”
Yeah, 10 solid tips. Classics. Nice to see them concisely collated, though.
Something I really try to emphasise when delivering training or just talking to my staff and those in other faculties is that all of these are also beneficial to other children in the class. Most of the adjustments that we’d look to introduce for our dyslexic students are good for our non-dyslexic students as well.
Ten tremendous tips, Rachel! Thank you. All this would have helped me, my children, and could be helping my grandchildren in this computer age. And it’s good to know that there are dyslexic teachers out there. Let’s get more!