◄Previous: 1 Dyslexia-friendly teaching and learning

# 1.1 Delivering content

Consider how to deliver content in alternative formats, ensuring your documents and presentations comply with basic accessibility practice. You could do this by:

- using inbuilt heading styles to allow learners to rapidly navigate a document
- adapting assessments and tasks to play to the strengths of dyslexic (and SpLD) learners. For example, producing an image or poster, a podcast, audio or video materials instead of text.

The Home Office produced some ‘dos and don’ts’ guidance on designing for accessibility:

## Table 2 Dos and don’ts (adapted from Pun, 2016)

Do: | Don’t:
--- | ---
Use a dyslexia-friendly typeface, such as Arial, Comic Sans or Verdana. There are even some specifically designed fonts for dyslexic students such as Dyslexie and OpenDyslexic. | Use a font such as Times New Roman or Georgia.
Use images and diagrams to support text. | Use large blocks of heavy text.
Align text to the left and keep a consistent layout. | Justify the text.
Consider producing materials in other formats (e.g. audio or video). | Underline words, use italics or write in capitals.
Keep content short, clear and simple. | Force users to remember things from previous pages. Best practice is to give reminders and prompts.
Have notes available before the class/session/meeting starts. | Rely on accurate spelling, use AutoCorrect or provide suggestions.
Let users change the contrast between background colour and text – it reduces glare. | Use PDF files.
| Put too much information in one place.

By leveraging dyslexic strengths, educators can enhance learning by providing context and previewing material to help dyslexic learners connect new information with what they already know. The key word there is ‘connect’. Now, let’s delve into how dyslexic strengths can be implemented most effectively in learning practices.

◄Contents►Next: 2 Learning through preview and context

OpenLearn - Understanding dyslexia
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