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# Introduction

Understanding how to effectively teach and give directions to dyslexic and neurodivergent individuals can improve the overall learning and working environment for everyone. Integrating these principles into all forms of instruction will help dyslexic and neurodivergent learners succeed, while also enhancing the learning experience for all.

Universal literacy instruction and Universal Design for Learning (UDL) advocate for multiple means of representation to accommodate diverse ways of knowing and learning, supporting dyslexic and neurodivergent individuals across various environments and stages of their studies and careers. By integrating these principles, we can enhance the learning and working experiences for everyone. Dyslexia-friendly techniques in education and employment can support individuals with dyslexia to achieve their full potential. With technological changes like Artificial Intelligence (AI) challenging text-based methods, alternative approaches benefit everyone by providing diverse and effective ways of learning and working.

Educating individuals about dyslexia and other learning difficulties and providing effective support strategies can significantly enhance the experiences of those with dyslexia. Shifting from making judgments to gathering information about how people learn best and coaching to different strengths and weaknesses can support individuals at various stages of development. Building strong relationships with mentors can be life-changing, providing the foundation for self-confidence in learning and working.

Dyslexic learners often have heightened awareness of others’ perceptions and enhanced emotional reactivity (Eide and Eide, 2023). Neurodivergent individuals can be more empathetic due to their own experiences. Learning grows from interactions with others, and a sense of belonging is essential for healthy learning and life (Eyler, 2018). Encouraging students to focus on short-term steps to long-term goals and showcasing success stories can empower neurodivergent learners.

> We can all have an effect on our students’ educational journeys, provided we care about who they are, and we pay close attention to how they learn.

Eyler, 2018, p. 15

> The dyslexia-friendly approach expects that what is good for dyslexic learners is good for all learners.’

Pavey, Meehan and Waugh, 2010, p. 7

By the end of this week, you should be able to:

- understand dyslexia-friendly teaching techniques
- apply ‘big picture thinking’ and story-based learning
- utilise real-world experiences and exploration
- foster growth mindset and metacognitive skills
- demonstrate awareness of the use of assistive technologies and AI to enhance learning experiences.

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OpenLearn - Understanding dyslexia
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