Differentiation and the curriculum

The impact of dyslexia as a barrier to learning varies in degree according to the learning and teaching environment.

Differentiation is defined by the Training and Development agency for Schools as:

the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning.

Differentiation has become a key skill and requirement for all teachers to ensure the needs of all their learners are met. Creating resources, which are accessible for dyslexic learners, will also support a wide range of learners. There are several areas to consider when planning effective and meaningful differentiation as highlighted in Figure 8.

Described image
Figure 8 Differentiation

Activity 8 Reflective log

Think about the curriculum that you teach. What do you see as your main challenges in differentiating the curriculum? Consider the needs of your pupils and make a note in your log of how well you meet their needs at present and where you would like to make improvements.


For example you may have noted that the text books you are using be not be accessible for pupils who have difficulty accessing the text such as pupils who have dyslexia or a visual impairment. Your next step should be to look at the ‘Books for All’ website [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)] to see if they are available in a digital format for free.

2.1 What is an inclusive curriculum?

2.2 How is Dyslexia identified?