Empowering Dyslexic Thinking in Schools

In this course, you’ll hear from Kate Griggs, Dyslexic Thinking expert and Founder of the global charity, Made By Dyslexia, who explains why now is the time to empower Dyslexic Thinking in every school and every home:

• AI is transforming the world, reshaping the jobs we do and the skills we need to do them.

• While AI can support more tasks, it can’t replace the soft skills or power skills that every organisation needs.

• These skills are an exact match for Dyslexic Thinking.

• While Dyslexic Thinking is becoming more widely understood and valued in the workplace, more progress needs to be made in education.

This course helps every teacher and parent understand what Dyslexic Thinking is and how easy it is to empower it.

   It’s time to define Dyslexic Thinking as a valuable skill

Timing: 5 minutes

In this video, Kate explains why it’s now more important than ever to empower Dyslexic Thinkers at school and at home.

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Transcript

KATE GRIGGS

What's the purpose of education? It's to prepare our young people for the future. To nurture the skills they'll need to live fulfilling, successful, happy lives. Preparing them for the workplaces of the future.

But right now, more than ever before, that future is hard for anyone to imagine, because AI has finally arrived and is being adopted across industries and workplaces and is changing everything rapidly.

But one thing is certain, and that is that the workplaces of the future will depend on dyslexic thinking skills. That's what all the research is telling us, because AI can't replace the soft skills or power skills that every organisation needs like innovation, lateral thinking, complex problem solving, and interpersonal skills. And these are all dyslexic thinking skills.

Dyslexic thinking is a perfect co-pilot for AI. AI thinking aggregates and dyslexic thinking innovates, making it an unstoppable force that every workplace needs. And while it will take time for our schools and education systems to adapt to an AI world and to process the huge impact it will have on teaching, learning, and on assessments, one thing every school can and must do now is to empower dyslexic thinking. Because 1 in 5 learners in every classroom are dyslexic, and they are hard wired to thrive in this AI world.

This course will help you to understand what dyslexic thinking is and how easy it is to empower once you do. And it's designed to sit alongside all our other courses on Microsoft Learn. There, you can take a deeper dive into how to support your dyslexic learners, from literacy to technology and much, much more.

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If you complete all the elements of this course's learning (content and knowledge check), a digital badge will be sent to you via the email address you used to enrol on the course (usually within 36 hours).

You can add the badge to your LinkedIn profile as well as sharing it on other social media accounts.

Let's move on to learn more about what Dyslexic Thinking is.

Dyslexic brains process information differently.

This results in a pattern of strengths and challenges.

Our strengths, known as Dyslexic Thinking skills, are now highly sought after in the workplace. They align with the top five skills the World Economic Forum (2025) says are needed to thrive in a world with technological advances and new AI capabilities.

In the classroom, the current focus is on supporting dyslexic challenges (and this is vital). But to prepare learners for today’s workplace, we must also nurture dyslexic strengths – because they’re the exact skills every workplace needs, according to the World Economic Forum (2025).

We must address dyslexia as a whole.

   Understanding dyslexia today

Timing: 9 minutes

In this video, Kate describes how dyslexics process information differently.

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Transcript

KATE GRIGGS

Dyslexic brains process information differently. This results in a pattern of challenges which educators can support with early identification and evidence-based instruction.

But just as importantly, it gives us a pattern of valuable strengths, which we refer to as dyslexic thinking skills. And educators can easily recognise and nurture these when they know how. The light bulb, the iPhone, the airplane, even the motorcar have all been invented by dyslexic thinking, and it will be vital in shaping the future too.

Dyslexic thinking skills are the soft skills or power skills that the World Economic Forum says are now vital for the workplace. And these workplaces are evolving fast with a blend of artificial intelligence and human intelligence, which are the foundations of our new Fifth Industrial Revolution world.

The top five skills highlighted by the World Economic Forum are, one, analytical thinking. Two, creative thinking. Three, resilience, flexibility, and agility. Four, motivation and self-awareness. And five, curiosity and life-long learning. And these are a direct match for dyslexic thinking skills.

Along with the World Economic Forum, organisations all around the world are recognising the value and importance of dyslexic thinking. In 2022, dyslexic thinking was added to the dictionary. It's defined as "An approach to problem solving, assessing information and learning often used by people with dyslexia, that involves pattern recognition, spatial reasoning, lateral thinking and interpersonal skills." And in the same year, dyslexic thinking was added as a skill on LinkedIn, with thousands of dyslexics, including me, proudly adding it to our profiles when it was announced by Richard Branson.

But despite all this huge progress in the workplace, there is still a real lack of understanding of the value of dyslexic thinking in our schools. Yes, educators are finally beginning to recognise that we should be screening to identify dyslexic kids early, because with evidence-based teaching methods and the use of tech, dyslexic learners can overcome challenges with reading, writing, spelling, et cetera.

But as brilliant and vital as this is – and it is brilliant – it's only part of the solution. Because while identifying and supporting our dyslexic challenges as early as possible is vital, so is recognising and supporting our dyslexic thinking skills.

This is really clear to see when you look at a cognitive skills profile of a dyslexic compared to someone who's not dyslexic. Dyslexics score very, very highly on some things, often in the top percentile, and very low on other things, often in the bottom percentile.

The current focus of intervention is on raising our lows. That means helping these kids to overcome their challenges and learn to read. And this is vital.

But if we're going to prepare dyslexic learners for today's workplace, we must recognise that the skills they index highly on are vital too. They are the exact skills every workplace needs. We must address dyslexia as a whole.

That's why it's time for everyone to learn how to empower dyslexic thinking in every school, and this course will help you to do just that. Let's hear from Josh Clarke, Chair of the International Dyslexia Association and head of Landmark School, one of the USA's leading dyslexia schools.

JOSH CLARKE

When we think about supporting dyslexic students in schools, we certainly need to address their struggles. But just as importantly, we have to invest in their strengths. Remediating our students' struggles with reading is incredibly important.

However, that's not our end goal. Our goal is to empower them to make contributions to the world, to be prepared for the workforce of the future. And in order to do that, not only do we have to look at where they struggle, but we just as equally have to look and invest in where they excel.

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There are 7 Dyslexic Thinking archetypes in children.

Most dyslexics are a combination of a few of these, rarely all!

As teachers and parents, the key is to help children understand and value their Dyslexic Thinking skills. When you do, they're unstoppable in whichever field they choose.

Four in five successful dyslexics attribute their success to their Dyslexic Thinking, including space scientist and communicator, Dame Maggie Aderin-Pocock. She says:

   Dyslexic Thinking in kids

Timing: 8 minutes

Watch this video in which Kate describes the 7 Dyslexic Thinking archetypes in kids.

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Transcript

KATE GRIGGS

Let's dig into what dyslexic thinking skills are, how they show up in dyslexic learners, and how these can develop into valuable skills for the workplace.

There are seven dyslexic thinking archetypes in children. Most dyslexics are a combination of a few, but rarely all. I'll explain them here and then bring them to life with a quote from one of the amazing dyslexic thinkers I've interviewed in our podcast series Lessons in Dyslexic Thinking. Then we have some brilliant advice and tips from Josh Clarke, who is a real expert in teaching dyslexics.

The first dyslexic thinking skill is storytelling. Storytellers just love stories. Many enjoy creating their own stories. Others prefer to explain things and make sense of things. And some tell tall tales and can be very persuasive.

Storytellers love listening to stories and watching them on TV. And as adults, they become expert communicators. They use their dyslexic thinking skills to simplify concepts, build narratives, or sell a vision. And they make great journalists, teachers, writers, politicians, and campaigners.

71% of dyslexics are above average at communicating. Famous dyslexic storytellers include Roald Dahl, Dav Pilkey, and space scientist and communicator Dr. Maggie Aderin-Pocock. She says, "I'm able to take complex ideas and simplify them, storytell and bring science ideas to life in my own unique way. And this has been a huge advantage." Let's get a teacher's take from Josh on how to support storytellers.

JOSH CLARKE

So in our classrooms, we often find students that are amazing storytellers. We can recognise these students because they're the children that come to us and on paper might have a really hard time organising and articulating their ideas. But when we sit down with them and ask them to verbalise what they're thinking or what they're imagining, we're blown away by the richness of their vocabulary, by the complexity of their ideas. Those are our storytellers.

And in order to help them in our classrooms, we need to give them opportunities to express themselves, to share their ideas, not just in traditional writing formats but also through verbal expression, through presentations, by giving them the opportunity to share all that they're thinking and all that they're imagining in ways other than just through grammar and writing and traditional text.

KATE GRIGGS

The next dyslexic thinking archetype is makers. Makers just love to make things. They enjoy building with bricks and putting together puzzles. Some makers love to cook, craft, or make models. Others create fantastic art and paintings, while some prefer using technology and gadgets. They might excel at building worlds in Minecraft or coding games in Scratch. They can be especially good at visualising how parts fit together and seeing an object or concept from multiple angles in their minds.

And as adults, they become expert visualizers who use their dyslexic thinking skills to interact with space, senses, physical ideas, and new concepts. 75% of dyslexics are above average at visualising. This means they make great architects, chefs, designers, artists, or programmers.

Famous dyslexic makers include Steve Jobs, who invented the iPhone; Picasso, who created a whole new style of art; and Jamie Oliver, who's taught millions of us to cook. Jamie constantly visualises new recipes. He says, "My strength is a complete obsession with empowering people and teaching people to cook. And it's that simple." Let's hear from Josh again.

JOSH CLARKE

In our classrooms, we'll often find that we have students that we would call makers. They're students who have an amazing ability to visualise things spatially. They're the students that are attracted to LEGOs or that build things out of their pencils and paperclips. They're also students that may have a difficult time when it comes to showing their work in certain scenarios. They will often get to a solution or an idea quicker than they might be able to express it or show it, because in their minds, they can just see it.

KATE GRIGGS

Third, we have entertainers. Entertainers love to entertain. Some learn to play musical instruments and perform music. Others like to sing or dance. Some entertainers love to act. They perform or put on a show. Others are jokers who enjoy making people laugh.

And as adults, they become expert communicators and connectors who tell stories and use their intuition and empathy to understand people around them. They make great actors, musicians, comedians, salespeople, PR people, or presenters.

Famous dyslexic entertainers include John Lennon, Ariana DeBose, and Jennifer Aniston. When describing her school days, Jennifer says, "I loved to make people laugh, to play the class clown at school."

JOSH CLARKE

Entertainers are the students in our class that often keep everybody laughing. They're the students who have no problem standing in front of the room, putting everything out there, and making us all laugh or become intrigued by what they have to say. And often, they're doing that as a way to help compensate or maybe even distract from where they're having a difficult time. So we often, as teachers, might get frustrated with that class clown. But that's also part of their talent and also a sign to us that they may be acting this way because it's a strength that they have to maybe compensate for areas where they are struggling. And we need to find ways to support them.

And one way to support them is to recognise and remember that no student wants to fail or get in trouble. And when they do things to make us laugh or call attention to themselves, bring them to the side. And say, Johnny, I love what you just did. However, let's find a different avenue in the classroom, a more appropriate time. And what's a way that we might be able to look at that concept you were just acting out or you're making us all laugh about? What if you and I look at that together individually to see where you might be having a struggle so we can help you channel that through the class exercise.

KATE GRIGGS

The fourth archetype is movers. Movers are fidgets. They're always on the go. Some love to do daring things like skateboarding, climbing, or extreme sports. Some movers like to keep active with team sports or playing games. Others like to move around to music or dance or gymnastics.

And as adults, they become expert visualizers. Just like makers, they use their dyslexic thinking skills to interact with space, senses, physical ideas, and new concepts. They become great sportspeople, musicians, dancers, sports coaches, choreographers, and firefighters.

Famous dyslexic movers include Muhammad Ali, former England women's football captain Alex Scott, and NFL superstar Rashan Gary. Rashan says his dyslexic thinking means he can make a split-second decision on the field, which can be the difference between winning or losing a game. "I'm able to look at a player. And I'm able to tell where the guy is going to go or where the play is going to go, which makes me a better player."

JOSH CLARKE

Movers are the students in our classroom who we find are often fidgeting with their hands. They're tapping their pencil. They're wiggling in their chair. And that's because they have a difficult time sitting still for so long. And what we have to do is find opportunities for them to express that movement. And it doesn't need to be dramatic. It can be something as simple as a chair that lets them wobble. We could put a band across the bottom of their desk so they can kneel their feet back and forth.

These are also the same students that on the recess field, during PE are running down the field, making hoops. And we see these students that might struggle in the classroom but absolutely shine on the sports field.

KATE GRIGGS

The fifth archetype is imaginers. Imaginers have brilliant imaginations, and they love to daydream. When they're young, they love making up games and creating imaginary worlds. Imaginers love to fantasise and invent things, or come up with ideas or things that don't exist.

And as adults, they use their dyslexic thinking skill of imagining to come up with new ideas and approaches that no one else has thought of. And this helps drive innovation in the workplace. 84% of dyslexics are above average at imagining. They become great scientists, inventors, artists, filmmakers, and entrepreneurs.

Famous dyslexic imaginers include Steven Spielberg, Thomas Edison, and Richard Branson. Richard brings imagination to life when he says, "I started daydreaming from an early age. First, I imagine it. Then I put my ideas into reality."

JOSH CLARKE

As teachers, we all can picture the student right now who, in the middle of the lecture or in the middle of the lesson, seems to be stirring off against the window or sitting there doodling on their piece of paper. And while we might initially be frustrated by that, we often find when we ask that student a question or ask them what we've been discussing, we're shocked that they're following along. Those are our imaginers.

These are students to get lost in their own ideas, not because they want to be distracted or not pay attention to what we're doing. It's just that the richness, the vastness of what's happening in their minds, they need the opportunity to explore and to go down these different imaginary roads. And we need to support that by recognising that's a part of how they learn and process information.

KATE GRIGGS

Next, we have questioners. Questioners love questions. They constantly ask why or why not. Questioners are naturally curious and inquisitive. Some love to challenge the rules. Others have an answer for everything and love explaining things. Questioners also like to solve problems others can't and will ask questions nobody else has thought of.

And as adults, they use their dyslexic thinking skills of reasoning and exploring to continue being curious and explore ideas in a constant and energetic way. Questioners, like many dyslexics, are skilled at seeing the big picture and making connections across issues, subjects, data, which others just don't see. And they can have sudden leaps of insight that help them to solve problems in an unconventional way.

This is what makes them great spies. And their dyslexic thinking is highly valued by Britain's Intelligence Agency GCHQ. Famous dyslexic questioners include Erin Brockovich, the environmental campaigner; Bob Ballard, who discovered the Titanic; and lots of spies. Jeremy Fleming, former director of GCHQ, says, "Dyslexics are integral to GCHQ's teams because they can see through the noise and get to the facts. They are really good at simplifying and seeing patterns that others can't."

JOSH CLARKE

As a teacher, my favourite and most frustrating student is the questioner. It's the student that always has their hand up or just blurts out. Why? I don't understand. Tell me more. That student that isn't satisfied with the status quo. And that's the same student who is going to grow up to challenge how we do things, to innovate, to change our world for the better. So we need to find a way to balance in the classroom that inquiry base, that determination, not to just know but to understand.

KATE GRIGGS

Lastly, there's people people. People people really understand people. They love helping and looking after others. Some enjoy organising everyone. Some are peacemakers. And others are leaders. People people understand how others are feeling. Some are introverts. And some are extroverts.

And as adults, they use their dyslexic thinking skill of connecting to excel in empathising, negotiating, and expressing themselves orally. They're also highly self-aware. These skills help make them great leaders who can build, support, and empower teams, people, and organisations. 80% of dyslexics are above average at connecting.

Famous dyslexic people people include filmmaker Spike Lee; US President JFK; and entrepreneur and shark on the US show Shark Tank, Barbara Corcoran. Barbara says, "I became the smart girl in business because I learned how to read people. And the best card for me on Shark Tank is my empathy. I can slip into an entrepreneur's shoes straightaway."

JOSH CLARKE

Some students have a natural ability to connect. They're students that have a great deal of empathy, that can understand how their friends might be feeling. They also find themselves crossing different social groups. These are the people people. These are students who thrive, who take energy from connecting with individuals, from building on relationships.

This is very common with some students with dyslexia. And we need to find ways to support them in the classroom. One example would be to give them responsibilities. Give them a role. Give them a job. They want to be helpful. They want to have that connection. And if we could provide avenues for that, not only can it help our class as a whole. It certainly helps that student as well.

KATE GRIGGS

So to sum up, every dyslexic child will benefit from harnessing the power of their dyslexic thinking. As parents and teachers, the key is to help them to understand and value their dyslexic thinking skills because when you do, they will be unstoppable in whichever field they're in.

Four in five successful dyslexics attribute their success to their dyslexic thinking, including space scientist and communicator Dr. Maggie Aderin-Pocock. She says, "I wish teachers were aware of the yin and yang with dyslexia because there are some challenges. The written word, spelling, things like that are more difficult for dyslexics. But the imagination, the storytelling, the communication, and the empathy, all these positives are sometimes neglected. And they are what make us successful."

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Shifting the language from negative to positive is a small step that makes a huge difference in empowering your Dyslexic Thinkers at school and at home.

3 ways to empower your language today:

• Reframe dyslexia as a positive.

• Be positive and empowering when talking about dyslexic challenges.

• Think about how you talk about dyslexia in school and at home.

5 positive ways to explain dyslexia:

• Dyslexic brains think differently.

• Dyslexics are extraordinarily good at certain things.

• The world needs Dyslexic Thinking.

• You may need to work harder, but your imagination is your superpower.

• Many of the world’s brilliant minds had dyslexia.

   The power of language

Timing: 8 minutes

In this video, Kate explains how the language you use to talk about dyslexia can reshape perceptions.

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Transcript

KATE GRIGGS

Words are so powerful and so empowering, yet the language we use around dyslexia in education is really negative. Learning disability. Learning difficulty. Reading disability. Executive function disorder. The list of negative terms given to it is endless.

So it's no wonder that dyslexics often have low self-esteem and try and hide our dyslexia. Shifting the language from negative to positive is a small step that makes a huge difference in empowering your dyslexic thinkers at school and at home.

Here are three things you can do to empower your language today. One, reframe dyslexia as a positive. See it as a valuable and different way of thinking because when we do, it makes the world of difference to how dyslexic kids feel. We begin to build confidence in our abilities and self-belief that we can succeed, and this builds resilience, which is vital when we're working hard to overcome our challenges. And the truth is, this is the way the workplace is already framing it. Schools just need to catch up.

British Intelligence Agency GCHQ's former Director, Jeremy Fleming, says "People who think differently, people with dyslexia, are integral to my teams. And when I see dyslexic people in my teams, they are team players. They can see through the noise to see the facts. They are really good at simplifying." So it's no wonder GCHQ recruits four times as many dyslexics to their apprenticeship scheme than other organisations.

Secondly, be positive and empowering when we're talking about dyslexic challenges. Research suggests that the ideal-praise-to-criticism ratio is 5 to 1, meaning for every negative comment you make, you need to share five positive comments as well. So if you want to empower the brilliant dyslexic thinkers in your classroom, please choose your criticism constructively.

For example, your dyslexic learners will have brilliant ideas, but they may struggle to organise their thoughts, which means they're slower to start a task and produce less in the time set. This can lead to our teachers or parents thinking we are not listening or trying hard enough. All too often we'll hear, "You must work faster," "You need to focus," "You need to concentrate." Sound familiar?

Yet with extra time, using technology, and a little understanding of how we think, we'll surprise you with our incredible dyslexic thinking skills of creativity, problem-solving, emotional intelligence, or just seeing things differently.

The third thing is how you talk about dyslexia in school and at home. This has a dramatic impact on how dyslexics view themselves and how their peers view them, too. If you openly place importance on dyslexic strengths while being supportive of challenges, you will transform the lives of your brilliant dyslexic thinkers.

Here are five positive ways to explain dyslexia. 1, dyslexic brains think differently, and that's a good thing. Dyslexia is a pattern of strengths and challenges, and once you understand your unique pattern and get the support you need, you can and will thrive.

2, dyslexics are extraordinarily good at certain things, like asking questions and solving problems, imagining new ideas, and inventing things no one has ever thought of. The most important thing is to find what you're brilliant at and do lots of it.

3, the world needs dyslexic thinking now and in the future. The types of jobs available in the future will need the skills dyslexics have so more people will need to think like you, like a dyslexic.

4, you may need to work harder on certain things like spelling or math facts, and it may take you longer to read or write things, but your imagination will take you to places others can only dream of, and technology is here to help you.

And 5, many of the world's most brilliant minds were dyslexic. They saw the world differently and invented things we use every day, like the light bulb, the car, the iPhone, and lots, lots more. And while they achieved amazing things, they struggled in school, too.

Now let's hear from Gavin Horgan, Headmaster of Millfield Schools. Millfield was the first school in the world to support dyslexic thinking.

GAVIN HORGAN:

Since our founding in 1935, Millfield has been based on the premise that all dyslexic learners can learn just as effectively as any other child – in fact, often more effectively. This doesn't cost anything. This is as much to do with attitude and approach and a discipline to the way in which teachers and parents and everyone around a child handles that child in their care.

Children are really canny, and they read their adults very effectively. All the work that was done on the hidden curriculum tells us that children learn as much from the values of their teachers, and the way in which those teachers teach them as they do the content that is taught to them. And if those teachers and parents show those children that they value dyslexic thinking, then those children recognise the importance of that dyslexic thinking.

So, what do we need to do? We need to understand that what's good for dyslexic learners is good for all learners. We need to praise much more than we criticise. And we need to make sure that we are valuing and endorsing dyslexic thinking skills because at the moment, too much is done which denigrates dyslexic thinking skills, and that's where those canny children read that they are not being valued.

And also, where those children are located for their extra support, and what we call that the nomenclature that we use around that is really important. So why on Earth do we call it special educational needs, and why don't we call it additional educational needs? Why don't we ask children to come to a learning development centre? Why do we use language which demonises or alienates those children?

Why do we put those departments often in the most humble building at the corner of the site where we create resentment from the children being seen to go there? Why don't we nestle it within our best buildings, nestle it within our English department so that children and everyone see the importance of these skills and the need to develop those skills?

So, at Millfield, and this could be the same in any school in the world, children are celebrated for their brilliance, and we support the weaknesses that they have, but we acknowledge that they will all have brilliance and that those dyslexic thinking skills are positive things, not negative things. So don't ever stigmatise it because if you do that, then not only do you alienate the children, but you also alienate the parents, and I think we've got quite a lot of work to do, haven't we, around that? Because probably, 60% of dyslexic children will have a parent who has dyslexia as well.

So organisations need to think about how we interact with parents. And, if we do that effectively, then we'll get them onside, and then we'll get that amplification of parents at home supporting the positive endorsement that we've got at school.

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The first step in supporting Dyslexic Thinking, is identifying it.

Knowing you are dyslexic is empowering for kids, teachers, and parents. It helps build confidence and resilience.

Dyslexia can be identified at 5 years or earlier. The earlier it’s discovered and supported, the sooner dyslexic kids catch up and keep up.

This section will show you how to identify it, advocate for it and empower it with technology and AI.

Some educators are nervous to label a child as dyslexic. But this is a mistake.

Identification is vital for a child’s self-understanding.

Four in five dyslexics say that knowing they had dyslexia at school helped them develop the perseverance and resilience needed to succeed.

Dyslexia is often identified by challenges with reading and learning. But if we know what to look for, we can spot dyslexia by strengths too.

What to look for:

• A spiky profile.

• A mismatch in capability and work produced.

• Often able to explain ideas verbally but struggle to get them down on paper.

• Children who struggle to keep up with increasing workload.

• Children who are experts in certain areas, not across the board.

• Poor spelling.

   Identifying Dyslexic Thinking

Timing: 8 minutes

In this video, Kate explains you can spot dyslexia by its strengths – as well as the challenges.

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Transcript

KATE GRIGGS

Some educators are nervous to label a child as dyslexic, but this is a mistake. The label is vital for our own self-understanding. At school, we feel like square pegs in round holes. And a label gives us a reason for our struggles. And it helps us understand our strengths.

In fact, four in five dyslexics say that knowing they were dyslexic at school helped them to develop the perseverance and resilience needed to succeed. And what's more, our skills are now recognised as valuable in the workplace. So they shouldn't be overlooked in education.

Dyslexia is usually identified when kids show signs of challenges with reading and learning. But if we know what to look for, we can spot dyslexics by their strengths too. We know that the earlier dyslexia is spotted and supported, the sooner dyslexic kids grasp reading and catch up with their peers. The same can be said for their dyslexic thinking skills too. The sooner we spot them, the sooner we can nurture them.

Here are five things to look for in the classroom or at home. One, a spiky profile, being extremely good at some things, often in the top percentile, but really struggling with others, often in the lowest percentile. Two, a mismatch in what a child seems capable of and the work they produce is also a strong indicator of dyslexia. So bright kids with lots of ideas who just don't seem to translate this into their work.

Three, not all dyslexics struggled to learn to read. With good phonics instruction, some grasp early reading. But watch out for the kids who struggle to keep up as the workload increases.

Four, look out for the kids who are real experts in areas that they're passionate about or who have a real skill in certain areas but that's not following through across the board. Five, poor spelling. This is a huge marker for dyslexia. Dyslexic thinkers have brilliant ideas. But their work is let down by poor spelling, grammar, and punctuation. Let's hear some more from Josh Clarke.

JOSH CLARKE

As teachers, we only want to support our students. And because of that, sometimes we can be reluctant to talk about a student being dyslexic or to label them as dyslexic. But the truth is, it's an empowering opportunity.

When a student is struggling in school, they know it. They are well aware that other students might be having an easy time for something that for them is incredibly difficult. So the best way to help them is give them the appropriate narrative. Give them the appropriate story to understand, guess what, you're dyslexic. And that means some things might be kind of hard for you, but other things might come very easily to you.

When we help a student identify what I'm good at and where I struggle, ultimately, we're investing in their self-esteem. It helps them understand who they are as a learner. It helps them build perseverance so when they struggle in certain areas, they have a better understanding of why. And they can also see where they excel and can find that balance as a thinker and as a learner, which is so important to their overall self-image and self-esteem.

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Our current education system isn’t designed for Dyslexic Thinking.

Tests rely on the ability to memorise facts and figures and regurgitate them against the clock. All things Dyslexic Thinkers struggle with.

However, in the real world, AI is taking over these kinds of tasks and the skills that dyslexics index highly in are now the world’s most sought-after skills.

Finding and focusing on dyslexic strengths is the secret to success for any dyslexic learner. And creating a strengths-first, inclusive classroom, is vital for teachers to do.

5 ways to advocate for dyslexia as a student (or parent):

• Make sure teachers understand your strengths and challenges.
• Explain your challenges so they aren’t misunderstood.
• Understand how you learn best.
• Be upfront and ask for adjustments.
• Use technology to level the playing field.

5 ways to advocate for dyslexia as a teacher:

• Dyslexic learners are often built for the world, not for school.
• Take a strengths-based approach.
• Dyslexic learners are brilliant thinkers but need more time.
• Technology is a key asset for dyslexic learners.
• Give options and choices in assessments and tests.

   Advocating for dyslexic thinkers

Timing: 11 minutes

In this video, Kate explains how you can advocate for dyslexic thinkers as a student, a teacher or a parent.

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Transcript

KATE GRIGGS

Let's face it. Our current education system is just not designed for dyslexic thinking. It measures and treasures the things that we find challenging, like reading, writing, spelling, and rote learning. So it's no surprise that dyslexic children grow up acutely aware of the things that they can't do, instead of treasuring the things they can do and are incredible at.

Tests, in particular, disadvantage dyslexic students, as they rely on our ability to memorise facts and figures and regurgitate them against the clock, all things we struggle with. However, in the real world, it's finding and focusing on your strengths that will help you to be successful and enjoy a happy and fulfilling career.

And creating a strengths-first, inclusive classroom where our brilliant dyslexic thinkers can shine with their different way of thinking is vital. And it's easy to do. Here are five ways to advocate for that as a student and a parent.

One, make sure teachers understand your strengths and challenges. We have a brilliant dyslexic thinking passport template on our website that helps you explain your profile.

Two, explain your dyslexic challenges so teachers don't see them as lack of effort or carelessness. And if they do, explain again, and point to this training.

Three, understand how you learn best. Experiment with different mediums, like video, PowerPoint, speech to text, extra time, to find out what works best for you.

Four, be up front, and ask for the adjustments you need to do your best work. Don't wait until you're falling behind. Succeeding is good for you and your teachers.

And five, use technology to level the playing field. Technology can be transformative for dyslexics and teachers too. So make the most of it. And here's Josh to explain five ways to advocate for dyslexic thinkers as a teacher.

JOSH CLARKE

Number one is to remember that dyslexic learners were built for the world, not for school. And the systems that we have in traditional education are not designed to support and to recognise what they need and where they thrive. So as a teacher, we need to recognise that our curriculum and our approach needs to have flexibility, creativity, and meet the student where they're at, not where the system thinks they should be.

Number two is we need to take a strengths-based approach to supporting our dyslexic learners. Of course, there's places where they struggle. And we're going to invest and help with that. But in order to build that self-esteem and to show a child of all they're capable of, we must first begin with their strengths. So as a teacher, we need to take the time to understand where they shine.

Number three is to remember that dyslexic learners are brilliant thinkers. And in order to show all that they know and all that they can process and create, they need more time to think through questions, to organise their ideas, to create that output. So as teachers, it's important to make sure that we're supporting them by giving them the time that they need for their brilliant thinking.

Number four is to remember that technology can be a key asset to a dyslexic learner. It helps them overcome barriers. It helps showcase all that they know. Technology is not a crutch for our students. It's a liberating tool for them to show their brilliant thinking.

And number five, we need to give students options and choices when it comes to assessments and tests. And if we can't, we need to help the child understand that it's the tests they're struggling with, not the content or the ability.

KATE GRIGGS

It's clear that the system dyslexics find themselves in currently isn't set up to showcase dyslexic strengths. And yet those are the very skills the world needs. Let's hear from Gavin Horgan, Head of Millfield Schools, who are leading the way in supporting dyslexic thinking.

GAVIN HORGAN

The positive change that we need to make is to advocate for dyslexic thinking in the schools, in workplaces, and everywhere, at home as well. Now, why is this? I think it's because our education systems globally are essentially based on a Victorian model. I'm not sure it ever worked very effectively. And we've never really had the guts to make the changes that we need to make. And actually, the changes are easy.

I think often decisions are taken by political leaders who have had a personal experience of education. Typically, that will be based on massive amounts of knowledge acquisition and an emphasis on grammar and spelling and operating under very strict time constraints. And they feel that they've done well because they've achieved success through that system. Therefore, they think, well, if it was good enough for me, it's good enough for everyone.

And that's where I think the laziness or the fear comes from. And instead, they could think, hang on, how could I make this even better for the future? Also, we can change the mindsets in homes. We can help parents to understand that dyslexia is something to celebrate, rather than to mitigate for. And eventually, that will move through into the world of work. And those skills which we know we already need and we will need more in the future and which will be a perfect copilot to AI, those skills can be developed through the development of dyslexia education.

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Every teacher wants their learners to do their best work, and as learners and parents, we want that too.

Often, we don’t need to make huge changes to create a classroom that empowers Dyslexic Thinking. Simple things can make a big difference.

5 simple things that make a big difference:

• Getting notes and lesson information ahead of time.
• Don’t measure dyslexics on their spelling, punctuation, and grammar.
• Give Dyslexic Thinkers time to do what they do best… think.
• Allow extra time in tests and assessments.
• Use a multisensory approach to learning.

5 ways technology can make a big difference:

• Speech to text tools help get ideas on paper.
• Spell check and grammar check fixes simple errors.
• Organisation and productivity tools like Microsoft OneNote.
• Visual presentations like PowerPoint aid comprehension.
• AI is a great copilot to Dyslexic Thinking.

   Technology and Dyslexic Thinking

Timing: 7 minutes

In this video, Kate explains how adjustments, assistive technologies, and AI can be a game-changer for dyslexic thinkers.

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Transcript

KATE GRIGGS

Every teacher wants their learners to do their best work. And as learners and parents, we want that too. Often, we don't need to make huge changes to create a classroom that empowers dyslexic thinking. Simple things can make a big difference. Let's start with adjustments. And most of these are actually good for everyone, not just dyslexics.

Here are five simple things that make the biggest difference. One, getting notes and lesson information ahead of time. Generally, it takes most dyslexics longer to read than others. So having time to read through and apply our dyslexic thinking ahead of the lessons means we can work at our best.

Two, don't measure us on our spelling, punctuation, and grammar, because 89% of us struggle with it. But 71% of dyslexics are above average at communicating. So we will have brilliant ideas and can explain complex subjects. But expect a few typos, and measure us on the content.

Three, give dyslexic thinkers time to do what they do best. Think. Give them a big picture of what you're going to be teaching or asking in a lesson and what's going to be expected of them. And let them think before having to answer.

Four, allow extra time. It will likely take us longer to complete tasks like written work. But given the time we need to process information and plan, we will always give our best work and showcase our brilliant dyslexic thinking.

And five, using less text and more videos, pictures, diagrams, and bullet points when giving and receiving information. Using a multisensory approach is so much more interesting for everyone.

Next, technology. Here, are five ways tech is a dyslexic's and a teacher's best friend. One, text-to-speech and speech-to-text software is widely available – and lots are free – across numerous platforms and devices. So students no longer need to struggle to read and write long texts, unless we want to.

Two, spell check and grammar checks are embedded into most programmes now too. There are lots of accessibility tools that can help with constructing and creating written work.

Three, use video to give and receive information. It's a brilliant way for dyslexic thinkers to show you what they know. Apps like FLIP create brilliant video learning platforms.

And four, organisation and productivity tools help you and your learners plan and organise nice projects and enhance productivity in general. And almost every platform now has them. They are a great way for teachers to keep on track with their dyslexic learners.

And five, visual presentations like PowerPoint or Keynote are a brilliant way to present ideas and information. And PowerPoint now has accessibility tools throughout, making it easy for dyslexics to check their work.

Our technology module gives lots of amazing tools, tips, and tricks. So check it out on this learning path.

Lastly, AI, this is a brilliant copilot for dyslexic thinking. AI thinking aggregates. Dyslexic thinking innovates. Research found that 72% of dyslexics see generative AI tools, such as ChatGPT, as a great starting point for them to apply dyslexic thinking.

In the past, it's taken dyslexics ages to scour the internet, reading masses of online content to compile a first draft before digging in and finessing it. Now, AI can aggregate content super quickly and compile that first draft, which allows dyslexic thinkers time to dig, innovate, and put our spin on it. And the success of using AI platforms like ChatGPT depend on asking the right questions. And we all know the better the prompts, the better AI will perform.

Here, dyslexic thinkers are at an advantage again because we are natural questioners and explorers. 84% of us are above average at reasoning. Meaning, we ask the kinds of questions that push AI to get to the heart of the matter.

As AI becomes widely available in schools, dyslexic thinking will thrive. For many, including educators, AI is daunting, as it will challenge systems and ways of doing things that we've relied on. But it will also allow teachers to personalise learning in ways that will empower learners and teachers alike.

JOSH CLARKE

As a teacher, when using AI, we suddenly have the opportunity to design a passage specifically for our students. If a child is struggling with a certain spelling feature or a certain word, we can generate an entire story at their level, customised and designed for the very skill we are working on. And suddenly, we can reach our student in a way we never could before, and with less time than we've ever had to invest in the past.

For those of you that are worried or concerned about AI, I understand. But I'm telling you right now it is going to change education for the better. It's going to give you time. And it's going to give children the customization that they need to grow and to succeed.

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Standardised tests often measure dyslexic challenges, rather than valuing their strengths.

But as we enter the fifth industrial revolution, powered by human minds and machines, the intelligence the world needs now is changing. The skills that standardised tests are designed to test are in sharp decline. While the skills that dyslexic thinkers have are in high demand.

This section will show you how testing and exams need to evolve in the future to meet the current needs of the workplace and how you can support dyslexic learners to meet the demands of our current system today.

Dyslexic Thinking is highly valued in the workplace.

The world’s biggest careers platform – LinkedIn – recognises it. And some of the biggest global employers – HSBC, EY and Microsoft – are actively recruiting for it.

Dyslexic Thinking skills are an exact match for the skills identified in the World Economic Forum’s Top Skills For The Future report (2025).

But recruiters (Randstad, 2024) say the world of education needs to catch up and begin to recognise and nurture Dyslexic Thinking skills.

Leading educators agree (Intelligence 5.0 report, 2024) that schools, universities, and workplaces need to work together to prepare learners for the rapidly changing workplace.

   The school-to-work pipeline

Timing: 3 minutes

In this video, Kate explains that the skills dyslexics are hard-wired with, are now the most in demand in the workplace.

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Transcript

KATE GRIGGS

The indisputable fact is, dyslexic thinking is vital for our future. Research proves it. The world's biggest careers platform, LinkedIn, recognises it. And some of the biggest global employers, HSBC, EY, and Microsoft, are actively recruiting for it. They see dyslexic thinking as the vital skill to move their organisations forward. Jenny Lay-Flurrie, Chief Accessibility Officer at Microsoft says, "Dyslexia is a skill, it's a strength, it's a talent pool, and we desperately need you. So come as you are, and do what you love."

And in the latest World Economic Forum Top Skills of 2023 Report, dyslexic thinking skills are a direct match for the top five skills needed. Just to recap, they are analytical thinking, creative thinking, resilience, flexibility, and agility, motivation and self-awareness, and curiosity and lifelong learning.

That is why we need to create inclusive classrooms and schools where dyslexic thinking is empowered in every learner because what helps dyslexic learners actually helps all learners. And valuing soft skills in everyone is vital. Let's hear what Matt Higgs from global recruitment company Randstad and Gavin Horgan from Millfield Schools think about the school-to-work pipeline.

MATT HIGGS

The workplace is really beginning to recognise that dyslexic thinking is a skill and something to help them overcome the talent shortage that we hear about. I think when it comes to the education system, I think that there is a significant difference. And I don't think the education system recognises or is aware of what the workplace is needing.

So when you look at what the World Economic Forum talks about, that the skills of the future are, the workplace does understand it. And the workplace is beginning to put in place mechanisms to allow dyslexics to flourish. When we talk about organisations like EY and HSBC, that's what they're doing. When you look at the education system, it's not set up to recognise these skills.

GAVIN HORGAN

We all know that schools are the preparation for life. They're the crucible within which the future workforce is formed. And it's about preparing children for the future. Now, that future has already changed. And it's going to change incredibly fast over the next 20 years. And schools need to be at the forefront of that change, rather than where we are at the moment, which is lagging behind somewhat.

Workplaces, particularly ones that are part of this movement, have realised that there's a need for a radically different approach to workforce recruitment. We need to get universities to be part of this discussion as well because schools typically prepare children to go to university. They help them get the results that they need to access the best university.

So if we can all work together, workplaces, universities, schools, and education departments around the world, in defining what those skills are and the best approach that we need to take in schools to achieve those skills, then the world will be a happier place. And I know that along the way, we will be supporting dyslexic learners far better than we are at the moment.

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Standardised tests are challenging for dyslexics, with their emphasis on memorising information, assimilating knowledge, and relaying it in timed tests.

AI has already been proven to ace standardised tests (OECD, 2016 and 2021) – doing better than most humans! But in a world where humans use AI as a copilot, it’s the human ability to think differently that employers are placing value on.

Over time, educators will need to rethink how to assess learners to prepare them for workplaces they'll enter.

But here are five ways we can support Dyslexic Thinkers in tests and assessment TODAY.

   Standardised tests and Dyslexic Thinking

Timing: 2 minutes

Watch this video in which Kate explains how standardised tests disadvantage dyslexic thinkers – and how you can support them.

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Transcript

KATE GRIGGS

Standardised tests, S-A-T's, or SATs, measure standardised thinking with their emphasis on memorising information, assimilating knowledge, and relaying it in timed tests. And this sits firmly in our dyslexic challenge wheelhouse.

Our research found that 94% believe standardised tests and exams disadvantage dyslexic thinkers. We know AI is brilliant at assimilating knowledge, but it turns out it's great at relaying it in timed tests as well, doing it faster and better than most humans. AI was asked to take US SATs and scored in the top percent.

ChatGPT scored 700 to 800 in the SAT math, so in the top 10%. It scored 85% in the LSAT, the exam you take to get into law school. It came in the top 10% in the bar exam, the exam taken at the end of law school. And it scored 4 and 5 on the AP Calculus and AP Biology exams, 5 being the highest score possible. So machines can already ace the high-stakes tests that we currently use to measure and treasure the skills in young people.

In a world where humans and AI work side by side, it's the human ability to think differently that employers are placing value on. They are looking for the soft skills like analytical, creative, and innovative thinking that can take this assimilated knowledge to the next level. And that's exactly what dyslexic thinking can do.

Over time, educators will need to rethink how we assess learners to prepare them for the workplaces they will enter. And these changes should benefit dyslexic thinkers. But here are five ways we can support dyslexic thinkers in tests and assessments today.

One, offer a range of ways for them to show what they know in a strengths-led way. Don't rely solely on written information. Lean into their communication strengths.

Two, focus on more coursework and project-led assignments, and include these in your assessments wherever possible.

Three, acknowledge that standardised tests are difficult for dyslexics, but their dyslexic thinking skills are the skills the workplace needs, so they will lead to success in life.

Four, give every dyslexic thinker the adjustments they need to help level the playing field, like extra time and using technology and devices.

And, five, place more emphasis on preparing learners for life, with a 360 view of that child and their strengths, rather than the narrow filter of standardised assessments. Our education experts, Gavin and Josh, agree.

GAVIN HORGAN

Through the work of Made by Dyslexia, it's becoming obvious what we need, and many workplaces are recognising the change that is needed. However, we still have an assessment system here in the UK which is typical of those around the world. There are many different countries, many different languages, but sadly, the system of standardised assessment for children before they leave formal education is more or less the same. And it hasn't changed much, and certainly not enough, over the last 100 years.

Those education standardised assessments typically require massive amounts of knowledge recall in a very set period of time. They place an unnecessary emphasis on grammar and spelling. And also, the way in which information is provided to those students can be confusing and often uses language which is obfuscatory or makes it difficult for children to access what the question actually is.

Now, what can we do to make that different? It's really straightforward. We can generate a system of assessment which assesses the skills that are important to us. We can acknowledge that through the work of Microsoft and others, there are plenty of tools out there that level the playing field for dyslexic learners. So why on Earth do we have examination systems which ignore the existence of those tools? It feels to me counterintuitive.

And also, we've spoken already about that amazing spiky profile that dyslexic learners will have. They will often be in the top percentile in some areas of intelligence and perhaps in the bottom percentiles in other areas of intelligence. And our education system typically rewards them based on the lowest aspect of that profile. Couldn't we have a system which rewarded them for the highest aspect of that profile instead and acknowledged that later in life, AI would probably take care of the lower one, because that education system therefore brands typically dyslexic learners as failures at that point of completion, whether that be at 16, 17, or 18.

Here in the UK, dyslexic learners achieve 50 percentile points' poorer examination results on average in English and mathematics than those without dyslexia. That isn't because they're 50% worse. That's because the examination system is failing them and is prejudiced against them.

And at Millfield, we've been able to show over years that we can level that playing field. And in actual fact, dyslexic learners at Millfield exceed national outcomes because we've been able to level the playing field. And that is possible with small changes in all schools.

JOSH CLARKE

Standardised tests have never been fair to dyslexic learners. They've never showcased what they know or what they can do. And now with AI, we have definitive proof that computers can do these things better than any human being. And so it's an opportunity for dyslexics to finally showcase their creativity, their big-picture thinking, their out-of-the-box notions, because that's exactly what AI cannot do.

And as educators, we need to think about, what do we actually want to instil in our students, what do we want them to be good at, and now, how do we assess that? And AI has proven that a standardised assessment is not the tool that we need.

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To truly empower Dyslexic Thinking in every school and every home, we can work together to build communities who learn about Dyslexic Thinking, share the knowledge with their network, and spread the change.

Whether you’re a teacher or a parent, you can champion Dyslexic Thinking by sharing this training with your school community, teachers, learners, parents and support staff so everyone understands Dyslexic Thinking, and provides opportunities for it to be showcased and celebrated.

This section will show you how.

As expert communicators who are curious and passionate about the topics they teach, it’s no surprise that many dyslexics become brilliant teachers.

But does your school’s culture enable them to do their best work? And does everyone around them understand and value their Dyslexic Thinking skills?

Take Made By Dyslexia’s free training on LinkedIn. In just 60 minutes, you learn how to empower the Dyslexic Thinking skills that create a workplace or school where dyslexic teachers thrive. And when everyone has trained, your school earns the Employ Dyslexia badge, which shows your school empowers Dyslexic Thinking among its workforce.

You can also find lots of brilliant resources on DyslexicU.

   Empowering Dyslexic Thinking in your school ecosystem

Timing: 1 minute

In this video, Kate explores how to create work cultures where dyslexic teachers are also empowered to thrive.

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Transcript

KATE GRIGGS

Having watched this course, you should be in no doubt about the importance of every teacher understanding dyslexic thinking. And realise that, by making small changes in how you talk about dyslexia and how you teach, you can and will make a big difference.

That's why we're asking teachers and schools around the world to take a day for dyslexia and complete our for-free Learn Dyslexia training courses on Microsoft Learn. The training, which features dyslexia experts from world leading schools, in the UK and USA, is online and on demand and takes just one day to complete. It helps every teacher to create an inclusive classroom where dyslexic learners can thrive.

So if you haven't taken our other three courses, Dyslexia Awareness, Dyslexia Teaching, and Dyslexia & Technology, be sure to take them.

Once all the teachers in your school have trained, you can proudly display your LearnDyslexia badge to show that your school is empowering dyslexic thinking.

And you can empower dyslexic thinking in your staff, too, with our workplace training developed with LinkedIn Learning. It's available for free. You see, communicating, connecting, being passionate and curious about topics we love are all dyslexic thinking skills. So it's no surprise that many dyslexics become brilliant teachers. But does your school staff culture enable them to do their best work and does everyone around them understand and value their dyslexic thinking skills?

We're asking organisations around the world to take an hour for dyslexia and to complete our free Employ Dyslexia training. In just 60 minutes, you can learn how to empower the dyslexic thinking skills that will create a workplace or school where dyslexic thinkers thrive.

And when everyone has trained, you'll get your EmployDyslexia badge, which shows your school empowers dyslexic thinking in its workforce.

Here are five benefits to displaying our badges. One, it signals to existing and potential parents that you are empowering dyslexic thinkers. Two, it signals to teachers and potential new hires that you are empowering dyslexic thinking. Three, it shows your school student community that you value and empower your dyslexic thinkers. Four, it shows you are a future focused school empowering students for the new world of work. And lastly, it demonstrates you are committed to diversity, equality, and inclusion for students and the workforce.

Here are Josh Clark, head of the Landmark School in the US, and Gavin Horgan, head of Millfield Schools in the UK, to explain why all of their teachers are taking the training.

JOSH CLARK

We need to recognise that every teacher is a teacher of a dyslexic student. And, therefore, it is vital that every teacher, in every classroom, go through the Learn Dyslexia training.

GAVIN HORGAN

Every teacher that I've ever met is desperate to support all the learners in their class and to understand the needs of all their learners. So give teachers the tools they need. And it's easy to give them those tools. The training is short. And it's more about attitude and leadership. And if we do that, and if we celebrate and advocate for dyslexic thinking in the classroom, if we do what's right for dyslexic learners, all learners will improve along the way.

JOSH CLARK

At the same time, we also must remember that many teachers are dyslexic, that their very brilliant dyslexic thinking is why they excel in the educational setting. So it's equally important that schools put all of their faculty and staff through the employee dyslexia training and partnership with LinkedIn.

At Landmark School, a school that specialises in students with dyslexia, all of our faculty and staff will be taking the employee dyslexia training, so we can support our students but also each other.

GAVIN HORGAN

It is up to schools to support the children in their communities. It is up to every organisation to support the dyslexic employees in their communities.

KATE GRIGGS

So there you have it. Thank you so much for taking this course to empower dyslexic thinking in the classroom. Please be part of the movement. Share our training with your colleagues, teaching network, friends and family. Because each ripple, however small, will lead to a sea change in how dyslexic thinking is understood and harnessed across the world.

End transcript

 

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Empowering Dyslexic Thinking in Schools – and at home – relies on understanding the 7 Dyslexic Thinking skills in kids and recognising how valuable these skills are in our new fast-changing, AI-driven world.

While school comes with challenges, identifying dyslexic thinkers early, putting in place accommodations and support, and using technology and AI to help them thrive is a game-changer for any dyslexic learner.

The most important thing any teacher or parent can do for a dyslexic child is to help them find and focus on their dyslexic strengths. This is not only crucial for building self-esteem, but it will also lead them into successful careers and happy and fulfilling lives beyond the classroom.

All the research agrees, from the World Economic Forum (2025) to the world’s largest recruitment organisation, Randstad Enterprise (2024), these strengths are the skills that are now the most-sought after in every job, in every sector, worldwide.

So, it’s never been more important to spot and empower them. And this course will have shown you how to do exactly that.

If you’ve enjoyed this course, there is further training available from Made By Dyslexia on Microsoft Learn.

 

Now that you’ve completed this course, you're able to:

 

• Understand the 7 Dyslexic Thinking skills in children.

• Explain why Dyslexic Thinking skills are vital in the workplace.

• Teachers: Create inclusive classrooms where Dyslexic Thinkers thrive.

• Parents: Support and empower Dyslexic Thinkers at home.

• Describe how technology and AI can transform dyslexic learning and teaching.

Now that you’ve completed the course, it’s time to try the knowledge check.

The quiz has 5 questions. It has a pass grade of 70% and provides you with feedback depending upon the mark you achieve. You can take the quiz as many times as you would like until you pass.

If you have completed all the elements of this course's learning and successfully pass the knowledge check, your digital badge will be sent to you via the email address you used to enrol on the course (usually within 36 hours). You can then add the badge to your LinkedIn profile as well as sharing it on other social media accounts.

Your knowledge on empowering Dyslexic Thinking in schools needn’t stop here.

All done?

If you have completed all the elements of this course's learning and successfully passed the knowledge check, your digital badge will be sent to you via the email address you used to enrol on the course (usually within 36 hours). You can then add the badge to your LinkedIn profile as well as sharing it on other social media accounts.

References

Made By Dyslexia (2024) Intelligence 5.0 report. Available at: https://www.madebydyslexia.org/MBD-Intelligence-5.0-Report.pdf (Accessed 28 May 2025).

OECD (2023) Is Education Losing the Race with Technology? AI’s progress in maths and reading. Available at: https://www.oecd.org/en/publications/is-education-losing-the-race-with-technology_73105f99-en.html (Accessed 28 May 2025).

Randstad Enterprise (2024) Dyslexic skills key to thriving in an AI-driven workforce. Available at: https://www.randstadenterprise.com/insights/white-paper-and-report/made-by-dyslexia-intelligence-5-0/ (Accessed 23 April 2025).

World Economic Forum (2022) People with dyslexia have ‘enhanced abilities’. Available at: https://www.weforum.org/stories/2022/07/dyslexia-enhanced-abilities-studies/ (Accessed 23 April 2025).

World Economic Forum (2025) 'Top Skills For The Future', The Future of Jobs Report 2025. Available at: https://www.weforum.org/publications/the-future-of-jobs-report-2025/in-full/3-skills-outlook/ (Accessed 22 May 2025).

Acknowledgements

560413: Image: Course banner: © Made By Dyslexia. All videos © Made By Dyslexia.