Dyslexia is a learning difficulty that affects how the brain processes certain types of information, impacting an individual’s ability to read, write, and spell. The severity of dyslexia can range from mild to severe and varies from person to person. It often becomes evident when environmental challenges arise, making it difficult to diagnose and leading to delays in essential early intervention support.

Dyslexia is sometimes referred to as a specific learning difficulty (SpLD). This term is used by professionals to describe challenges in specific areas of learning, unlike general learning difficulties, which involve problems across multiple areas. Other examples of specific learning difficulties include dyspraxia, dyscalculia, and dysgraphia.

Dyslexia is classified as a disability under the Equality Act 2010. It is a condition that can have substantial and long-term negative effect on an individual’s ability to perform daily tasks. One of the most widely accepted definitions of dyslexia is given by the NHS which states:

The British Dyslexia Association produced an informational video that explains how someone with dyslexia may see the world differently. You can view it below.

Source: British Dyslexia Association

Dyslexia affects more than just literacy skills; it can impact daily activities, especially since it often occurs alongside other conditions. People with dyslexia may also experience physical symptoms, such as challenges with gross and fine motor coordination, which can make physical education, play, hobbies, and extracurricular activities more difficult.

The British Dyslexia Association notes that individuals with specific learning difficulties (SpLDs) like dyslexia often face higher levels of mental health issues, including anxiety, depression, and low self-esteem.

In today’s digital world, it’s crucial to recognise the barriers that individuals with dyslexia may encounter. Many aspects of children and young people’s lives now occur online, from gaming and social media interactions to communication with friends and family. For those with dyslexia, navigating these online spaces can be challenging, particularly when it comes to reading, writing, and managing passwords.

A child or young person might worry about their difficulties being exposed when communicating online, which can lead to feelings of vulnerability, judgment, or even bullying. While they might receive support in the classroom where their work is seen by a limited audience, online interactions often lack immediate assistance, leaving their writing open to peer review.

Social media can be a high-pressure environment, and young people with dyslexia may struggle to express themselves fully online. Without adequate support, they might feel misunderstood or socially excluded.

When supporting individuals with dyslexia, it is important to ensure all educational resources provided are accessible. Every child and young person should have equal and fair access to education, aiming to meet their specific learning needs. This should include all resources being appropriately adapted, from handouts to homework.

The British Dyslexia Association highlights some of the following advice through their dyslexia friendly style guide.

Also known as WACG, the guidelines are internationally recognised recommendations of how to improve accessibility of websites, apps, and digital services. These include recommendations such as providing captions for videos, making sure content can be read by a screen reader, and using text colours that show up clearly against the background colour of the page.

Source: GOV.UK

Technology can be a valuable tool for individuals with dyslexia, often helping to overcome barriers to literacy, reading, and communication while boosting self-confidence.
Here are some examples of supportive technology: