Sharing Student Projects

In this assignment, I will examine the impact of dyslexia, moving beyond a simple definition or visual representation and focusing instead on how dyslexia affects both students and teaching practices. I chose this topic because dyslexia is the most common specific learning difficulty in the UK, affecting between 800,000 and 1.3 million young people in education, according to the All-Party Parliamentary Group (APPG) (The Human Cost of Dyslexia, APPG, 2019). Given its prevalence, dyslexia is a condition that every educator will need to address at some point in their career, making the discussion of inclusive practices particularly relevant. By creating the poster I sought to begin a discussion about dyslexia, this included the strengths and challenges pupils with dyslexia face, ways teachers can understand the pupil behind the diagnosis and ultimately support them. Dyslexia is described as a neurodevelopmental difference that primarily affects reading and writing skills (British Dyslexia Association, 2025), however there is a common misconception that it only impacts literacy skills. It is important to acknowledge that dyslexia sits within the cognition and learning area of SEN (Burrows, 2025). This means that information processing, working memory and organisation is often hindered. Strategies to help may include chunking, developing a support-plan and visual cues or widgets to accompany text, however these are reasonable adjustments that teachers need to assess and consider before entering the classroom.

Strengths:
It is widely believed that individuals with dyslexia possess heightened creativity. Cancer et al. (2016) suggest that this belief stems from "anecdotal information and historical-biographical reconstructions," which often link dyslexia to creative pioneers like Leonardo da Vinci and Pablo Picasso. This connection is thought to be related to their preference for intuitive, visual approaches to problem-solving. While this may be an overgeneralisation, several studies have explored the validity of this theory. For example, Dr. Beverley Steffart's research in the late 1990s found that three-quarters of students at Central St. Martin's College in London were dyslexic (Chapman, 2019), providing some support for the idea that dyslexia may be linked to creativity. Although many of these students struggled with literacy, Chapman (2019) notes that their dyslexia often contributed to their success, rather than hindering it. This underscores the importance of placing dyslexic students in environments that allow them to thrive. While altering the curriculum may not be realistic, teachers do have the ability to emphasise and nurture creative interests and strengths in their students.
Beyond creativity, 'big picture' thinking is another strength often associated with dyslexia. Cancer et al. (2016) reference a 1994 study conducted by the University of Ottawa, which assessed students aged 9-14 who were placed into three differentiated groups: high-attaining pupils with no cognitive disorders, high-attaining pupils with dyslexia, and low-attaining pupils with dyslexia. All groups were tasked with completing both visual and writing exercises. The study found that students with dyslexia showed a "higher propensity for intuitive aspects of creative thinking," and that higher-attaining dyslexic students were more open to new ideas and more comfortable with ambiguity. These findings reinforce the importance of incorporating creative and visual learning strategies in the classroom and celebrating 'big picture'

Challenges:
In addition to challenges with literacy and information processing, poor self-esteem is a significant barrier that is often overlooked. Around 88% of parents report that their child’s dyslexia have negatively impacted their self-esteem (APPG, 2019). This often stems from feelings of embarrassment and comparisons with peers. Low self-esteem can lead to increased anxiety, particularly in subjects like English and Guided Reading, where students may become hesitant to participate. Without regular engagement, progress becomes difficult, creating a self-fulfilling prophecy: students who struggle with traditional academic tasks may come to see themselves as “bad at reading” and, as a result, avoid trying to improve. Furthermore, the APPG (2019) found that masking—attempting to hide difficulties—was common among children, likely due to poor self-esteem. Approximately 82% of parents reported that their children tried to conceal their struggles. This not only hinders teachers from addressing these challenges effectively but also contributes to academic neglect. Anderson (2008) offers three coping strategies that pupil with dyslexia may exhibit, supporting teachers identify those struggling (Bearne and Reedy, 2024): inter-person coping, within-person coping and impression management techniques. All three strategies are tools to help mask their dyslexia and bolster self-esteem. While this is an evident challenge, if teachers spot these clues, it will help inform their decision-making and planning, and ultimately support the pupil.

How to support children with dyslexia:
In my poster I make note of strategies that can be used to combat barriers facing pupils with dyslexia. The Stockport Entitlement Framework (2023) encourages the fostering of supportive relationships with parents and chunking information; however they also mention coloured overlays as a possible adaptation. Coloured overlays have been the subject of contested debate surrounding its effectiveness. During my own primary and secondary experience, coloured overlays were common practice however there is limited evidence of its impact with MacQuarrie (2025) labelling it as a neuromyth. Instead multi-sensory approaches should be the preferred method of supporting pupils. This could be through visual cues to help create a context surrounding words (Bearne and Reedy, 2024), or could be through more physical ways of learning such as sand writing or using educational videos to unlock a new form of understanding. Multi-sensory approaches improve access to information and the retention of such information (Burrows, 2025). Not only does it offer pupils refreshing alternative avenues for learning, but it gives them an opportunity to excel and boost self-esteem through more creative means.

I believe that without fostering positive relationships between teacher and pupil, the needs and support of vulnerable pupils will be hindered. Understanding the pupil as a whole entity can reduce friction and allow for the pupil to fully engage with the learning. This is also a significant way to identify differences amongst pupils. Through researching for my poster I discovered that pupils with dyslexia exhibit a lot of masking, with 82% of parents sharing that their children would often hide their difficulties (APPG, 2019). This makes it more difficult for a teacher to effectively support them, ultimately causing a greater disadvantage than first assumed. Additionally, Snowling et al (2020) notes that approximately 40% of children with dyslexia have another disorder, complicating the identification of dyslexia. This reinforces the significance of well-trained and understanding teachers. Through positive reinforcement and the promotion of possible strengths they might exhibit, such as creativity. This assignment has built upon my professional understanding of the concept of inclusion in the primary classroom, examining it with more nuance. I have learnt that it requires substantial focus and care from teachers to embrace all the qualities that a pupil brings into the classroom. Instead of using the equality of knowledge as a restrictive and alienating device, it is the challenge is to recognise the differences between learners, but ensure equity for all (Pollard, 2019). Through creating my poster focusing on dyslexia, analysing government documents and academic scholars and actively participating during my placement I was able to develop greater insight regarding supportive structures. Most importantly, I will be able to exhibit these strategies in my next placement, understanding the weight of my role as a trainee teacher.