Educators need to meet the needs of all students, including those who are neurodivergent. Neurodivergence refers to variations in the human brain and cognition, including dyslexia, ADHD, and autism. Among these, dyslexia is one of the most common learning differences, affecting how individuals process written and spoken language. Although each student’s needs are unique, there are several practical, research-backed strategies educators can employ to support and empower these learners.Ìý
Let’s look at some tips for teachers, which cover everything from font choice and classroom environment to presentation of information and assessment design. Although these are designed to support neurodivergent students, they will in fact help fosterÌýa more inclusive, accessible, and positive learning experience for all learners.
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Before diving into practical strategies, it’s important to appreciate the experiences of neurodivergent and dyslexic learners. Dyslexia, for example, is not a marker of intelligence but rather a difference in how the brain processes language. Dyslexic learners may struggle with reading fluency, decoding, spelling and rapid word recognition, even while they often excel in creativity and complex problem-solving.
Neurodivergent learners – whether they have dyslexia, ADHD, autism or other differences – may benefit from adjustments in classroom routines, communication styles and learning materials. By understanding these needs, educators can create a more equitable and supportive environment.
Choosing the right font is a simple yet powerful way to boost reading accessibility for all students, especially those with dyslexia or other processing differences. The wrong font can make reading unnecessarily difficult and frustrating, while the right choice can help letters stand apart and reduce confusion.
Sans-serif fonts are widely recommended for their clean, straightforward design. These fonts lack the decorative "feet" (serifs) found in traditional fonts, making each character more distinguishable. Excellent san-serif choices include:
There are fonts specifically designed to support dyslexic readers by making commonly-confused letters less ambiguous and heavier at the bottom to help prevent letter flipping. These include OpenDyslexic, Dyslexie and Lexie Readable. However, these fonts are not universally popular with dyslexic readers.Ìý
Where possible, allow students to adjust font preferences on class devices so they can choose the font that's best for them.
Size: Use a minimum of 12–14 point size for clarity; larger sizes can be helpful for headings or for students who need more support.
Spacing: Increase line spacing to at least 1.5; wider letter spacing and extra space between paragraphs make reading less visually taxing.
Avoid italics and underlining: Italics distort letter forms and underlining can obscure letters—use bold to highlight instead.
Contrast: Opt for black or dark text on a pale, non-glare background (such as off-white or pastel shades).
Consistent layout: Keep formatting uniform throughout materials to minimize distractions and support predictable reading flow.
Avoid decorative or complex fonts: Steer clear of ornate, script or novelty fonts such as Papyrus. These fonts can confuse letter shapes, reduce legibility and make reading much harder for neurodivergent students. Stick to clean, simple typefaces designed for readability.
Remember, flexibility is crucial as different students may have distinct font preferences. Encourage learners to share what works best for them and adapt when feasible.
The way information is presented can make a big difference for neurodivergent learners.
Some neurodivergent learners may face challenges with organization, working memory and following complex instructions. Consider the following:
Standardized assessments and traditional assignments can disadvantage some neurodivergent learners. To level the playing field:
Creating a classroom culture that values difference, flexibility and acceptance is essential.
Technology offers a wealth of tools for making learning more accessible:
Strong home-school collaboration is vital. Keep open lines of communication with families and, where possible, collaborate with learning specialists, speech-language therapists and occupational therapists. Share strategies that are effective in the classroom and seek input from caregivers who know their child’s strengths and needs best.
Every learner is unique, and what works for one may not work for another. The most powerful tool at a teacher’s disposal is a flexible, empathetic approach – one that invites feedback, encourages self-advocacy and continuously adapts.
By implementing these practical strategies, educators not only help neurodivergent and dyslexic students thrive academically but also foster a sense of belonging and self-worth that extends far beyond the classroom walls. In doing so, we empower all learners to unlock their full potential and contribute their distinct perspectives to our ever-evolving world.
Watching films can be a great way for people to learn English. We all have our favourite movie moments and, even as passive viewers, they're probably teaching you more than you realise. Here's a selection of our favourite scenes, along with the reasons why they're educational as well as entertaining.
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It's 6 AM on a Monday morning. Ms. Lopez wakes up early to prepare for the day ahead. She spends the morning reviewing lesson plans, making sure everything is ready for her students. By lunchtime, she is preparing for the afternoon, grabbing a quick bite between classes... but it doesn’t stop there. The school day finishes but Ms. Lopez stays late marking assignments. Finally, on Sunday night, she sits at her kitchen table, surrounded by papers, course books and lesson plans.
Does this sound familiar? You are not alone.
In 2024, ÃÛÌÒapp research found thatÌý76% of teachers spend at least one hour of their personal time on lesson planning each week, with 43% spending more than three hours. This is a lot of time that could be spent on other important tasks. Teachers need a solution that helps them plan lessons fast, is connected to their course books and is built by learning experts.
Tom Chi is an internet veteran with quite a resumé. His roles have been many and varied – from astrophysical researcher to Fortune 500 consultant and corporate executive, developing new hardware and software products and services.
He worked on Microsoft Outlook when it was in its infancy, was a major influence in taking Yahoo Search from 0 to 90 million users and is now Head of Product Experience at Google X – Alphabet’s secretive division focused on creating technological innovations for the future. It has produced the self-driving car and Google Glass, and its Project Loon aims to provide internet to every square inch of the earth.
At Google X, Tom was in a unique position – always having to think five, ten or even more years ahead in order to conceptualize and build the technology of the future. As you might imagine, this is far from an easy task; not only do the ideas have to be original, but they have to meet people’s future needs – something that is not easy to predict.
So, how does Tom and the others at Google X deliver their vision for the future using today's materials and technology?
That’s where Rapid Prototyping comes in. It’s a concept that allows teams to experiment, learn and adjust prototypes quickly and cheaply, so that projects (and products) get off the ground. Failure is seen as a starting block and an inevitable part of the learning process. Following his workshop, we are going to look further at rapid prototyping and how it can relate to the ELT classroom.
