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The Open University

Understanding dyslexia

The Open University via OpenLearn

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Overview

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Dyslexia is a neurodivergent condition affecting over 10% of the population. It is often linked to reading and writing challenges, but also gives rise to strengths like creativity and problem-solving. Each individual experiences dyslexia differently. Despite its prevalence, it remains under-recognised globally. With proper understanding and support, people with dyslexia can thrive in education and work, contributing their valuable perspectives. This potential is showcased by many dyslexic individuals and their success stories. This free course, Understanding dyslexia, aims to empower learners to reach their full potential.Enrolling on the course will give you the opportunity to earn an Open University digital badge. Badges are not accredited by The Open University but they're a great way to demonstrate your interest in the subject and commitment to your career, and to provide evidence of continuing professional development.Once you are signed in, you can manage your digital badges online from My OpenLearn. In addition, you can download and print your OpenLearn statement of participation – which also displays your Open University badge.The Open University would really appreciate a few minutes of your time to tell us about yourself and your expectations for the course before you begin, in our optional start-of-course survey. Once you complete the course we would also value your feedback and suggestions for future improvement, in our optional end-of-course survey. Participation will be completely confidential and we will not pass on your details to others.

Syllabus

  • Introduction and guidance
  • What is a badged course?
  • How to get a badge
  • Acknowledgements
  • Week 1: Defining dyslexia
  • Introduction
  • 1 Our changing views on disabilities and dyslexia: a journey through time
  • 1.1 Disability rights movement
  • 1.2 The myth of dyslexia
  • 2 Exploring different perspectives on disability
  • 2.1 Medical model of disability
  • 2.2 Social model of disability
  • 2.3 Assessing the two models
  • 2.4 Invisible disabilities
  • 2.5 Intersectionality
  • 3 Dyslexia defined
  • 3.1 Tracing the transformation: how the definition of dyslexia has evolved over time
  • 3.2 The Rose Report and the BDA: unpacking the definition of dyslexia
  • 3.3 Criticism of the Rose Report
  • 3.4 Further criticism
  • 3.5 New definition of dyslexia by the SASC (2024)
  • 4 This week’s quiz
  • 5 Summary of Week 1
  • References
  • Week 2: Identifying dyslexia
  • 1 Screening and diagnosis of dyslexia
  • 1.1 Screening
  • 1.2 Diagnosis
  • 1.2.1 Why the need for a diagnosis?
  • 1.2.2 What does the diagnosis involve?
  • 1.2.3 Mood after the diagnosis
  • 2 Signs and indicators
  • 3 Children, young people and dyslexia
  • 3.1 The role of parents in a diagnosis
  • 3.2 Progressing to further education and/or university
  • 3.3 Challenges in identifying dyslexia
  • 5 Summary of Week 2
  • Week 3: Explaining dyslexia
  • 1 Biological, cognitive, and behavioural perspectives
  • 1.1 Biological explanations of dyslexia
  • 1.1.1 Lateralisation
  • 1.1.2 Functional resilience
  • 1.1.3 The brain structure
  • 1.1.4 Genetic explanations: heritability
  • 1.2 Cognitive explanations of dyslexia
  • 1.2.1 The phonological deficit (PDD) hypothesis
  • 1.2.2 The ‘Visual deficit’ hypotheses
  • 1.2.3 The ‘Automaticity’ and ‘rate of processing’ hypotheses
  • 1.3 Environmental factors
  • 1.3.1 Biochemical
  • 1.3.2 Social
  • 2 Neurodiversity
  • 2.1 Neurodivergent conditions
  • 2.2 Neurodivergent: overlaps and co-occurrence
  • 2.2.1 Dyspraxia
  • 2.2.2 Dyscalculia
  • 2.2.3 Attention deficit hyperactivity disorder (ADHD)
  • 2.2.4 Autism spectrum disorder (ASD)
  • 2.3 Diverging terminology
  • 3 This week’s quiz
  • 4 Summary of Week 3
  • Week 4: Experiencing dyslexia
  • 1 Comorbidity: dyslexia and emotions, self-esteem, and mental health
  • 1.1 The school years: social barrier
  • 2 Succeeding with dyslexia
  • 2.1 Testimonials
  • 2.2 Me, an ordinary person
  • 2.3 Living or working with someone that has dyslexia
  • 3 Introducing three case studies
  • 3.1 Amaka
  • 3.2 Ben
  • 3.3 Chandru
  • 3.4 Your initial impressions
  • 5 Summary of Week 4
  • Week 5: Supporting dyslexia
  • 1 Dyslexia-friendly teaching and learning
  • 1.1 Delivering content
  • 2 Learning through preview and context
  • 3 Learning through episodes and events
  • 4 Learning through experience
  • 5 Learning through exploration
  • 6 Learning through setbacks, failure and metacognition
  • 6.1 Failure
  • 6.2 Metacognition
  • 6.3 Growth mindset
  • 7 Learning through multisensory methods
  • 8 Technology
  • 8.1 Assistive Technology (AT)
  • 8.2 Artificial Intelligence (AI)
  • 9 This week’s quiz
  • 10 Summary of Week 5
  • Week 6: Dyslexia strategies in practice
  • 1 Supportive study strategies: big picture thinking
  • 1.1 The Jigsaw Technique
  • 1.2 The 80/20 technique
  • 1.3 The 5-minute mind jotter
  • 1.4 Set goals and objectives
  • 1.5 Key words and key themes
  • 1.6 Read actively
  • 1.7 Dual reading
  • 1.8 Use a guide
  • 2 Using the ‘big picture’ in writing
  • 2.1 How to structure a 2000-word assignment
  • 3 Mind mapping
  • 3.1 Hand-drawn or digital mind maps?
  • 4 Review
  • 4.1 Chunking time
  • 4.2 Additional tips
  • 5 Memory techniques
  • 5.1 Different types of memory
  • 5.2 Other memory techniques
  • 6 Confidence and self-belief in your ability to learn and study
  • 6.1 Metacognition
  • 6.2 Failure
  • 7 Organisation
  • 7.1 Time management
  • 7.2 Procrastination
  • 8 This week’s quiz
  • 10 Summary of Week 6
  • Week 7: Dyslexia in the workplace
  • 1 Dyslexia: the secret ingredient for workplace innovation
  • 1.1 Dyslexic strengths in the workplace
  • 2 To declare or not to declare?
  • 2.1 Workplace assessment
  • 3 Specific workplace challenges and adjustments
  • 3.1 Reasonable adjustments for workers with disabilities
  • 3.2 Assistive technology for people with dyslexia – auxiliary aids
  • 3.2.1 Technology
  • 4 Disability discrimination regarding dyslexia
  • 5 This week’s quiz
  • 6 Summary of Week 7
  • Week 8: Drawing the threads together
  • 1 Key concepts – the threads
  • 2 Practical strategies – linking the threads
  • 3 Concentration
  • 3.1 Why is it so difficult to concentrate?
  • 3.2 How can we improve our concentration?
  • 3.3 How to manage distractions
  • 4 Mindfulness
  • 4.1 Formal and informal mindfulness
  • 5 Revisiting the case studies
  • 6 Action plan
  • 7 This week’s quiz
  • 8 Summary of Week 8
  • Tell us what you think

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