Dyslexia in the Teaching Environment

What is the course about?

This highly interactive teacher training course provides a solid introduction to the challenges of dyslexia in education. The course covers a broad span of ideas and activities to enliven lessons and make them more motivating, and places a strong emphasis on developing practical skills and outcomes for the classroom. The course is useful for both those with some experience of dyslexia and those new to the condition. Key topics will be addressed, including characteristics and diagnostic criteria, a structured approach to teaching, recognising different types of discriminatory or exclusive behaviour, and understanding the causes of challenging behaviours, with the aim of developing a range of best practices. Included is an optional team-building activity.

Frequently Asked Questions

This course is for all professionals who want to better understand the challenges of dyslexia within the professional environment. You will learn about what dyslexia is, how it affects the teaching and learning environments, and why understanding dyslexia is so important. Those who will benefit include teachers, teaching assistants, school heads, counsellors, and teacher trainers. This course can also be combined with other SEN courses in consecutive weeks for form a two-week course. Participants need to be at a minimum B1 level of English.

After registration, participants on this course programme will receive:

  1. a pre-course questionnaire which will enable trainers to learn about the participants’ backgrounds
  2. information about the Europass Mobility Certificate
  3. a recommended reading list to prepare participants for various aspects of the course
  4. information about York to prepare teachers for their cultural experience.

At the end of the course, you will:

  • have an understanding of the dyslexia spectrum, and what “the dyslexic spectrum” means
  • have practical ideas on how to teach those with dyslexia, while not negatively affecting other students
  • understand key challenges, including managing learning styles, minimising discriminatory behaviour, and creating an inclusive learning environment for all
  • be able to understand the positive aspects of dyslexia in order to create a positive learning space for all
  • have enjoyed a positive environment in which to share best practices and exchange ideas with each other

The course ends with an evaluation session, where teachers are asked to reflect upon the value of the knowledge gained on the course. They are also encouraged in this session to create a Personal Development Action Plan, and select activities which they would like to try out in their own classes. They are invited to join the York Associates Community, which allows networking and contact with the trainers and fellow colleagues, and with participants from other courses.

If you are from a country outside of the European Economic Area (EEA) or Switzerland, you will need a visa. Students from certain countries do not need to apply for a visa before arriving in the UK. You can check if you need to apply for a visa on the UK Visas and Immigration website.

In the unlikely event of a course not recruiting sufficient numbers you would be offered an alternative.

Do you have any more questions?


Fast Facts

Start date(s)
  • January 27, 2020
  • March 30, 2020
  • July 13, 2020
  • October 5, 2020
  • January 25, 2021
  • March 29, 2021
  • July 12, 2021
  • October 4, 2021
Max. group size
Min. age
Minimum CEF level
Starting from
Course materials
Starting from
Is Erasmus+ funding available?
Booking fee


Meet the trainers

Sample Course Programme

Week 1Session OneSession Two
Session Three
MONDAYGroup work: examining attitudes to dyslexia

Group work: signs and symptoms of dyslexia
Video session: listening to interviews with dyslexic people (their experience)Input: deepening our understanding of dyslexia – three approaches:
- cognitive
- scientific
- pragmatic
Group work: “Famous dyslexics”
TUESDAYLegal aspects of dyslexia in the UK and EU (legislation)
Group work: navigating the legal minefield (case studies)
Input: ethical dilemmas with dyslexia
How dyslexic people see themselves / their struggles with others’ attitudes
Group discussion
- what is discrimination?
- ethical issues involved with dyslexia
- how should these ethical issues be resolved?
WEDNESDAYDiscussion: applying the cognitive approach to teaching practicePair work and input: multi-sensory approaches to teaching
Input: reporting on and assessing dyslexia in others
Informal presentations – how diagnostic reports can help trainers
Dyslexics reporting on their experiences in the classroom
THURSDAYDyslexia and your teaching situation

What is a dyslexia-friendly website?
Group work: can we change our:
- training establishment
- learning environment?

Pair work: creating an informal ‘code of practice’
Free time / self-study
FRIDAYInput: setting goals for personal and institutional improvement
Creating a personal action plan for the future
Group work: Presentations Individual work: “A letter to myself – where I want to be in the future”

Next steps: resources, further qualifications, certification etc.
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