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The dyslexia-friendly index for Educators
Take this quiz to find out how dyslexia-friendly your school is:
| CHECKLIST | Yes | No | |
|---|---|---|---|
| Overall School Environment | |||
| 1 | The stall vendors use clear fonts and pictures on their food menu. | ||
| 2 | There are clear signages for the main venues in my school. e.g. general office, canteen, toilets, school hall. | ||
| 3 | My school organises regular SEN awareness training for the staff. | ||
| 4 | There is a special needs department at my school. | ||
| 5 | There are planned sessions in the yearly school calendar to discuss SEN matters. | ||
| 6 | My school is supportive of access arrangements during examinations. | ||
| 7 | My school is supportive of day-to-day accommodations whenever the need arises e.g. availability of disco seat, high tables for students who focus better while standing | ||
| 8 | The learning support personnel and his/her role in the school is made known to all new teaching staff during the staff induction day | ||
| 9 | Heavy subject periods are placed in the morning, whenever possible | ||
| Classroom Environment | |||
| 10 | As far as possible, I supplement verbal instructions and explanations with pictures, diagrams and/or manipulatives. | ||
| 11 | I ensure variety (visual, verbal, kinaesthetic) and levels (Bloom’s Taxonomy) in my learning objectives. | ||
| 12 | I use figurative language selectively and follow up with an explicit explanation. | ||
| 13 | I simplify instructions and avoid unnecessary information overload. | ||
| 14 | I make it a point to check for understanding after giving instructions. | ||
| 15 | I leave important information on the board long enough for students. | ||
| 16 | I make a point to ensure worksheets/ slides are not cluttered. | ||
| 17 | I highlight challenging key curriculum words, break them into parts/ syllables and provide strategies to remember them. | ||
| 18 | I practice having a group read aloud to the class, instead of having a single student read. | ||
| 19 | I relate abstract curriculum content to the real-life application whenever possible e.g. When introducing the topic of ‘projectile motion’, ask students to describe projectile motion in their everyday lives. | ||
| 20 | I print comprehension text and questions such that students do not need to flip over to refer. | ||
| 21 | I have the learning support personnel present in periods which require support. | ||
| 22 | I highlight students who might have an SEN to the learning support personnel in a timely manner. | ||
| 23 | I work together with the learning support personnel to support students with SEN in my class. | ||
| 24 | I take steps to make spelling tests more friendly for students. | ||
| 25 | I allow time for movement between activities. | ||
| 26 | I use specific colours for specific information on the board. | ||
| 27 | I use a font of at least size 12 and ensure that it does not have extending features called “serifs” at the end of strokes e.g. Calibri instead of Times New Roman. | ||
| 'Yes' Responses | General indication |
|---|---|
| 19 - 27 | Your child is well supported to maximise their potential. 10 - 18 |
| 10 - 18 | Your child is generally supported but will benefit from more support. Click here to find out how you can support your child. |
| 0 - 9 | 0 - 9Your child may find dyslexia a challenge to cope with. Click here to find out how you can support your child. |
DAS International aims to provide holistic assessment and professional 1-1 Specialist Teaching services to students with a range of Specific Learning Differences, and behavioural challenges as well as those students who struggle to learn so that they can achieve their true potential.
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