Every October, Dyslexia Awareness Month brings attention to the millions of individuals worldwide who navigate learning, working, and communicating with a brain that processes language differently. As someone who has spent over a decade working in speech-language pathology, dyslexia intervention, and inclusive education, and as the author of two textbooks on dyslexia and technology, this month holds both personal and professional significance for me.

For learning designers, especially those creating workplace training, professional development, or eLearning, Dyslexia Awareness Month is an opportunity to reflect on how design choices impact one of the largest neurodiverse groups. It is estimated that one in five people has dyslexia, which means any given training program almost certainly serves dyslexic participants.

This article outlines specific, practical strategies that move from awareness to action and help create content that works for dyslexic individuals in organizational learning contexts.

1. Understand dyslexia beyond the myths

The first step is moving past outdated stereotypes. Dyslexia is not simply about reversing letters. It is a difference in how the brain processes written and spoken language. Challenges often include decoding words, spelling, working memory, and reading fluency. Strengths can include problem-solving, big-picture thinking, and creativity.

For learning designers, this means:

• Avoid reducing dyslexia to a single deficit.
• Recognize that difficulty with reading speed or accuracy does not reflect intelligence or capability.
• Design with the understanding that learners may have a high verbal IQ but still struggle with written instructions.

Tip: Review current training materials and flag any activities that rely heavily on timed reading tasks without offering alternatives.

2. Simplify & structure content

When cognitive load is high, dyslexic learners may spend more energy decoding text than absorbing meaning. Clear structure and predictable formatting reduce this barrier.

Practical steps include:

• Use short paragraphs and bullet points to make scanning easier.
• Place key information at the beginning of sections.
• Chunk content into logical sections with clear subheadings.

In eLearning, microlearning principles that deliver smaller, digestible lessons are especially effective for dyslexic learners in fast-paced corporate environments.

3. Optimize typography & layout

Typography is one of the simplest ways to reduce barriers. So best practices include:

• Choose sans-serif fonts such as Arial, Calibri, or Verdana. Avoid ornate or condensed typefaces.
• Use a minimum font size of 12 to 14 points and allow learners to adjust size.
• Avoid full justification and left-align text for consistent word spacing.
• Maintain generous line spacing of 1.5 or more to prevent crowding.

Some organizations experiment with dyslexia-friendly fonts such as OpenDyslexic. While research on their effectiveness is mixed, offering font choice can be empowering.

4. Incorporate multisensory learning

Dyslexic learners often benefit from experiences that engage more than one sense at a time.

Ways to integrate this approach include:

• Pair written text with audio narration or video explanations.
• Use visual cues such as icons, diagrams, or infographics to reinforce key concepts.
• Include interactive elements such as drag-and-drop activities, simulations, or real-world scenarios.

For example, in compliance training, rather than presenting a text-heavy policy page, combine an illustrated flowchart with a short narrated video and a quick knowledge check.

5. Provide multiple pathways for assessment

Traditional written tests can hide a dyslexic learner’s true understanding. In corporate learning, performance should be measured by mastery rather than reading speed.

Alternative assessment options include:

• Allow verbal responses through recorded audio or live discussion.
• Use scenario-based decision making instead of text-only quizzes.
• Offer project-based tasks where learners demonstrate skills in authentic contexts.

When written responses are necessary, provide spellcheck tools or additional time.

6. Use technology intentionally

Assistive technology can be a game-changer, but only if learners know it is available and feel comfortable using it.

Integrate and normalize tools such as:

• Text-to-speech for reading documents or course pages.
• Speech-to-text for writing assignments or form entries.
• Screen masking or highlighting tools to guide visual focus.

During onboarding or course introductions, present these tools as standard features rather than special accommodations. This reduces stigma and increases adoption.

7. Foster a dyslexia-friendly culture in learning spaces

Even the most accessible course will fall short if the learning environment does not feel psychologically safe.

As a designer, you can:

• Include statements of commitment to accessibility in training introductions.
• Represent dyslexic individuals in scenarios, imagery, and examples.
• Work with facilitators to ensure instructions are delivered verbally and visually.

In live or virtual sessions, encourage participants to request content in different formats without feeling singled out.

8. Test with dyslexic learners

One of the most powerful design decisions is to involve dyslexic individuals in your development process.

Steps to take:

• Invite feedback from employees or test groups during pilot phases.
• Ask specific questions about what made engagement easier or harder.
• Iterate based on real-world experiences rather than relying solely on compliance checklists.

Moving from awareness to action

It is our responsibility to bring out the best in our increasing diverse workforce. The strategies outlined here make learning materials clearer, more flexible, and easier to use. Dyslexic learners benefit directly, but so does everyone else. Clearer instructions reduce confusion, flexible pacing supports busy professionals, and multisensory options create stronger engagement. Even though the focus this month is on dyslexia, these same design choices raise the overall quality of learning programs. This October, as conversations around dyslexia awareness take center stage, let us commit as a learning design community to move beyond acknowledgment. Let us build learning ecosystems where everyone is set up to thrive. When we structure content clearly, offer multiple ways to engage and respond, and normalize the use of supportive tools, we create learning that benefits everyone.

Image credit: Neelrong28

The post Designing with Dyslexia in Mind appeared first on Learning Guild.

For more than a decade, I’ve worked across education, technology, and accessibility, serving as a speech-language pathologist, educator, software engineer, and consultant. Throughout these roles, I’ve remained dedicated to fostering inclusion and creating supportive environments for neurodiverse individuals in schools and professional spaces.

Despite growing awareness, I’ve seen that many well-intentioned learning designers still rely on dated assumptions and broad stereotypes. For example, dyslexia is often reduced to “letter reversals,” and ADHD is mistakenly equated with a lack of discipline. These misunderstandings can find their way into learning products and strategies, leading to experiences that frustrate rather than empower.

The good news? With thoughtful design choices and an openness to universal design principles, we can create organizational learning that truly meets all people where they are. Below are practical ways to make that happen.

1. Prioritize clarity in content delivery

Cognitive differences often amplify the impact of cluttered interfaces or ambiguous language. Learning designers can make a world of difference by simplifying how information is presented.

• Chunk information. Break lessons into smaller modules and use clear headings. For learners with ADHD, smaller segments reduce cognitive load and make it easier to track progress.
• Use plain language. Avoid jargon or overly complex phrasing. For learners with dyslexia, direct language improves processing and comprehension.
• Embed multimodal cues. Pair text with icons, diagrams, or narrated audio. This supports learners who struggle with text alone.

Tip: Test your materials with readability tools and invite colleagues to give feedback on clarity before launch.

2. Adopt flexible navigation & pacing

Rigid navigation structures can derail learners with executive functioning challenges. Instead, consider options that allow autonomy without sacrificing structure.

• Enable self‑pacing. Give learners the option to slow down or revisit sections as needed. A simple “mark as complete” button empowers them to control the journey.
• Offer clear progress markers. Visual trackers help those with ADHD stay oriented in long courses or programs.
• Allow multiple attempts. Don’t penalize mistakes harshly; encourage mastery through low‑stakes repetition.

Tip: Incorporate “save and return” features so learners can step away and pick up exactly where they left off.

3. Rethink visual design & typography

Designers often underestimate how typography and layout impact learners with dyslexia or other processing differences.

• Choose accessible fonts. Sans‑serif fonts like Arial or Verdana, or specialized dyslexia‑friendly fonts, reduce visual crowding.
• Avoid justified text. Left alignment creates consistent spacing that’s easier to follow.
• Be mindful of color contrast. High contrast between text and background prevents visual strain and supports those with low vision.

Tip: Test designs in grayscale to ensure important information isn’t conveyed by color alone.

4. Integrate interactive supports

Interactivity can scaffold understanding for neurodiverse learners.

• Incorporate built‑in glossaries. Hover‑over definitions or pop‑up explanations help learners decode terms on the fly.
• Offer optional audio narration. Hearing content as it’s presented visually strengthens comprehension for dyslexic learners.
• Provide decision‑based scenarios. ADHD learners often excel in dynamic environments; branching activities simulate real‑world problem‑solving.

Tip: Allow learners to turn supports on or off so they can tailor the experience.

5. Leverage microlearning and spaced repetition

Sustained attention can be a challenge for learners with ADHD, and memory consolidation may take longer for some neurodiverse profiles. Microlearning and spaced repetition strategies counter these barriers.

• Design bite‑sized modules. Five‑minute videos or quick quizzes make it easier to engage regularly.
• Reinforce concepts over time. Automated reminders or spaced learning activities strengthen retention.
• Gamify the journey. Badges, points, or streaks can motivate learners to revisit content.

Tip: Use learning analytics to see where drop‑offs occur and adapt micro‑modules accordingly.

6. Promote psychological safety

Beyond technical design, cognitive differences often come with stigma. As designers, we can help cultivate environments where all learners feel safe to explore.

• Normalize support tools. Present text‑to‑speech, captions, or color‑contrast toggles as standard features, not special accommodations.
• Use inclusive imagery. Feature diverse learners in graphics and case studies, including those with visible and invisible disabilities.
• Embed reflection points. Short prompts asking learners to apply content to their context give everyone a voice and encourage connection.

Tip: In onboarding materials, explicitly state that the program is built to support diverse learning styles.

7. Engage with the community

Finally, remember that learning design is iterative. The best way to avoid stereotypes is to stay informed and connected.

• Co‑design with neurodiverse voices. Invite feedback from employees with dyslexia, ADHD, or other cognitive differences before full deployment.
• Stay updated on research. Follow journals, podcasts, and conferences focused on inclusive design and accessibility.
• Share your lessons learned. Contributing back to communities like The Learning Guild helps evolve the field as a whole.

Tip: Connect with #ActuallyAutistic and other neurodivergent individuals online so you can learn from their lived experiences. Join ally groups within social platforms like Facebook to gain perspective and insight on pain points.

Moving forward

Supporting learners with dyslexia, ADHD, and other cognitive differences is a matter of compliance but also a commitment to innovation and equity. When learning designers prioritize clarity, flexibility, and inclusion, they create products that work better for everyone, not just those with identified differences.

I’ve seen firsthand how these practices transform classrooms, professional trainings, and organizational learning environments. My hope is that we, as a community of designers and strategists, continue to move beyond outdated assumptions and embrace techniques that honor the rich diversity of the minds we serve.

Let’s lead with empathy, design with evidence, and build learning experiences that leave no one behind.

Image credit: lemono

The post Designing for All Minds: Practical Ways to Support Learners with Dyslexia, ADHD & Other Cognitive Differences appeared first on Learning Guild.