Helpful resources

Dyslexia resources, support and reasonable adjustments.

Clear, reassuring information about dyslexia, diagnostic assessments, reasonable adjustments and practical support in education, at work and in everyday life.

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What is dyslexia?

A different way of processing language and information

Dyslexia is a common learning difficulty linked to differences in how the brain processes written and spoken information. It can affect reading, spelling and writing, and may also affect working memory, organisation or processing speed. Every person’s experience is different, and dyslexia is not a measure of intelligence.

Different for everyone

Some people mainly notice reading and spelling; others also find sequencing, memory or organisation demanding.

Strengths matter

Dyslexia can sit alongside creativity, problem-solving, verbal strengths and original ways of seeing a task.

The right support helps

Helpful strategies and adjustments can reduce barriers and make learning or work feel more manageable.

From questions to practical next steps

An assessment should give you more than a label. Hannah helps make sense of an individual learning profile and turns the findings into clear, useful recommendations.

Diagnostic assessment

A supportive assessment designed to understand an individual pattern of strengths and difficulties.

A clear report

Findings explained in accessible language, with evidence and practical context.

Useful recommendations

Suggestions shaped around school, study, work and everyday demands.

Follow-up clarity

Space to ask questions, understand the findings and decide what to do next.

Support should remove barriers, not create an advantage

A reasonable adjustment is a change intended to reduce a substantial disadvantage. At school, college, university or work, the most useful adjustment depends on the person, the task and the setting. Education providers and employers may have duties under the Equality Act 2010, but decisions are made case by case.

A Dyslexia Clarity assessment can help describe needs and recommend support. It does not guarantee a particular adjustment, and exam access arrangements follow their own evidence and approval rules.

A helpful adjustment usually…

Starts with the barrier someone is experiencing
Is specific enough to try in real life
Is agreed with the right person or team
Is reviewed and changed if it is not helping

A simple conversation can be a good place to begin

You do not need perfect wording. Start with the barrier, explain the impact and ask to explore practical changes together.

Name the barrier

Describe what is difficult and when it happens. Focus on the task, not on proving yourself.

Choose who to ask

At school this may be a teacher, SENCO or learning-support lead. At work, try your manager or HR.

Suggest what may help

Share relevant evidence and ask to try specific changes rather than requesting “more support” generally.

Agree a review

Write down what will be tried, when it will start and when you will check whether it is working.

Example wording
“Reading dense written instructions takes me longer. Could we try written and verbal instructions, extra processing time and assistive software, then review what is helping?”

The right adjustment is personal

These are conversation starters, not automatic entitlements. What is suitable depends on the barrier, the setting and the relevant policy or assessment rules.

At school, college or university

Instructions given in writing and verbally
Accessible formatting and uncluttered documents
Notes or key vocabulary provided in advance
Text-to-speech, speech-to-text or a suitable word processor
Extra processing time or rest breaks where appropriate
Exam access arrangements based on individual need, evidence and the relevant rules

At work

Assistive reading, writing or planning software
Clear written instructions and tasks broken into stages
Extra time for reading, writing or selection tests where reasonable
A quieter workspace or fewer interruptions
Templates, checklists and regular check-ins
Reviewing how tasks, deadlines or information are organised

Insights from Dyslexia Clarity

Read Hannah’s plain-language guidance about assessments, research and useful support.

Explore all insights

Useful places to learn more

These independent sources offer further information about dyslexia, education and workplace support.

NHS

Ready for clearer next steps?

If you would like help understanding a learning profile or choosing what to do next, start with a conversation.

Book an initial conversation