"The colour of paper and appearance of text are not an issue for all dyslexic students, but there are some for whom it is crucial."

Source: Academic Support tutor, June 2007.

	How a dyslexic student uses handouts during and after the lecture. "…as the lecture went on he'd write on the pdf…which he could then publish with all the annotations and with diagrams…" (2 min 7s video by Joe Cornfield)

Inclusive teaching:

• Be aware that well spaced and structured headings benefit everyone.
• Be aware that visual images supported by text and vice versa suits verbal and non verbal learners.
• Use off-white paper and minimum size 12 sans serif font where individual preferences are unknown.

	Providing annotated slides as handouts after lectures. "…Well I just save it as a pdf file straightaway and it goes on the web and they have this pdf in full colour available exactly as they saw it on the screen…" (6 min 24s video by Joe Cornfield et al.)

Reasonable adjustments:

• Make materials available electronically before the lecture to allow students to adapt them to their needs.
• Use colour imaginatively to assist reading and memory, e.g. to differentiate columns in complex tables.

	Providing notes in advance: benefits for students. "…I imagine it's helpful for all students but particularly I think for myself when I'm missing quite a lot in the lectures…" (2 min 44s video by Nick Thomas et al.)

• Making materials more accessible, extract from 'DisabilityCPD: Continuing Professional Development for Staff Involved in the Learning and Teaching of Disabled Students' (see pages 23-27). 909Kb Word document.
• Supporting dyslexic students on the web, a 'Disabled Students: Case study' from the University's PESL teaching resource.
• Should I make handouts available in advance? - opinions from around the University, a 'Large group teaching' talking point from the University's PESL teaching resource.