Empowering African Teachers to Support Learners with Dyslexia
On June 17, 2025, UNICEF Eastern and Southern Africa Regional Office (ESARO), through the GPE KIX Africa 19 Hub, in collaboration with the Africa Dyslexia Organization (ADO), hosted a thought-provoking webinar focused on Supporting Teachers of Children with Dyslexia.
The event brought together 137 participants ranging from educators, policymakers, researchers, and disability advocates to address the pressing need for structured, inclusive, and evidence-based approaches in responding to the needs of children with dyslexia –who make up an estimated 10–20% of learners globally.
The webinar opened with a foundational overview of dyslexia, defined by the International Dyslexia Association as a neurobiological learning disability characterized by difficulties with accurate and fluent word recognition, spelling, and decoding abilities. Crucially, it was emphasized that dyslexia is not caused by a lack of intelligence or motivation but stems from a deficit in the phonological component of language. Speakers highlighted the importance of recognizing dyslexia as a language-based learning difference, noting that learning to read is not natural and must be explicitly taught especially in multilingual and multicultural contexts, like those in Africa.
The Africa Dyslexia Organization team, led by specialists including Dr. Julie Washington and Dr. Heather Fleming, presented compelling evidence on what works in the classroom. Effective reading instruction for learners with dyslexia must be explicit, systematic, cumulative, multisensory and data driven. The session advocated for structured literacy approaches, early identification, and differentiated teaching strategies. These pedagogies not only support children with dyslexia but also improve literacy outcomes for all learners.
Given Africa’s linguistic diversity, the webinar addressed the cognitive challenge learners face when the language used at home differs from the language of instruction in school. Presenters encouraged the development of language-conscious teaching practices that acknowledge and bridge this gap to support equitable reading development.
Assistive technologies were showcased as vital tools in leveling the playing field for neurodiverse learners. Tools such as text-to-speech software, interactive phonics games, and offline-capable reading apps were recommended, particularly in low-resource and connectivity-challenged contexts.
Throughout the webinar, participants actively engaged in the discussions, posing insightful questions during the Q&A sessions. The high level of interaction reflected a strong interest to deepen their understanding of dyslexia and improve support to teachers of learners with dyslexia in their respective contexts.
The webinar concluded with a clear roadmap for action for the Ministries of Education and development partners to:
- Recognize dyslexia in inclusive education policies.
- Train pre-service and in-service teachers on dyslexia.
- Establish partnerships between actors to accelerate inclusive actions on matters of dyslexia.
- Develop and fund comprehensive literacy policy on training, research and intervention.
- Measure the impact of students with dyslexia outcomes in relation to policy implementation and teachers’ knowledge and practice.
As a concrete next step, UNICEF ESARO and the ADO plan to jointly develop a policy note on dyslexia. This document will aim to:
- Raise awareness of dyslexia as a key issue in inclusive education.
- Provide clear, evidence-based guidance to Ministries of Education and stakeholders.
- Advocate for the integration of dyslexia-responsive strategies within teacher training, curriculum development, and national literacy policies.
- Recommend actionable steps for early identification, effective instruction, and the use of assistive technologies.
The policy note will serve as a foundational tool to inform policy dialogue and support country-level planning. Access the presentation slides and the webinar recording through the links below:
