This project aimed to enhance awareness and capacity among educators and students on dyslexia, ensuring a more inclusive and supportive learning environment. The initiative was carried out through a two-day in-person, interactive, and participatory training at Brookwood Hill International, Ogbodjo, from August 29th to 30th, 2024. The first day focused on equipping 30 teachers from Class 1 to JHS 3 with the necessary skills to identify and support dyslexic students, emphasizing gender-responsive approaches. Training sessions covered early identification, intervention strategies, and inclusive teaching methods.
Educators were introduced to multisensory approaches, assistive technologies, and gender-sensitive teaching materials to promote equitable learning experiences. The second day provided sensitization training for 80 pupils from JHS 1 to JHS 3, raising awareness about dyslexia and fostering peer support in the learning environment.
A gender-responsive methodology was adopted to ensure both boys and girls with dyslexia received adequate support. Awareness campaigns and training materials addressed gender-specific challenges, highlighting the impact of societal biases on diagnosis and intervention. Teachers were trained to create inclusive classrooms and mitigate gender-based barriers to learning. Additionally, screening and intervention programs were designed to provide tailored support for students, with counseling services addressing emotional and psychological concerns related to dyslexia. The project successfully increased teachers’ knowledge, confidence, and capacity to support dyslexic learners, fostered early detection and intervention, and improved the overall receptiveness of the educational system to learning disabilities.
A gender-responsive methodology was adopted to ensure both boys and girls with dyslexia received adequate support. Awareness campaigns and training materials addressed gender-specific challenges, highlighting the impact of societal biases on diagnosis and intervention. Teachers were trained to create inclusive classrooms and mitigate gender-based barriers to learning. Additionally, screening and intervention programs were designed to provide tailored support for students, with counseling services addressing emotional and psychological concerns related to dyslexia. The project successfully increased teachers’ knowledge, confidence, and capacity to support dyslexic learners, fostered early detection and intervention, and improved the overall receptiveness of the educational system to learning disabilities.
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Some project photos
