Points: 50
Audience: You (classroom teacher)
Purpose
This project focuses on creating a practical classroom tool that supports students with dyslexia who may also experience anxiety and/or ADHD. The emphasis is on supportive strategies, not clinical intervention.
Project Overview
Based on Chapter 30 of Overcoming Dyslexia (2nd Edition), this project asks you to design a practical classroom resource or intervention plan that addresses the overlap of anxiety, ADHD, and dyslexia in order to support students both academically and emotionally.
The goal of this project is application. You should leave this assignment with a tool you could realistically use in your own classroom or share with colleagues.
Step 1: Research & Understanding (Pre-Work)
Before creating your project, complete the following:
- Read Chapter 30: Anxiety, ADHD, and Dyslexia in Overcoming Dyslexia.
- Take notes on key ideas related to:
- The neurological connection between dyslexia, ADHD, and anxiety
- How executive functioning difficulties impact reading and learning
- Common classroom challenges faced by students with these conditions
- Research-based strategies discussed in the chapter
You will be expected to reference ideas from the chapter in your project.
Step 2: Hands-On Project Creation
Choose one of the following formats to create your classroom-based tool.
Your project must:
- Be teacher-created
- Be practical and classroom-appropriate
- Include a minimum of 200 words
- Cite evidence from Overcoming Dyslexia, Chapter 30
- Include the reflection described in Step 3
Option 1: Classroom Routine Plan
Design a daily or weekly classroom routine that integrates strategies to support students with dyslexia who may also experience anxiety and/or ADHD.
Your routine should address:
- Managing anxiety
- (e.g., structured schedules, check-ins, calming strategies)
- Supporting attention and executive functioning
- (e.g., chunking assignments, movement-based learning, visual schedules)
- Addressing dyslexia-related needs
- (e.g., multisensory instruction, accessible materials, alternative ways to demonstrate learning)
Option 2: Student Self-Advocacy Toolkit
Create a student-friendly booklet, worksheet, or toolkit designed to help students:
- Recognize their learning needs
- Learn self-regulation strategies
- (e.g., breathing exercises, fidget tools, positive self-talk)
- Understand accommodations they may request
- Track progress, goals, or strategies that help them succeed
This toolkit should be written in language appropriate for students and designed for classroom use.
Step 3: Reflection (Required)
Include a reflection that addresses the following:
- How this resource could be implemented in your classroom or shared with colleagues
- What you learned from this project
- How this learning influences your approach to teaching students with dyslexia, ADHD, and anxiety
Project Outcome
By completing this assignment, you should have a ready-to-use classroom tool that enhances your ability to support students with overlapping learning and emotional needs.