Dyslexia; Dysgraphia; Dyscalculia: Embracing Processing Differences to Support All Learners in Secondary Classrooms

Supporting All Learners: Embracing Processing Differences in the Secondary Classroom

As educators, it’s essential to create classrooms that work for every student, especially those with processing differences. Whether diagnosed or not, in every school there are students challenged with dyslexia, dysgraphia, and dyscalculia. These are simply differences in how some people process information. I certainly believe in supporting students with formal diagnoses, but not just. Universal accommodations make planning and management easier and benefit almost everyone, even the kiddo just having a bad day. Let’s take a closer look at how we can support all learners and why it matters.

Understanding Dyslexia, Dysgraphia, and Dyscalculia

Processing differences come in many forms, but they all relate to how information is received and understood. For example:

• Dyslexia affects reading and spelling, often causing students to transpose letters or words. This isn’t about intelligence—it’s how their brain processes written language. This is why it's dangerous to conflate poor spelling with poor thinking (a mistake I made in my early career).

  
  

• Dysgraphia is a challenge with writing—whether it's physically writing or organizing thoughts on paper. Students with dysgraphia sometimes need tools like speech-to-text or digital note-taking to get their ideas out. Heck, I once had a student who used a mirror because she wrote backwards like DaVinci.

  
  

• Dyscalculia is a difficulty with math—everything from number sense to confusing positive and negative signs. For students with dyscalculia, math concepts need to be taught in visual and hands-on ways.

  
  

Here's my truth about dyscalculia: for years, I thought I was just bad at math. I understood the concepts, but I kept getting the signs and numbers wrong—mixing up positives and negatives, or transposing numbers like 6 and 9. Teachers told me I was careless, and I believed them. It wasn’t until a special ed colleague saw me transpose numbers as an adult and suggested I get tested that I discovered—I was never careless—I was dealing with a processing difference that wasn’t my fault. I’d internalized that I just wasn’t a “math person,” and that belief shaped my entire trajectory in education. Understanding that this is a processing difference can change everything.

As educators and as humans, how we treat students with differences matters deeply. Our approach can either open doors to opportunity or slam them shut, and it’s a responsibility we must take seriously. And maybe, like me, you were teaching for a time before you knew better. It happens. (I'm sorry, Jiro.) Your mission on this earth isn't to be perfect, it's to keep learning and applying newer and better skills and ideas.

Universal Accommodations: A Tool for Every Student

Universal accommodations are adjustments we make to support all learners, not just those with diagnosed challenges. Things like giving students extra time, allowing oral presentations, and using graphic organizers can make a huge difference for everyone. These strategies create a flexible classroom that adapts to different learning styles and needs.

For instance, allowing a student to present their ideas orally instead of writing a report is a great way to support those who struggle with writing but still have great ideas to share. Giving students time to process information, whether it’s during a test or class assignment, allows them to do their best work without feeling rushed.

Practical Tools and Strategies for Dyslexia, Dysgraphia, and Dyscalculia

Here are some concrete tools to support students with processing differences:

• Fonts: Choose fonts like Dyslexie, Arial, or Comic Sans. These fonts make reading easier by reducing visual confusion for students with dyslexia.

• Audiobooks: Tools like Learning Ally and Audible let students hear the material, helping them engage with the content at their own pace.

• Text-to-Speech Tools: Programs like Speechify and Read&Write help students access written content by reading it aloud, making it easier for them to understand. It's important to plan time for both you and your students to learn how to use these effectively.

• Color Coding: Color coding notes or assignments can help students organize their thoughts and better track key concepts.

  
  

Helping Students with Processing Differences

Each student may need different accommodations, and it's important to meet them where they are:

• For Dyslexia: Offer extended time for reading and assignments, use audiobooks, and break down tasks into smaller chunks.

• For Dysgraphia: Allow students to use speech-to-text or digital notes and consider oral reports instead of written ones. I've found it also helps to let kids "talk it out" before writing.

• For Dyscalculia: Provide hands-on learning tools for math, use visuals like number lines, and break down math problems into clear steps.

Great, But How Did This Student Make it to Middle / High School Without Supports in Place?

This is the beauty of Universal Accommodations. Even with the best efforts of primary educators, sometimes a student might struggle undetected. If your classroom has Universal Accommodations baked in, you're already part way there. The next step is to check your attitude about the student. Sometimes "acting out" is masking a problem. Collaborate with your special ed team to figure out the next steps—whether it’s additional accommodations or an assessment for further support.

I say this, teachers, knowing damn well how hard it is, and knowing that YOU don't get the support YOU need. But I argue that's not any kid's fault - it's a broken system, and it's time we demand reform. Meanwhile, I personally found implementing Universal Supports makes my teacher life a lot simpler in terms of planning and overall sustainability.

Collaborating with Special Ed Partners

If you’re working with students who need extra support, it’s crucial to collaborate with your special education team. Special ed teachers have the tools and expertise to help you find strategies that work—not just for students with IEPs, but for any student who might benefit from alternative approaches. Open communication and team collaboration are key to making sure no one falls through the cracks. Also, they can have your back and you can have theirs. There is nothing so wonderful on this green earth as a well-oiled teacher-bestie-partnership.

For Homeschool Families

For homeschooling parents, know that you're not alone—many families are navigating the same challenges. I have found that parents who have "been through it" are happy to share if you just seek them out. Beyond that, I recommend using audiobooks (alone or as a listen-to while reading print) and reading out loud to your child. For writing, graphic organizers can make all the difference in the world.

Conclusion

We all have unique ways of processing the world around us—and so do our students. By embracing universal accommodations and collaborating with special education professionals, we can create a classroom that’s inclusive and supportive for all learners. The goal isn’t to “fix” students—it’s about meeting them where they are and helping them succeed in the ways that work best for them.

What strategies do you use in your classroom to support students with processing differences? Please share your ideas in the comments below.

References

• Shaywitz, S. (2003). Overcoming Dyslexia. Random House.

• National Center for Learning Disabilities (NCLD)

• Yale Center for Dyslexia & Creativity

• Reading Rockets