Designing for All Minds: Practical Ways to Support Learners with Dyslexia, ADHD & Other Cognitive Differences

By Jeannette Washington

For more than a decade, I’ve worked across education, technology, and accessibility, serving as a speech-language pathologist, educator, software engineer, and consultant. Throughout these roles, I’ve remained dedicated to fostering inclusion and creating supportive environments for neurodiverse individuals in schools and professional spaces.

Despite growing awareness, I’ve seen that many well-intentioned learning designers still rely on dated assumptions and broad stereotypes. For example, dyslexia is often reduced to “letter reversals,” and ADHD is mistakenly equated with a lack of discipline. These misunderstandings can find their way into learning products and strategies, leading to experiences that frustrate rather than empower.

The good news? With thoughtful design choices and an openness to universal design principles, we can create organizational learning that truly meets all people where they are. Below are practical ways to make that happen.

1. Prioritize clarity in content delivery

Cognitive differences often amplify the impact of cluttered interfaces or ambiguous language. Learning designers can make a world of difference by simplifying how information is presented.

• Chunk information. Break lessons into smaller modules and use clear headings. For learners with ADHD, smaller segments reduce cognitive load and make it easier to track progress.
• Use plain language. Avoid jargon or overly complex phrasing. For learners with dyslexia, direct language improves processing and comprehension.
• Embed multimodal cues. Pair text with icons, diagrams, or narrated audio. This supports learners who struggle with text alone.

Tip: Test your materials with readability tools and invite colleagues to give feedback on clarity before launch.

2. Adopt flexible navigation & pacing

Rigid navigation structures can derail learners with executive functioning challenges. Instead, consider options that allow autonomy without sacrificing structure.

• Enable self‑pacing. Give learners the option to slow down or revisit sections as needed. A simple “mark as complete” button empowers them to control the journey.
• Offer clear progress markers. Visual trackers help those with ADHD stay oriented in long courses or programs.
• Allow multiple attempts. Don’t penalize mistakes harshly; encourage mastery through low‑stakes repetition.

Tip: Incorporate “save and return” features so learners can step away and pick up exactly where they left off.

3. Rethink visual design & typography

Designers often underestimate how typography and layout impact learners with dyslexia or other processing differences.

• Choose accessible fonts. Sans‑serif fonts like Arial or Verdana, or specialized dyslexia‑friendly fonts, reduce visual crowding.
• Avoid justified text. Left alignment creates consistent spacing that’s easier to follow.
• Be mindful of color contrast. High contrast between text and background prevents visual strain and supports those with low vision.

Tip: Test designs in grayscale to ensure important information isn’t conveyed by color alone.

4. Integrate interactive supports

Interactivity can scaffold understanding for neurodiverse learners.

• Incorporate built‑in glossaries. Hover‑over definitions or pop‑up explanations help learners decode terms on the fly.
• Offer optional audio narration. Hearing content as it’s presented visually strengthens comprehension for dyslexic learners.
• Provide decision‑based scenarios. ADHD learners often excel in dynamic environments; branching activities simulate real‑world problem‑solving.

Tip: Allow learners to turn supports on or off so they can tailor the experience.

5. Leverage microlearning and spaced repetition

Sustained attention can be a challenge for learners with ADHD, and memory consolidation may take longer for some neurodiverse profiles. Microlearning and spaced repetition strategies counter these barriers.

• Design bite‑sized modules. Five‑minute videos or quick quizzes make it easier to engage regularly.
• Reinforce concepts over time. Automated reminders or spaced learning activities strengthen retention.
• Gamify the journey. Badges, points, or streaks can motivate learners to revisit content.

Tip: Use learning analytics to see where drop‑offs occur and adapt micro‑modules accordingly.

6. Promote psychological safety

Beyond technical design, cognitive differences often come with stigma. As designers, we can help cultivate environments where all learners feel safe to explore.

• Normalize support tools. Present text‑to‑speech, captions, or color‑contrast toggles as standard features, not special accommodations.
• Use inclusive imagery. Feature diverse learners in graphics and case studies, including those with visible and invisible disabilities.
• Embed reflection points. Short prompts asking learners to apply content to their context give everyone a voice and encourage connection.

Tip: In onboarding materials, explicitly state that the program is built to support diverse learning styles.

7. Engage with the community

Finally, remember that learning design is iterative. The best way to avoid stereotypes is to stay informed and connected.

• Co‑design with neurodiverse voices. Invite feedback from employees with dyslexia, ADHD, or other cognitive differences before full deployment.
• Stay updated on research. Follow journals, podcasts, and conferences focused on inclusive design and accessibility.
• Share your lessons learned. Contributing back to communities like The Learning Guild helps evolve the field as a whole.

Tip: Connect with #ActuallyAutistic and other neurodivergent individuals online so you can learn from their lived experiences. Join ally groups within social platforms like Facebook to gain perspective and insight on pain points.

Moving forward

Supporting learners with dyslexia, ADHD, and other cognitive differences is a matter of compliance but also a commitment to innovation and equity. When learning designers prioritize clarity, flexibility, and inclusion, they create products that work better for everyone, not just those with identified differences.

I’ve seen firsthand how these practices transform classrooms, professional trainings, and organizational learning environments. My hope is that we, as a community of designers and strategists, continue to move beyond outdated assumptions and embrace techniques that honor the rich diversity of the minds we serve.

Let’s lead with empathy, design with evidence, and build learning experiences that leave no one behind.

Image credit: lemono