Dyslexia is a learning disorder that involves difficulty reading

Stressful. Overwhelming. Frustrating.

Dyslexia​Every time I interview my dyslexic students, they depict learning English with those words.

Yet, they need to grow their English skills. Despite dyslexia.

If you are dyslexic, let me tell you something, straight to the point: stop looking around and join us as soon as you can because I can guarantee the results you will achieve with us set our courses apart from any other courses you might find anywhere else.

My promise to you:

  • You will get involved in engaging and stimulating English speaking courses where teachers will make the most of your natural abilities
  • You will learn English and to develop your English skills by having fun, through games, drama and playful activities
  • You will feel always as part of a group, in the right place and at the right moment.

This is what the mother to two dyslexic students wrote me at the end of a Learn English through Drama summer course:

“I wish to thank you for the excellent welcome you gave to my sons. Usually they are not keen to join in group experiences for they are a bit shy and insecure. But during your course something extraordinary happened: they felt so engaged, committed and enthusiastic despite at the beginning they were afraid to fall behind because of dyslexia. They bonded quickly with the teacher, who was able to capitalise on each student’s strengths and to put in place different strategies in order to stimulate each student.” – S. A.

DyslexiaThat is an incredible result we could achieve thanks to the method I build all the courses upon.

My approach is to include dyslexic students and to mix them with the other students in the group. I know this works because all the training courses I design are based on Suggestopedia principles. In 1973 UNESCO stated that Suggestopedia is a recommended methodology for teaching dyslexic people, too.

Fast Learning School does not offer training courses specifically to dyslexic people. Never the less, I am very proud to say that all the English speaking courses we have been delivered so far enabled dyslexic students to join in, to enjoy the lessons and to achieve results they wouldn’t achieved in other types of courses.

In our courses dyslexic people are absolutely welcome. They take part in the exercises and in the activities the teachers propose together with the rest of the group. Since I like to personalise the training and to take care of my students, when dyslexic people take part in the courses I make sure they will feel at ease with the didactic programme. Also, thanks to Laura, our Dyslexia Training Specialist’s supervision, I make sure the didactic materials provided and the exercises proposed meet dyslexic students’ needs.

As a result, all the dyslexic people taking our courses achieve the expected results, they feel at ease, in the right place and at the right moment all the time during our courses.

If you are a dyslexic learner, you might be interested in:

Laura is the go-to expert when it comes to teaching dyslexic students. She supervises all my courses in order to make sure dyslexic students always feel at ease during the training and never (ever!) fall behind.

Let’s meet her!

Laura Serrani
Laura Serrani

How did you end up studying Dyslexia and teach children and adults with Dyslexia?

It was early 2000’s and Dyslexia wasn’t a topic as much talked about as it is today. I was a student in Philosophy at the University and at the same time, I used to deliver private lessons to students of primary and secondary school age on a range of subjects, both humanistic and scientific. Those students for some reason which I didn’t know yet were struggling at school. Amongst them, there was a student who in particular let me think about my way of learning. What I was doing was indeed to replicate with that student the way I used to study: reading, memorising, repeating aloud. But, while this way of studying had been more or less functional for my scholar achievements, it was leading to a tremendous disaster for that student. I remember hours and hours spent on reading and repeating topics ended up in a complete blank table in front of the teacher’s questions. Things were getting even worse when it came to learning English as a foreign language which was a mandatory subject: any grammar rule had no chances to be assimilated and used correctly in exercises, neither reading and comprehension. I was astonished… wondering what made us having very complex conversations out of homework and not being successful in learning school-related content, even the simplest ones (what for me was simple!).

This was the very first discovery when I first started training in learning psychopathology: Dyslexia is not visible and it exists, despite it is not visible! A lot could be said but while some tools and strategies seemed to work for Geography, History, Science, Literature, etc.. one of the stumbling blocks was English (the other was Maths). I observed lots of struggles in reading, writing, listening and speaking in English amongst students with Dyslexia I was tutoring and I wondered what was the purpose of that. If a certain level of frustration can be allowed in learning, definitely a high level of frustration must serve to a much bigger outcome than continually failing marks, otherwise what’s the point in struggling for nothing. What’s the point in doing hundreds of exercises in English grammar when you are not even able to speak in English when you go to a foreign country. What’s the purpose of teaching English as a foreign language? So I started another journey aimed to understand how the English language works and to be honest I am still on that journey so far! English has become the language I am using the most for my emotional, social and cognitive development, intellectual growth and as I became able to access knowledge my interests in other aspects of Dyslexia arose. As a part of my journey, I wanted to reflect on the emotional aspects related to learning, environmental factors that intervene in children development. This new interest led me to begin another journey. I am currently a second-year student of the MA Counselling and Psychotherapy for children, adolescents and families at the University of Roehampton.

Any questions about our training offer and how it fits dyslexic students? Please get in touch, Laura will be happy to help.

If you are a dyslexic learner, you might be interested in:

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