08 OCTOBER 2026
We know that for children and young people with special educational needs, learning to read, write and spell can present challenges. Difficulties with working memory, processing, motor coordination, language development and attention can all affect a pupil's ability to access literacy-based learning.
What you'll learn
✔️ Practical strategies to make literacy more accessible, including adapting written materials and using multi-sensory approaches to reading and spelling
✔️How working memory, processing differences and handwriting difficulties can impact literacy development for pupils with SEN
✔️ Supportive tools and classroom approaches, such as audiobooks and inclusive teaching methods, that help pupils build confidence and succeed as readers and writers
Across our schools, we understand that literacy difficulties are not a reflection of a child's intelligence or potential. With the right support, adaptations and teaching approaches, pupils can develop the confidence and skills needed to become successful readers and writers. In this article, we explore practical strategies that can help education professionals create more accessible literacy experiences for children and young people with SEN.
Make written materials more accessible
The presentation of written information can have a significant impact on a pupil's ability to engage with and understand text.
For some learners with visual processing differences or attention difficulties, densely packed pages can feel overwhelming. When pupils are required to process large amounts of visual information simultaneously, much of their cognitive energy is spent attempting to organise and interpret the content before they have even begun to understand its meaning.
Simple adjustments can help reduce this barrier. Larger font sizes, increased spacing between lines and words, uncluttered page layouts and clear text presentation can make reading tasks more manageable. Equally important is reducing unnecessary visual distractions that compete for attention, such as unrelated images, multiple text boxes or overly complex page designs.
Adopt a multi-sensory approach to spelling
Multi-sensory approaches can support learning by engaging multiple pathways in the brain at the same time. Rather than relying solely on writing, pupils can explore spelling through movement, touch, visual cues and verbal rehearsal.
Activities such as building words with magnetic letters, arranging objects to form spellings, tracing letters in sand or air-writing while saying sounds aloud can strengthen understanding and recall. These approaches can be particularly beneficial for pupils with dysgraphia, dyspraxia (Developmental Coordination Disorder) or fine motor difficulties, who may find written recording challenging.
By making spelling more interactive and engaging, educators can reduce frustration and provide alternative routes to success.
Recognise the impact of working memory difficulties
As pupils learn to read, they must connect sounds to letters, recognise patterns within words and recall previously learned information. This process requires effective use of both short-term and working memory.
Many neurodivergent learners experience difficulties in these areas. As a result, they may appear to repeatedly forget spellings, struggle to recall familiar words or find it difficult to apply previously learned literacy skills consistently.
One of the most effective ways to strengthen word recognition and spelling is through repeated exposure. The more frequently pupils encounter words in meaningful contexts, the more familiar and accessible those words become.
Providing regular opportunities to read, revisit vocabulary and encounter language across different subjects can help reinforce learning and reduce reliance on memory alone.
Importantly, professionals should recognise that repeated difficulties with recall are often linked to underlying processing differences rather than effort or motivation.
Use audio books to support literacy development
Reading is a complex process that requires pupils to decode words, track text visually and comprehend meaning simultaneously. For some learners with working memory difficulties or attention differences, managing all of these demands at once can be challenging.
Audio books can be a highly effective support tool. Listening to a text while following the written version allows pupils to engage both auditory and visual processing systems. This can improve comprehension while simultaneously supporting the development of reading fluency and tracking skills.
Where possible, pupils should have access to flexible audio options, including adjustable playback speeds and high-quality narration. Some learners may also benefit from noise-cancelling headphones to minimise distractions and support concentration.
Importantly, audio books should not be viewed as an alternative to reading but as a valuable tool that helps pupils access age-appropriate content while continuing to develop literacy skills.
"Literacy difficulties are not a reflection of a child’s intelligence or potential."
Understand that letter formation requires time and practice
Handwriting is a highly complex skill that relies on coordination, motor planning, visual processing and memory. For some pupils, forming letters accurately and consistently requires a considerable amount of cognitive effort. While many children develop automaticity over time, others may continue to find handwriting difficult despite repeated practice.
Persistent challenges with letter formation may be linked to dyslexia, dysgraphia, developmental coordination difficulties or visual processing differences. In these situations, additional support and alternative approaches may be required.
Multi-sensory activities can play an important role in strengthening the underlying skills needed for handwriting. Opportunities to manipulate materials, practise large-scale movements and engage in tactile learning experiences help build confidence and develop motor control.
Educators should remember that handwriting difficulties do not necessarily reflect a lack of understanding. Some pupils may possess strong ideas, vocabulary and subject knowledge but struggle to record these effectively on paper.
Creating a literacy curriculum that works for every learner
Effective literacy teaching for pupils with SEN is not about lowering expectations. It is about removing barriers that prevent children and young people from demonstrating their abilities.
By adapting resources, adopting multi-sensory teaching methods, supporting working memory, using assistive technology and recognising the challenges associated with handwriting, schools can create more inclusive learning environments where all learners have the opportunity to succeed.
Most importantly, professionals should approach literacy difficulties with curiosity and understanding. When children feel supported rather than judged, they are far more likely to develop the confidence, resilience and engagement needed to flourish as readers and writers. An inclusive approach to literacy benefits all pupils, but for children and young people with SEN, it can be transformational.
