Empower Educators, Support Dyslexic Learners

With the generous donations,  we conducted a workshop for teachers from schools in Kajiado County. A total of 25 teachers from seven different schools participated. The workshop focused on enhancing teachers' understanding of learners with invisible learning difficulties, including dyslexia.
During the workshop, teachers shared that each of them had at least four children in their classes whom they struggled to understand, as these students were not learning like their peers. They were unsure how to support them, and some admitted they had previously assumed the children were simply unwilling to learn or were misbehaving. The workshop’s impact extended beyond the 25 teachers in attendance, as it equipped them with the knowledge and strategies to better support these learners.

Beyond the training, six children were assessed for learning difficulties, ensuring they received early interventions tailored to their needs. These assessments were made possible by the unwavering commitment of donors who believe in every child's potential. Your generosity is breaking down barriers and unlocking opportunities for children to learn in ways that work for them.
We extend our deepest gratitude for your unwavering support. Your contributions do more than fund a program—they transform lives. Because of you, teachers are empowered to nurture neurodivergent learners, and children who once struggled in the shadows are now stepping into the light of understanding and success.
Thank you for being an integral part of this journey toward a more inclusive education system in Kenya. We still count on your support to reach more teachers in marginalized areas. As we plan upcoming workshops, we hope to continue this vital work together.
The Little by Little campaign is coming up soon—stay tuned!

Educating Educators

As part of our commitment to supporting marginalized communities, we conducted a series of workshops aimed at training educators from underserved regions, including rural and low-income areas. Specifically, 15 teachers from Kayole Emmanuel Academy and 25 teachers from public schools in Wamunyu, through a collaboration with Kenya Connect, participated in this training. Additionally, we successfully held the inaugural Africa Dyslexia Summit, which attracted over 50 participants, both in person and virtually.

These workshops were conducted in resource-constrained areas to ensure that educators working in low-income settings received essential training in understanding and supporting students with dyslexia and other invisible learning difficulties. Education holds a significant place in impoverished, marginalized, and slum communities; however, when children do not meet academic expectations, it often leads to disappointment and a sense of hopelessness for their future. The presence of trained teachers who can identify and support learners with learning challenges is vital to shifting these perceptions and opening new possibilities for affected children.

Challenges in these communities are particularly pronounced, as awareness of dyslexia remains limited. Consequently, students with learning difficulties are frequently mislabeled as "lazy" or "unmotivated." This training was designed to address these misconceptions by providing teachers with practical skills for early identification of dyslexia and effective instructional strategies to enhance literacy outcomes.

The training equipped educators with the skills necessary to identify learners with dyslexia and other learning challenges and provided them with practical tools to support these students in the classroom. This initiative aims to foster an inclusive and supportive educational environment, promoting better academic outcomes and personal development for students in marginalized communities.

Impact on Teachers and Learners

Trained teachers reported increased confidence in identifying and supporting dyslexic learners.

• They implemented new strategies to adapt their teaching, making reading and comprehension more accessible to all students.
• At Kayole Emmanuel Academy, teachers shared feedback on how these methods have reduced students’ frustration and improved their reading progress.

 Challenges and Lessons Learned

• The project highlighted the need for ongoing support to educators in marginalized communities, as they often have minimal access to resources.
• Many educators expressed a desire for more continuous training, demonstrating the importance of follow-up workshops to reinforce learning and provide new insights.

Future Plans

• Expand the training program to reach additional schools in underserved areas, ensuring more teachers are equipped to support dyslexic learners.
• Develop a mentorship program where experienced educators can support their peers, fostering a network of dyslexia awareness advocates.

Conclusion
We want to thank our supporter from GlobalGiving, this project has empowered educators to create more inclusive learning environments. By equipping teachers in marginalized communities with skills and understanding, we are helping transform classrooms to better support dyslexic learners, enabling them to thrive academically and personally.