ABOUT US

We are united in our dedication to raise awareness, advocacy and support to dyslexic people.

Africa Dyslexia Organisation (ADO)

The Africa Dyslexia Organization is an organisation dedicated to championing awareness about dyslexia and advocating for the rights of persons with dyslexia in Africa.

We exist to empower families and individuals with current and factual information about Dyslexia, resources to manage the condition, and support to curb the stigma attached to the condition.

Our ultimate goal is to champion awareness and advocacy on dyslexia so that the majority of Africa’s population of Education Policy Makers, teachers, School Owners, Heads of Corporate Intuitions and Parents are informed and know about dyslexia in order to provide available support needed to give assistance to dyslexic people.

We also advocate for adults with dyslexia in workplaces to get the best support they need to thrive in their workplaces

Africa Dyslexia Organisation focuses its work on the United Nations’ Sustainable Development Goal 4 which is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” as well as Goal 10; “reducing inequalities and ensuring no one is left behind”

Our Vission

To build a world-class organisation dedicated to helping dyslexic people and those with specific learning differences across the continent of Africa.

Our Mission

To empower dyslexics and people with reading and writing differences to become productive citizens whilst avoiding their marginalization in the formal education sector and labour market.

ADO has three main goals:

  • To spread awareness and advocate for the rights of individuals with dyslexia.
  • To provide education, support, and resources to individuals with dyslexia in Africa.
  • To create and maintain partnerships with organizations and institutions in Africa that are focused on helping individuals with dyslexia.

What We do

AWARENESS CAMPAIGN

01.

We create awareness campaigns to educate the public about dyslexia and its implications, and to reduce the stigma associated with it. This campaign has focused on media outreach, such as radio and television spots, social media as well as posters and flyers.

Advocacy Efforts

02.

In addition to our awareness campaign, we are also heavily involved in advocacy efforts. Our organization is dedicated to ensuring that individuals with dyslexia are given the same opportunities as other individuals, and we work tirelessly to lobby governments and other stakeholders to ensure that the necessary legal and policy frameworks are in place to protect the rights of people with dyslexia. Our advocacy efforts have led to significant progress in improving the lives of individuals with dyslexia in Ghana and hoping to touch other Africa countries soon.

We create awareness by:

  • Organizing informational and training workshops
  • Webinars
  • Dyslexia conferences
  • Publishing books on dyslexia
  • Dyslexia Global Conversions

Education Programs

03.

We have developed and implemented educational programs that provide resources and support to individuals with dyslexia so that they can reach their full potential. This includes providing resources to teachers, owners of schools, heads of schools, universities and corporate institutes so that they can better understand and address the needs of individuals with dyslexia.

We do this by providing:

  • Online course for teachers and parents.
  • Providing Certified training to teachers
  • Train a trainer program for Teachers

Mentorship Program

04.

Student Mentorship Program:

ADO is committed to supporting students with dyslexia through a mentorship program that connects them with mentors who have experience dyslexia or leaders with  expertise in working with individuals with dyslexia. This program aims to provide guidance and support to students with dyslexia, helping them to navigate challenges and achieve academic success. The mentorship program is open to students of all ages and is conducted virtually, making it accessible to students from all over Africa.

Parents Support Service:

At ADO, we understand that having a child with dyslexia can be challenging for parents. That’s why we offer a range of support to help parents navigate the educational system and better understand their child’s needs. Our trained professionals provide personalized guidance and resources to parents, including information about dyslexia, tips for managing daily challenges, and guidance on accessing the right educational services for their child. Additionally, we offer regular support groups and workshops to provide a safe and welcoming space for parents to connect with each other and share their experiences.

ADO recognizes the important role parents play in supporting children with dyslexia. Here are some ways ADO upport parents:

  • Parent Support Groups: ADO facilitate parent support groups where parents of children with dyslexia connect with one another, share experiences, and learn from each other. These support groups are held virtually or in-person, depending on the preferences of the parents.
  • Parent Education: ADO provide education and training for parents to better understand dyslexia and how to support their children. This includes information on dyslexia, its challenges on the child, and effective strategies for supporting children with dyslexia at home.
  • Referral Services: ADO provide information and referral services for parents seeking diagnostic assessments or other specialized services for their children with dyslexia. This includes information on local service providers or recommendations for specialized schools or educational programs.

Research and Development

05.

We are committed to researching and developing new methods and techniques to help individuals with dyslexia. This will involve conducting research and experiments in order to better understand the condition and develop more effective interventions.

International Collaboration

06.

We are seeking to form collaborations with international organizations, in order to learn from their experiences and share our own. We are also using this opportunity to form partnerships with organizations in other countries, in order to better understand and address the needs of people with dyslexia globally. We are also partnering with organizations that want to help support our work to assist dyslexic people through funding and other forms of support.

CSR Projects

07.

We are open to partnering with organizations that want to focus on education and support for dyslexic individuals in their corporate social responsibility projects.

Consultancy

08.

We are here to support; ADO is one of Africa’s leading consultants in evidence-based and custom-tailored solutions for educators and parents in Africa. Our consultancy services include dyslexia screening and assessment, training and capacity building for teachers, and the development of dyslexia-inclusive education policies. We work closely with schools, universities, and government agencies to improve dyslexia awareness and support across Africa.

ADO Network

09.

At ADO, we understand the importance of collaboration and networking in achieving our mission. We are building a decentralized network of resources, thought leaders, high net worth individuals, educational institutions, and government agencies. Through this network, we aim to create a sustainable ecosystem for dyslexia support and advocacy in Africa.

Our Future Project

10.

Dyslexia Resources Learning Center:

In line with our long-term goals, ADO is committed to building an ultramodern Dyslexia Resources Learning Center in Ghana. This center will provide a range of dyslexia support services, including assessment, training, mentorship, and research. It will also serve as a hub for dyslexia advocacy and awareness in Africa. We aim to make this center a model for dyslexia education and support in Africa Our target is to complete the project within the next five years. Ask us on how you can support this.

As we continue to grow and develop, we will strive to implement new strategies and initiatives to meet our goals. Our initiatives be supplemented by other strategies and activities, such as providing resources to individuals and organizations, offering mentoring and support services, and engaging in collaborative research on more global level. Through our comprehensive approach, we are committed to reducing the stigma associated with dyslexia and ensuring that people with dyslexia are given the same opportunities as everyone else.

Our Amazing Partners

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WHO ARE YOU TO THE CHILD ?

The Adult Reading History Questionnaire (ARHQ) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000), but it can also help measure risk in children, especially before school age. Reading disability is highly heritable: about 30-60% percent of children born to a dyslexic parent will develop dyslexia. Thus, one way to estimate risk of reading disability in preschool children is to evaluate parents’ own reading history. The following questionnaire was developed using parents’ reports of their own reading history as well as actual testing of their children’s reading skills. If a parent scores high on the ARHQ, their child has a higher risk of developing a reading disability. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis of either the parent or the child. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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The Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) is a screening tool designed to measure risk of reading disability (i.e. dyslexia) in school-age children (Willcutt, Boada, Riddle, Chhabildas, DeFries & Pennington, 2011). Normative scores for this questionnaire were developed based on parent-reports of their 6-18 year-old children, as well as actual reading testing of these children. Willcutt, et al. (2011) found that the CLDQ-R is reliable and valid. It is important to note that the CLDQ-R is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your child’s reading progress, we recommend that you contact your child’s school, a licensed child psychologist, or your child’s primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns. For more information about the symptoms, causes and treatment of reading disability (dyslexia), please visit the International Dyslexia Association

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WHAT'S YOUR GENDER?

The Adult Reading History Questionnaire (ARHQ) is a self-report screening tool designed to measure risk of reading disability (i.e. dyslexia) in adults (Lefly & Pennington, 2000). The ARHQ asks adults about their own reading history and current reading habits in order to estimate the risk that they may have a reading disability. Normative scores are based on actual testing, and Lefly & Pennington (2000) found that the ARHQ is reliable and valid. It is important to note that the ARHQ is only a screener and does not constitute a formal evaluation or diagnosis. If you have concerns about your reading skills, we recommend that you contact a licensed psychologist or your primary care physician about pursuing a more thorough evaluation to investigate the nature of these concerns.

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