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ADC 2025.pdf by Africa Dyslexia Organisation

Africa Dyslexia Conference 2025

In many parts of Africa, kids and adults with dyslexia and other learning differences struggle in school and at work. That’s because most schools don’t understand how they learn. This can lead to teasing, dropping out of school, and not getting good jobs later on. 

Africa Dyslexia Conference 2025 aims to change that narrative. As the continent’s high-level gathering focused on learning differences, this two-day event brings together over 350 people like education leaders, business professionals, researchers, and youth advocates, health professionals, parents  to talk about how Africa can better support people with learning differences like dyslexia.

This conference will serve as a catalyst for regional policy reform, education transformation, and workforce inclusion, setting a new benchmark for how Africa supports its neurodiverse population. With UNESCO  and UNICEF as strategic partners, the event will embed learning differences into wider conversations on literacy equity, social justice, and inclusive growth.

What is Dyslexia?

Dyslexia is a common learning difference that makes reading, writing, and spelling challenging even for highly intelligent people. Dyslexia is not a sign of low ability; it simply means the brain processes language differently. With the right support, dyslexics can thrive at school, at work, and in life.

Why You Should Attend

  • Help shape better education systems that include every learner
  • Learn practical ways to support learners with dyslexia at home, school, or work
  • Connect with leaders advancing literacy, equity, and inclusion
  • Be part of a movement that celebrates differences and promotes fairness
  • Walk away with tools, strategies, and action plans you can apply immediately

Who Should Attend

  • Ministers, education leaders, and policymakers
  • School heads, teachers, and curriculum specialists
  • Nonprofits, NGOs, and development agencies
  • Employers, HR professionals, and inclusion champions
  • Parents, caregivers, and individuals with lived experience
  • Researchers, universities, and training institutions
  • EdTech and assistive technology companies

What You’ll Get

  • Keynotes from experts voices in inclusive education and learning support
  • Panel discussions about school systems, identity, youth voices, and neurodiversity 
  • Small group masterclass workshops
  • Research presentations on literacy
  • A chance to network, learn, and be part of a growing movement
  • A full post-conference plan to help guide future change

Reach Us:
For sponsorship or media, contact: events@africadyslexia.org

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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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Mother

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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