Call for Speakers and Research Presenters

Africa Dyslexia Conference 2025
 Theme: Shifting Minds, Inspiring Action
 Dates: August 13–14, 2025
Location: Accra, Ghana
Hosted by: Africa Dyslexia Organization
Partners: UNESCO, Ghana Commission for UNESCO, UNICEF, Black Literacy Matters, Beyond Inclusion

We invite speakers and researchers from across Africa and around the world to contribute to the Africa Dyslexia Conference 2025 , an event focused on reshaping how learning differences are understood, and supported across the continent.

The conference will convene government leaders, corporate stakeholders, educators, researchers, youth advocates, and community champions to drive an inclusive future where individuals with dyslexia and related learning differences can thrive in education, employment, and society.

The event will explore key themes through the lenses of education policy, literacy equity, assistive technology, family and community engagement, and workforce inclusion.

Speaker & Researcher Participation Opportunities

We welcome submissions for speaking engagements and research presentations across the following thematic tracks:

HIGHLIGHT SPEAKERS (TRACK 1)

  • Redefining Inclusion: Breaking Barriers, Building Bridges for Learning Differences
     Exploring cultural, systemic, and institutional change through redefining dyslexia from an African perspective to empower communities and drive policy reform,(Speaker Selected)
  • Equity in Literacy: Why Dyslexia Awareness is a Human Rights Issue .
     Positioning literacy as a fundamental right and highlighting why dyslexia must be central to Africa’s education and development agendas, (Speaker Selected).
  • Reclaiming Potential: How Changing the Narrative on Dyslexia Can Transform Communities. Celebrating strengths-based narratives that unleash the creativity, leadership, and entrepreneurial potential of dyslexic individuals (Speaker Selected).
  • Language and Dialect: African American English (AAE): Examining language variation, cultural identity, and inclusive literacy practices, drawing parallels between African dialects and African American English (Speaker Selected).

PANEL SESSIONS (TRACK 2)

  • From Stigma to Strength: Reframing Dyslexia as Identity, Not Deficit
     Personal journeys of empowerment and resilience from individuals with dyslexia.
  • Dyslexia and the African Workforce: Creating Inclusive Workplaces
     Strategies for hiring, supporting, and retaining neurodiverse talent.
  • Youth Voices Forum: Living and Learning with Dyslexia in Africa
     A student-led discussion on navigating education systems and advocating for change.
  • High-Level Policy Dialogue: Building an Inclusive Future for Dyslexic Learners
     Featuring Ministers of Education, UNICEF, UNESCO, UN Representatives, educators, parents, and students collaborating on sustainable literacy and inclusion solutions.

BREAKOUT WORKSHOPS (TRACK 3)

  • Understanding Learning Differences: Beyond Dyslexia. An introduction to various neurodiverse learning profiles.(Speaker Selected)
  • Language Matters: Dyslexia in African Languages, (Speaker Selected)   
  • Exploring diagnosis and support strategies in multilingual contexts. 
  • The Science of Reading: Foundations for Literacy Equity
     Evidence-based approaches to teaching reading effectively.(Speaker Selected)       
  • Structured Literacy for Multilingual Learners
     Adapting literacy strategies for Africa’s multilingual classrooms.
  • Designing for All: Universal Design for Learning (UDL) in African Classrooms
     Practical ways to create flexible, accessible learning environments.(Speaker Selected)   
  • Inclusive Practices for Educators:
     Practical multisensory strategies for school leaders and teachers.(Speaker Selected)   
  • Empowering Children with Learning Differences at Home: Practical tips for parents to create supportive learning environments at home and how to collaborate with school. (Speaker Selected)   
  • Understanding IEPs: Creating Personalised Support Plans. Essentials of developing effective Individualised Education Programs (IEPs). (Speaker Selected)   
  • Confidence, Connection, Safegaurding and Belonging: Supporting the social-emotional needs of dyslexic learners.(Speaker Selected)   
  • Assistive Technology for Inclusion:
     Overview of key tools and technologies supporting learners and employees with dyslexia.

RESEARCH (TRACK 4)

Research spotlight presentations on language development, dyslexia and  learning differences, assistive technology, and teacher training resources.

Submission Details

Important Information for Speakers:

Thank you for your interest in speaking at the Africa Dyslexia Conference 2025, taking place in person in Accra, Ghana on August 13–14, 2025.

This is a volunteer-based speaking opportunity. As a non-profit organization committed to accessibility and inclusion, we are currently unable to provide honoraria or cover travel expenses. We deeply value the generous contributions of speakers who share our mission to advance equity and inclusive education across Africa.

Please note:

  • All selected speakers must attend in person.
  • Due to Unstable Internet, Virtual presentations will not be accepted.

However, speakers will benefit from:

  • A formal Letter of Invitation to support visa applications or to secure institutional or external sponsorship
  • Featured placement in our official conference program, website, and post-conference report shared with global education stakeholders
  • Full complimentary access to all conference sessions,  and networking event.
  • Global visibility and association with Africa’s leading platform for learning differences advocacy and inclusive education
  • Opportunities to build lasting connections with educators, researchers, policymakers, and innovators from across Africa and beyond
  • Recognition as a thought leader contributing to a pioneering movement addressing learning differences in Africa

We believe your voice can help shape a more inclusive future and we are honored to offer you a platform to inspire real change.

How to Apply:

Submit the following to events@africadyslexia.org

  • Full Name, Affiliation, and Country
  • Presentation Title and 300-word Proposal or Abstract
  • Track of Relevance
  • Short Bio (maximum 150 words)

Key Dates:

  • Submission Deadline: May 30th, 2025
  • Notification of Acceptance: June  6th, 2025

Africa Dyslexia Conference 2025 will be a defining moment for learning differences awareness and action on the continent. We look forward to your voice being part of this historic gathering

Get Involved, help me create dyslexia awareness,

Get involved with us by volunteering your expertise or donating to the cause of Africa dyslexia

Volunteer
Donate
Scroll to Top

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.

Father
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

Take screener now

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.

Male
Female