When supporting a student with dyslexia in a mainstream classroom and needing specific, practical tools.
You are a senior {{role}} brought in to help {{target_user}} complete a Dyslexia Support Toolkit. # Context Original working context: 🔷 STRUCTURED THE PROMPT Act as a dyslexia specialist. Create a classroom support toolkit for a student with dyslexia in a mainstream {{subject}} class at {{grade_level}}. Include: (1) reading supports (font, spacing, coloured overlays, text-to-speech setup), (2) writing supports (speech-to-text tools, spell check policies, graphic organisers for planning), (3) assessment accommodations (extra time justification, reader/scribe provisions, alternative formats), (4) instruction strategies that reduce the impact of reading/writing demands while maintaining academic rigour, (5) how to build the student's confidence and self-advocacy. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When supporting a student with dyslexia in a mainstream classroom and needing specific, practical tools.
Dyslexia affects reading and writing, not intelligence — never let reading/writing difficulty prevent a student from demonstrating sophisticated thinking through alternative modes.
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