ABSTRACT
The class teacher usually has the responsibility for differentiating the curriculum to accommodate the individual needs of the student. Differentiation of the curriculum in terms of presentation, content, assessment and resources is necessary without exception. The assessment therefore needs to consider classroom, cultural and curriculum factors, the learning preferences of the child as well as the specific difficulties and strengths. Identifying the inferences in texts is an important element for developing higher-order thinking and processing skills, and is particularly important for children with dyslexia as their main focus often tends to be on mastering the bottom-up sub-skills of reading and the inferential meanings of the text are sometimes lost as a consequence. The student with dyslexia can also experience difficulties with long-term memory as the requires organisation and categorising of information and the type of organising and planning can be challenging for them.
