Visual Stress
User-Friendly Text for Students with
Visual Stress and /or Dyslexia
People who suffer from visual stress (Scotopic Sensitivity
Syndrome, SSS, Irlen Syndrome, Meares-Irlen Syndrome)
experience problems, including visual distortions, blurring and
headaches, when they view text for long periods. Below are some
guidelines on how to produce user-friendly text for students who
experience reading difficulties, such as visual stress. Remember
that any strategy to accommodate readers with visual stress,
reading difficulties, and dyslexia, will also benefit other readers in
your group.
Language: Keep writing style in short simple sentences. Check the
readability of your work wherever possible (The options menu of
your spell and grammar check will show readability statistics)
Fonts and Type

Avoid using a wide variety of fonts

Check the font that is preferred by your student (Verdana
may be a good one)

Use large point of 12pt or more (Avoid anything smaller than
11pt)

Increase spacing between letters and lines, sentences, and
paragraphs. Many people find double line spacing helpful.

Do not underline key words or titles; it make can make the
words seem to run together.

Highlight sparingly using Bold. Avoid using italics or
underlining.
Layout

Break up dense blocks of text
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Use shorter paragraphs.
Use bullets or numbers
Use boxes to break up text

Use wide margins and headings

Use left justification, and keep the right margin ragged.
Presenting Information

Use coloured paper – the best colour depends on the
individual but cream is best colour for “one size fits all”.
Coloured Paper for Resources. Where appropriate arrange to use
paper of a similar colour to your students’ overlays, for worksheets,
handouts etc. requiring written work.
It might help to arrange to have all of your resources produced
on off-white paper. Cream, grey, or beige are recommended for
this purpose. Where such paper is not available; recycled paper
is better than white (which usually contains fluorescent whitening
dyes).

On leaflets and posters;
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o
o
o

Keep the design simple
Keep to one font style.
Avoid background graphics
Group essential information (i.e. time and place) together.
Use alternative methods to present information:
o
o
o
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o
Flow charts to explain procedures
Pictograms and graphics to help locate information
Lists of ‘Do’s and Don’ts’
Provide glossaries of abbreviations and jargon
Include a contents page and an index.

Coloured Background of computer screen. If possible, allow
the student to set the background colour of their VDU for
maximum comfort.

Natural Lighting. Indirect natural lighting (sunlight) and
incandescent lighting are better than fluorescent lighting. Dim
lighting is usually better than bright. Create learning areas that
are not wholly lit by fluorescent light sources (e.g. Half lights
on/half lights off). Do not turn fluorescent light on, where you
already have enough natural lighting. Encourage the student to
sit where natural lighting is dominant (i.e. near the window)

Book Position. Reading should be done from materials put
directly in front of the student. Avoid having students “Share”
their reading material. Where an overlay is used, allow the
students to angle their reading material to reduce any glare or
reflections that may be present.

OHP’s. Limit the amount of work done using an OHP, as the
intense lighting may cause discomfort. Where use of an OHP is
unavoidable, try reducing the brightness by partially blocking the
lens or covering the lens with a filter.

Whiteboards: Avoid using whiteboards if possible. Where board
work is unavoidable, write in columns rather than across the
board. Write each paragraph in a different colour to help with
tracking, but check that the colour is comfortably visible for all
the students. Check that a glare spot is not visible on the board.
If it is, the ideal solution is reposition the board so that it closer
to the wall at the top than at the bottom; this will redirect the
mirrored glare back towards the projector.

Copying from Boards: Avoid board work wherever possible.
Copying from paper to paper is the best option for students with
visual stress.
Where board work is unavoidable:



Use blackboards in preference to whiteboards
Read out aloud what you have written on the board.
Allow the student extra time for all copying tasks.
It should be noted that it is no longer acceptable to expect the
student to copy what another student has already copied from
the board

Reading Aids. Allow the student to use a ruler or bookmarker,
to keep their place in text.

Breaks. Students with visual stress need to take regular breaks
when reading, writing, or doing any other visually intensive task.
If working at a computer brings on a headache; allow the
student to take a break. They may need to focus their eyes on
distant objects for a while.

Large Print. Some people find that large print, or double line
spacing helps. Consider using large print texts. If producing your
own material, keep font sizes at 12pt or larger (never below
11pt).

Photocopied material. Avoid reducing material in size when it
is photocopied.

Audiotape. Allow the use of audiotape, where possible.

Testing:
Ensure that reading is tested using the student’s
preferred overlay colours.

Seeking Advice. Contact your Academic Support Team Leader if
you have any concerns or queries to do with visual stress.

For further information: Visit the links on
www.essex.ac.uk/psychology/overlays
There is also the following help line courtesy of the University of
Essex:
+44 (0) 1206 872130
(calls charged at normal rates)
Remember: Under the terms of the Special Education Needs and
Disability Act 2001, we are required to anticipate the needs of the
disabled learner and to make reasonable adjustments to ensure that
they are not put at a substantial disadvantage.
This form was designed by the Student Support Service, SE Essex Regional College: It may be photocopied