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Kate Atkins – Study Skills tutor Students with dyslexia: working towards a dyslexia friendly university. Kate Atkins – Study Skills tutor Kate.atkins@bishopg.ac.uk studyskills@bishopg.ac.uk Ext. 3692

The Study Skills team have recently carried out a survey amongst BGU’s students who have dyslexia, with the aim of gathering feedback about their experiences. This feedback will be disseminated amongst staff, with the aim of identifying ways in which the university could become more dyslexia friendly and improve the experience of students with dyslexia. The findings indicate that there may be a gap between the ‘reasonable adjustments’ provided by Study Skills staff and those provided by lecturers.

Definition/s of dyslexia Currently there isn’t one accepted definition of dyslexia either across the world or the UK. ‘Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities’. (BDA, 2016)

Difficulties faced by students with dyslexia in HE: Difficulties with reading accurately and at speed Reading aloud Persistent spelling errors Difficulties with grammatical structure Difficulties with sequencing ideas and words Difficulties planning and organising written work Memorising facts Taking notes in lectures Planning essays Written exams Proof-reading for grammatical and spelling errors (Kirk and Reid, 2003)

Dyslexia in higher education There are increasing numbers of students entering HE with learning difficulties (Griffin & Pollak, 2009) Students in HE often don’t ask for help until it is too late (Kirkland, 2009). Many can be intimidated by ‘academia’ (Reid, 2009). It is important that all teaching staff are familiar with dyslexia and how it may affect self-esteem. Feedback is also important as students with dyslexia may have spent more time than others on their work (Reid, 2009).

Self-disclosure is an important factor if students are to develop a healthy perception of their dyslexia and achieve self-advocacy (Reid, 2009). Tutor priorities should include: workload issues and presentation of the course in a way that meets the needs of students with dyslexia (Kirkland, 2009). Academic tutors have a role to play in terms of the presentation of the topic and clarity of the assignment (Jamieson & Morgan, 2008).

Survey of dyslexia provision across BGU May 2016 Approx. 200 invitations sent out with 62 respondents Course with the highest number of respondents: BA (Hons) Primary Education with QTS – 18% 12 questions were posed, aimed at covering the entire support received by students with dyslexia at BGU.

Responses: Students were asked how they rated the support received from lecturers at BGU Excellent 20% Good 30% Adequate 32% Poor 8% Not applicable 12% (60 respondents)

‘Throughout my course, only 1 lecturer has accommodated to my needs’. Comments: ‘Throughout my course, only 1 lecturer has accommodated to my needs’. ‘Lecturers have been extremely supportive throughout…lectures have been changed in order to include more interactive and hands on based learning’. ‘I have had little to no support from tutors, I believe only one is aware that I am dyslexic and she was very helpful but the other lecturers have little idea about the people in their lectures (as far as I am aware) and if they do know they are not good at showing they know’. ‘Lectures were particularly hard because everyone was being spoken at or read to through a PowerPoint. For me I found this hard as I struggle to write down all the notes fast enough, even with my recording pen! It also only really suited people who learn well from listening or reading’.

Students were asked to rate the presentation of lecture materials/assignments Excellent 13% Good 38% Adequate 27% Poor 3% Not applicable 20% (60 respondents)

Student comments ‘The notes and power points weren't always available’. ‘Typically lecture materials were made available online which is extremely helpful’. ‘I have received none of the support that was detailed from my lectures’. ‘…sometimes I could have benefited from a bit more material to help me understand a topic, instead I would just give up on it because I do not understand and all we are given is the power point (after the lecture as opposed to before the lecture ) so I am unable to prepare’. ‘…it is not often that written text is given on different colour backgrounds. I have found this to be the case in lectures…’ ‘Lecture material is not always up on blackboard before lectures and often if they are they are wrong’. ‘I find the assignment briefs and mark schemes aren't always very clear and I find it quite difficult to understand what to do’.

Students were asked how they rated one to one Study Skills support Not applicable 17% Excellent 52% Good 25% Adequate 5% Poor 3% (60 respondents)

Student comments: ‘…(it) has helped with reading and understanding briefs. As well as helping with reading and working more effectively’. ‘It has helped so much with helping to understand my assignment briefs, plan my essays, proof read my assignments, and tips to help with academic reading. My grades have already improved since last year’.

Yes 51% No 49% (59 respondents) Students were asked whether they felt that the support available from Study Skills Tutors is advertised widely enough Yes 51% No 49% (59 respondents)

Student comments: ‘I was not aware of the support until I asked what was available’. ‘Didn't know that there was support available until my tutor recommended it to me’. ‘I had to ask when I arrived at uni’. ‘I feel however that those without access arrangements and an awareness of Student Advice would not be aware of study skills tutors unless they accessed the appropriate channels’.

How can we become a more dyslexia – friendly university? In pairs or small groups, please discuss what we could do to make BGU more accessible for students with dyslexia. Please write your ideas on the post it notes provided.

Reference list: Reid, G. (2009). Dyslexia: A Practitioner's Handbook. West Sussex: Wiley & Sons ch.17 p.267 – 281 Singleton, C. (1999). Dyslexia in Higher Education: policy, provision and practice. Hull: The University of Hull Cottrell, S. (2013). The Study Skills Handbook, London: Palgrave Macmillan Griffin, E., & Pollak, D. (2009) Student Experiences of Neurodiversity in Higher Education: Insights from the BRAINHE Project. Dyslexia ,15: 23–41. British Dyslexia Association. (2016). BDA Dyslexia Friendly Quality Mark for Universities. Retrieved from http://www.bdadyslexia.org.uk/services/quality-mark/higher-education