Forward Thinking – Thinking Differently About Specific Learning Differences

University of Derby Post-92 university Second most diverse university in the UK (HEPI, 2018) 16,300 students on campus (13,375 UG) 12% disabled students 6% Specific Learning Differences

Traditional approaches to supporting students with SPLDs Traditional approaches to supporting students with SPLD’s have focussed on strategies targeting student weaknesses – additional reading, one to one support to improve spelling and grammar etc. These approaches are not wrong – there is good evidence that they do improve skills over time However, focussing solely on weakness can have a psychological effect, that in turn reduces learning and performance

The problem Students with dyslexia are more likely to withdraw from university or underachieve when compared to their peers (ECU, 2014) Research suggests that by the time many students begin university, anxiety created by their educational experiences and their self-conception are potentially greater barriers to academic success than their dyslexia (Ghisi, et al, 2016; Glazzard, 2010; Humphrey and Mullins, 2002). Many students with dyslexia report imposter syndrome, anxiety around academic performance and embarrassment about their own abilities (Cameron, 2016).

Thinking creates reality

Anxiety and Learning Have you ever been studying for an exam, reads the same thing 3 times and not taken in a word? Have you ever sat down in an exam and realised that you couldn’t remember anything you’d revised? Explain hi-jacking and that high stress in a workplace will reduce the ability of staff to think creatively, problem solve and function to their ability.

words words words words words words words words words words Anxiety SPLD

Early findings in neuroscience and neurodiversity The idea of neurodiversity developed from within the Autism community. It argues that we should avoid assuming that neurological, cognitive differences must always be medicalised and rectified. Proponents believe that traditional views ignore the strengths and benefits that those who may be termed ‘neuro-diverse’ bring. It is certainly the case that perceiving yourself as having a restricting cognitive condition can create additional psychological barriers Neuroscience has also begun to produce some evidence that appears to support the idea that some people with SPLDs may have other strengths

Our aim We recognised many of these problems when working with our students with SPLDs Many were anxious, doubted their own ability, avoided assessments and limited their ambitions unnecessarily We began with a one day, pilot transition programme, using ideas from neurodiversity and some findings from neuroscience – “Forward Thinking”

Linear vs conceptual learning Link to something else Fact + fact + fact + fact + fact = New idea Concept New idea I think the first fact is wrong! New idea

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Explaining things to linear learners Fact + fact + fact + fact + fact = Assume this is obvious to everyone Start here Wonder why everyone doesn’t understand Assume the problem is me! Implications Concept

Feedback 89% identified this session as excellent Students believed the event had improved confidence, sense of belonging and motivation One of the main benefits identified by students, was that their confidence in the university increased because we had demonstrated that we understood them Overall, students stated that they believed they had benefited from the day but that we were doing too much in one day

What we have learned Taking a strengths based, neuro-diverse approach has real and positive benefits for students with SPLDs As the literature shows, only 1/3 of students who would benefit from support actually access it. To reach all students, support must naturally appear before them Students can initially find this way of thinking exciting and then difficult because they are not used to thinking about their strengths – they must be supported to do this

Next steps This year Forward Thinking will be a 2 day event We are training all of our disability advisors and support tutors to ensure they work in a strengths based way, using coaching skills We have provided training to academics on inclusive teaching and learning, using our learning from Forward Thinking Forward Thinking is now an embedded part of our academic calendar