Specialist support for dyslexic students in HE

Dyslexia 1:1 Specialist Support How the dyslexic profile affects acquisition of knowledge The difference between traditional study skill support and specialist 1:1 support Implications for DSA administration Guidelines for best practice

Dyslexia - identification Interview Assessment - IQ - Attainment - Cognitive processing

Cognitive processing Short term memory Information processing speed Phonological awareness

The impact of a dyslexic profile on the acquisition of knowledge Dyslexia is a receptive and expressive language processing weakness It impacts On information that comes in (received) How it is organised (stored) How it is retrieved (expressed)

Severity of dyslexia Ability Personality MildModerateVery Severe Below Average Exceptional Confident/RobustPoor Self-Esteem/Fragile Dyslexia Institute 2005 Additional factors that affect acquisition of knowledge

Complex picture ‘I’m dyslexic too so I understand you…’ Previous experience Not just reading and spelling

Paul Stevens

How do dyslexic students learn ?

7 underlying principles for effective dyslexia support Multisensory teaching Metacognition Modelling & ‘mentoring’ Overlearning Relevance Little & often Motivation

What are the key differences between traditional study skills support and specialist 1:1 support for dyslexic students?

Academic Writing: Assignments, Essays, Reports, Dissertations 12

Traditional study skill support Tutor led session Content usually topic centred Out of context exercises Expectation that student will read handouts take notes work through the set exercises independently be able to recall the session and build on previous knowledge apply/transfer learned skills to own working practice

Reminder of the difficulty…… Dyslexia impacts on information that comes in (received) how it is organised (stored) how it is retrieved (expressed) It is characterised by Weak short term memory Slow information processing Poor phonological processing

Traditional study skill support – why it doesn’t work for dyslexic students For the dyslexic student this approach is similar to having a reasonable knowledge of a foreign language … … but then being expected to listen to a lecture in that language and to recall it.

Components of specialist 1:1 support Student Tasks Strategies Underlying principles

Complex

What actually happens in a 1:1 support session? Review Respond to the student’s needs Focus on process - how are they going to complete task in hand? Model & ‘mentor’ strategies using principles Discuss expectations going forward

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Examples of student work

Tutorial notes example Work covered Sentence structure, fluency of writing, formal writing, time management, organisation, target setting, working practice. Comment Came with 500 words. Not as much as expected. Unable to organise time. Review of plan. Hearing work read aloud really helpful. Discussed using software. Strategies for improving working practice discussed. To do list To write another 1000 words. Assess working strategies. Try to use text to speech software.

Using subjectivity as a developmental tool in dyslexia support Author: Tim Deignan A chapter in Disabled Students in Education: Technology, Transititon and Inclusivity Publisher IGI Global (USA) in press

Implications for the DSA Progress is unpredictable Priorities change A learning plan can be topic based but it will be workload driven Not all dyslexic students will become wholly independent learners

‘One of the problems for tutors at HE level is that we are being asked to set SMART targets but we are not quite in the same position vis a vis our students as the class teacher teaching phonics at primary level or the secondary school teacher teaching English GCSE… Although we can, in the sessions we have with students, practise skills and check whether or not the student is using them effectively, ultimately, the only measure of success is whether or not the student passes their degree course. ‘ Caroline Holden Dyslexia tutor UCL

Possible levels of development Recognised Work begun Starting to make an impact In need of continuing guidance and practice Becoming fluent Competent Skilled Autonomous Suggested by Dr Ginny Stacy Research Associate, Stein Lab Group, Oxford

Good practice Overall learning programme or plan devised by student and tutor together Recognition that this will change as new priorities are identified Underlying 7 principles must inform practice

Good practice Students take responsibility for their own learning Tutors are facilitators Quality assurance needed for delivery of 1:1 support

Monitoring 1:1 specialist support should be accountable and transparent The way in which support is monitored should take account of the fact that dyslexia is a receptive and expressive language processing weakness and that appropriate support is a process and not a task ‘tick list’

References Guidelines for Quality Assurance in Specialist Support for Students with SpLDs in Higher Education June 2009 ADSHE Using subjectivity as a developmental tool in dyslexia support chapter in Disabled Students in Education: Technology, Transititon and Inclusivity Publ. IGI Global (USA) in press Tim Deignan The student voicewww.brainhe.com