1. Kerry Pace ~ Diverse Learners Michelle Sisson ~ Diverse Learners Michelle Cowen ~ University of Southampton Dyslexia tutors: “We don’t do the essays for them!”

2. Overview of the presentation o Role of specialist dyslexia tutors Who What How o The Codes Ethics and Principles (NMC and ADSHE) o Specific challenges that health care students face

3. Which learners do specialist ‘dyslexia tutors’ support? PGPhD CPDAtW UG AtW: Access to Work is a government funded scheme to support disabled people in work

4. Who else do we support and how? University Awareness raising Disability legislation advice Note-taking policy Alternative Exam arrangements Entry requirements Departments Reasonable adjustments Staff Development Occupational Health (advice) Fitness to Practice Team teaching / projects Individuals Lecturers Lecturers to support the learner PPE (Placement Practice Educators) Mentors

5. What is our role – Non-subject specific support To be a facilitator; to use strategies to foster autonomy Ensure support is appropriate for individual’s needs and is student-led Maintain high professional standards Matching The Code (NMC, 2008: Revised 2015, and to be active at end March )

6. Our boundaries Association of Dyslexia Specialists in Higher Education (ADSHE) Code of Ethics Engage in ongoing evaluation of his/her practice Keep up-to-date with current theory and practice Confidentiality Appropriate qualifications and experience Not use material or data inappropriately

7. Specialist support themes Extended version available at http://adshe.org.uk/wp-content/uploads/specialist_support.pdfhttp://adshe.org.uk/wp-content/uploads/specialist_support.pdf

8. ADSHE Principles - applied to Nursing self awareness, reflection in learning and in practice, generalising application of learning to other situations Metacognition ‘practice makes perfect’, routine, familiarity Over learning time management, monitoring vital observations, targets Little and Often patient centred, prioritising, emergency care, individual goals Relevance communication: recordkeeping, talking and listening to clients/MDT members; touch, hands on care; flexibility Multisensory mentoring in practice, equipment Modelling self esteem, encouragement, own initiative, team member, supportive, foster independence Motivation

9. Learners as individuals: not ‘dyslexics’ Neurodiverse Specific Learning DIFFICULTY Dyslexic Specific learning DIFFERENCE Disabled Dyspraxic

10. Positive characteristics associated with dyslexia Caring / empathetic Intuitive Good strategic thinkers Good at problem solving Creative and original Determined and hard working Holistic thinkers

11. Mutually supportive roles Principles of good practice for mentorship and dyslexia tutors Time to discuss personal learning needs Opportunities to practice new skills under supervision whilst developing competence Honest and constructive feedback Benefit those with dyslexia and dyspraxia but apply to all learners

12. Specific challenges that healthcare students face Practical issues Students with a SpLD will find that studying takes them longer. The effects of this are exacerbated by Long travelling time due to geographically distributed placements. Shift work making it harder to organise dyslexia tutorials Frequent changes of environment ~ as soon as they adjust to one clinical area / specialty they move on to a new area / module Access to specialist dyslexia support may be limited outside of standard university term times.

13. Specific challenges that healthcare students face Professional issues A significant proportion of students are only identified as being dyslexic during their university course... and often well into year 2 or 3 Some adjustments may not be feasible within a clinical setting absolute must Studying for a Professional Registration brings with it an absolute requirement that the student must be Fit for Practice

14. What is ‘dyslexia support’? - The learner’s point of view “You (dyslexia tutors) and them (tutors and mentors) all have the same goal and are working to make us independent, competent nurses.” “I use the strategies I’ve learnt for time management to help me to prioritise goals on the wards” “Specialist support has made me more self aware and I know how I learn best.” More testimonials at www.youtube.com/diverselearnerswww.youtube.com/diverselearners “I am more confident and believe I can do it now.” “I can pass on what I’ve learnt in sessions to the students I mentor.”

15. Mutual learning opportunities - Vital to facilitate clear communication and productive relationships - All have responsibility (including the learner) to support learners to explore different ways of learning - We are all learners - ask for support

16. Developed from a research project to increase Access to Support via Skype Support healthcare students, practitioners and Trusts Team consist of - Nurse, Midwife(Rtd), assistant trust Librarian and lecturer of BSc nursing and researcher Specialise in Dyslexia and Dyspraxia Support - Dyslexia and Dyspraxia awareness Training -7 days a week - 9am-10pm - via Skype A response to Specific challenges that healthcare students face

17. Sources of support -... be proactive In your institution Shadow “Dyslexia” service in your institution Team teaching and share practice CPD Days Staff Development Day Other organisations RCN Disability / Diversity group Access to Work (AtW) Diverse Learners provide support via DSA, AtW, CPD and Staff Development days

18. RCN Publications

19. Other publications Notebook to support nursing learners with dyslexia in practice (Stainer and Ware, 2006, Bournemouth University) Advice For Students With Dyslexia During Their Clinical Placement ( Louise Fisher 3 rd year Student Nurse )

20. Who we are and where to find us Kerry Pace Freelance specialist tutor / Founder of Diverse Learners / 07947 325 849 kerry@diverse-learners.co.uk www.diverse-learners.co.uk Michelle Sisson Freelance specialist tutor / mentor Retired Midwife 07948 799060 michelle@diverse-learners.co.uk Michelle Cowen Director of programmes/ Lead for inclusivity 02380 597854 mdc4@soton.ac.uk @DiverseLearners @Sisson1sisson

21. Links / References RCN toolkits http://www.rcn.org.uk/__data/assets/pdf_file/0003/333534/003835.pdf http://www.rcn.org.uk/__data/assets/pdf_file/0006/333537/003833.pdf Skype Project blog http://slb-ihall.hull.ac.uk/skypeprojectblog/ Advice For Students With Dyslexia During Their Clinical Placement http://www.worcester.ac.uk/documents/advice-for-students- with-dyslexia.pdf Stainer, L. and Ware, P. (2006) Guidelines To Support Nursing Learners With Dyslexia In Practice. Bournemouth: Bournemouth University.