1. Mike Styles – Primary ITO
Supporting Adults with Dyslexia in Multiple Tertiary Learning Environments
Mike Styles – Primary ITO

2. A brief summary of our project
Project set out to evaluate a holistic support package designed to support learners with dyslexia in tertiary education.
There were 5 project partners: - - Primary ITO – Project leader - Service IQ – an ITO - The Skills Organisation – an ITO - Capital Training Ltd – a Wellington based PTE - Whitireia Polytechnic

3. A summary of what we did We located learners who could be dyslexic.
We screened them for dyslexia
Those who showed up as positive we supported via the support package detailed on the next slide

4. The Support Package
1. A screening to identify the presence of dyslexia 2 Quality information about their dyslexia Support dyslexic learners to own their condition Provide quality information to all who come in contact with the dyslexic learner Provide human and technological supports

5. What we researched
Extensive interviews with the dyslexic learners from all 5 partners
Extensive interviews with tutors of the dyslexic learners
Extensive interviews with the employers of dyslexic learners – where applicable.
Interviews with training advisors and mentors

6. A summary of our findings
Big picture stuff: - - Some findings confirmed what we already knew. - Some findings confirmed what we suspected – but did not know for sure. - Some findings gave us new information. - All of the findings served to point us in the direction of what is best practice to support a group of learners who have been largely ignored by the education sector – and by society at large

7. Findings
It takes time: - - To persuade an educational institution to do something to support learners with learning differences - To persuade a dyslexic learner to change the behaviour of a life time. - To persuade tutors to change their educational practices - To encourage employers to do something to support their dyslexic employees

8. The achievements of dyslexic folk do not follow the regular bell shaped curve

9. Rather – they follow a bimodal form – a group of very successful dyslexics – and a group that languish.

10. Our research confirmed the range of challenges that dyslexic folk face
The usual problems with reading writing and spelling – caused by issues with phonological processing
Limited short term/working memory
Limits in their sequencing skills – which leads to problems with time management and organisation.
Longer cognitive and physical processing speed – which robs dyslexic folk of time.
Slower automaticity

11. The known information about positive dyslexia was confirmed by our research
Subjects reported: - - spatial/visual/3-D skills - great empathy - problem solving skills - great “bull” detector/ability to read people
Family members reported:- - good people skills - great problem solvers - creative/ different thinkers

12. Family members/partners vital
The difference between successful and unsuccessful dyslexic folk is most often a partner/spouse/parent or very close mentor. - We got a lot of very useful information from them - They have a vested interest in their success and
we should capitalise on these people: - - inform them - empower them - support them

13. Technology can level the playing field enormously
Technology is relatively inexpensive and getting cheaper.
Technology can be applied to laptops, tablets and to smart phones.
New support technologies are coming onto the market all the time.
Folk with dyslexia are just as able to adapt to technology as anyone else
However………….

14. Technology
For many dyslexic folk they will need support to adapt to the technological aids. Providing technology for dyslexic folk is not effective if they are not coached how to use it
Some aids require some behaviour changes by tutors etc and may require policy changes inside educational institutions
Recording devises – like Smart pens can be threatening for some tutors.
There can be privacy issues

15. The dyslexic learner themselves
We have learned to place more emphasis on the dyslexic learner themselves.
Many learners with dyslexia have learned some effective coping strategies – these should be shared.
We started by wrapping support around people identified as dyslexic – but now we empower them more.
There is a lot of evidence about a sense of “learned helplessness” and “inevitability” that we need to counter

16. For educational institutions
There are a range of interventions that providers can adopt that are low cost and effective.
Professional development for staff is a great place to start. Ignorance and mindset are the biggest issues
Small changes in tutor behaviour can make a massive difference.
Inexpensive changes to the way written information is presented can make a big difference. Eg. font and layout

17. The value proposition
The best support for dyslexic learners is a holistic institution response – with roles for tutors, management, learning support Depts., resource writers.
Becoming a “Dyslexia friendly” institution has value for any tertiary education provider: - - improves success rates for learners - increases potential enrolments. - a great source of good news stories and PR for an educational institution

18. Research tells us that font makes a big difference
For folk that struggle with text – it makes sense to make it as easy as possible to read. Recent research have provided some valuable clues about how best to present written information

19. Good font
Many learners with dyslexia have learned some effective coping strategies – these should be shared.

20. Not so good
Many learners with dyslexia have learned some effective coping strategies – these should be shared.

21. Not so good..
Many learners with dyslexia have learned some effective coping strategies – these should be shared.

22. Not so good…
Many learners with dyslexia have learned some effective coping strategies – these should be shared.

23. Underlining and italics are not helpful…
Many learners with dyslexia have learned some effective coping strategies – these should be shared.

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