1. Teaching Students with Specific Learning Difficulties June Massey

2. Aims and Objectives
understand the nature and effect of specific learning difficulties
understand how to work effectively with students with Specific Learning Difficulties removing barriers
gain knowledge of other services and technology available to yourself and the students
Intros – experience of dyslexia, plus what brings you here today?

3. What are Specific Learning Difficulties?
Umbrella term to describe a range of difficulties – includes dyslexia, dyspraxia and others
Descriptor term in own right
Co-occurrence / overlap between SpLDs is norm
All SpLDs share difficulties with information processing
More than 30% of those who disclose Specific Learning Difficulties are diagnosed after commencing their course
Relearning to learn/study skills, have got here with bad strategies and loads of support
End with – So – to consider what students with Specific Learning Difficulties might find difficult, it can be helpful to consider what students need to be able to do 3

4. What is dyslexia?
'Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills.
It is likely to be present at birth and to be lifelong 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. (British Dyslexia Association)

5. What is dyspraxia? Difficulties with
Motor co-ordination (fine & gross)
visual perception
visual spatial skills
speed of processing & working memory
retrieval and processing of language
time management, organisation & sequencing

6. Diagnosis and setting up support
Student contacts DRC
Student has preliminary session with Adviser
Student has an assessment with an Educational Psychologist
Student goes to Access Centre for Needs Assessment Report
Support is arranged

7. Diagnostic evidence
Diagnostic report conducted by a Practitioner Psychologist or Specialist Teacher with PAToSS Practising Certificate.
This report should be
Less than 3 years old on entry to University
Post 16
The report should include
A diagnosis
Specific Recommendations
And can be used to apply for
Exam access arrangements
Disabled Student’s Allowances

8. To attend and participate in: Lectures
Challenges:
Arriving on time, with correct materials
Note taking
Reading boards/handouts
Solutions:
Handouts in accessible formats
Slides and handouts in advance
Course overview
Recording of lectures
Obviously – these issues apply across the range of activities
This is a list of UG activities – similar difficulties apply for PG students who will likely need to learn new strategies as their learning activities change 8

9. To attend and participate in: Supervisions
Challenges:
Meeting deadlines
Speaking in groups – confidence issues, verbal fluency, processing speed
Using feedback
Solutions:
Making things explicit – expectations, essay titles
Practice opportunities
Feedback – verbal and written
Use of a recording device
Allow adequate time before expecting a response
Verbal fluency - Sequencing ideas and communicating them
Making things explicit – essay titles
Feedback – remembering verbal feedback - hard to take notes and comment, hard to remember 9

10. To attend and participate in: Practicals, fieldwork, years abroad
Challenges:
Handwriting
Instructions
Clumsiness
Solutions:
Use of a laptop/notetaker/dictaphone
Instructions available in a range of formats
Extra time for practical work
Human support for practical work
Handwriting – may need laptops
Instructions – good practice for all, instructions clear and unambiguous and presented in Specific Learning Difficulties friendly way (which we’ll come to)
Clumsiness – human support, similar to fine motor difficulties with handwriting 10

11. To source and read relevant materials
Challenges:
Reading volume
Acquiring materials
Speed of reading
Solutions:
Directed reading lists
Format of materials
Study skills for extracting information
Directed reading lists –
Review support – open relationship to alter
Accessible text – cream paper etc. Meares-Irlen/scotopic sensitivity 11

12. To produce and submit written work
Challenges
Speed of writing
Speed of reading
Essays
Planning
Presenting ideas clearly which match verbal fluency
Solutions
Preparing the ground – model essays, clear titles

13. To undertake written, aural, and practical exams
Adjustments include;
Extra time
Use of a word processor
Rest breaks
Quiet /distraction free room
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