1. Specific Learning Difficulties: What administrators need to know
June Massey

2. Aims
be aware of barriers students with Specific Learning Difficulties experience
have solutions to those barriers
be aware of other services and technology available

3. What are Specific Learning Difficulties?
Umbrella term to describe a range of difficulties – includes dyslexia, dyspraxia and others
At Cambridge, students present with particular difficulties which are then investigated
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.

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. Initial interview/disclosure
Assessment Timeline
Initial interview/disclosure
2 weeks
EP Assessment
4 weeks
Needs Assessment
DSA in place

9. Disabled Students’ Allowances (DSAs)
Available to home students with diagnosed impairment
What they can be used for
specialist equipment you need for studying - for example, computer software & hardware
(Directgov website)
International students can apply to the International Disabled Students Fund (IDS) for the same support
IDS applications are made via the DRC

10. Reasonable Adjustment’s Fund (RAF)
Available to students with diagnosed impairment
What the RAF can be used for
a non-medical helper, such as a note-taker, 1:1 study skills tuition, mentoring.
Apply direct to the DRC

11. Devolved tasks
Following recent changes to Disabled Student’s Allowances, the following task are now devolved to departments and Colleges:
Practical support assistants
Library support assistants
Workshop/lab assistants
Examination support workers

12. What the code says about disclosure
asking applicants to declare
publicising the provision that is made for disabled people
providing opportunities for students to tell tutors/teachers or other staff in confidence
asking students once they are on the course
explaining to students the benefit of disclosure and about confidentiality
ensuring that the atmosphere and culture is open and welcoming
Need to ensure the information is circulated and stored appropriately
asking applicants to courses to declare their disabilities on application and enrolment forms
publicising the provision that is made for disabled people, or providing opportunities for students to tell tutors/teachers or other staff in confidence
asking students once they are on the course whether they need any specific arrangements because of a disability
explaining to students the benefit of disclosure and how this information will be kept confidential
ensuring that the atmosphere and culture at the institution or service is open and welcoming so that disabled people feel safe to disclose a disability.

13. Communication Challenges for student: Admin solutions:
Reading s & written communications
Misunderstanding
Organisation & time management
Slow in responding
Forgetting to deal with
Missing deadlines
Admin solutions:
Minimum 12pt font
Arial/Sans serif typeface
Use bullet points / break down text (see handout)
reminders
encourage student to use own reminder tools
Write s in a clear way, break down continuous text into short bullet points or numbered headings.
Be aware that you are likley to need to give plenty of reminders (and back up written reminders with verbal reminders if possible)
If you are with the student, encourage them to put the dates/activities into their own diary system 13

14. Admin support for teaching and learning:
Challenges for student:
Reading boards/handouts.
Listening and taking notes in lectures
Capturing information
Student self-capture
Note-taking assistants
Staff awareness
Admin solutions:
Arrange handouts in advance (accessible formats)
Recording permission
DRC process
Department process
Timetabling
Circulate SSD
Admin support that relates to lectures and supervisions. Discuss processes around ensuring that students get handouts in advance and have permission to record. Keeping timetabling consistent and notifying the student and any note-taker in advance helps to ensure that the note-taker & student attend the correct lecture
To ensure that all relevant staff are aware of the students diagnosis, impact on study and adjustments, please circulate the SSD 14

15. Admin support for practicals/fieldwork/years abroad
Solutions:
Make expectations explicit
Written details/ instructions in a range of formats
Use ‘dyslexia friendly’ formats for communications
Encourage student to use organisation tools (diary,etc)
Circulate SSD
Challenges:
Organisation and time management
Expectations
Staff awareness of profile and requirements
Student benefit from having the protocols/schedules/expectations relating to fieldwork being made explicit and in written as well as verbal form. Produce written information in dyslexia friendly format
Help student to use scheduling tools/electronic diary/online collaboration tools/assistive technology to organise and time manage
As the staff are external to the university, it may be necessary to circulate the SSD as they may not have received this 15

16. Admin support : Exams Challenges: Solutions:
Organisation & time management
Assessment process
Deadlines & application process
Responding to s
Solutions:
Early contact with student
Reminders
Verbal as well as written communication
Checking documentation & student requirements
Liaising with DRC
Need to keep chasing the student – don’t rely on them replying to s.
Check that the documentation and the students requirements match (these can change – e.g use of word processor/rest breaks in addition to extra time)
Explain the DRC process i.r.o exams – what we tell the student, when and how and the reminders that the DRC send 16