1. Investigating dyslexia friendly practices in teacher education
Brief introduction of who we are; roles within our institutions and how we became interested in dyslexia.
Sue Griffiths – University of Northampton
Liane Purnell- Newman University College
SEDA 2011

2. Dyslexia can be perceived as a major problem.
Certainly isn’t for these people
Popular misconception is that dyslexics can’t read or do so effectively
Yet many here are actors and have to learn words and lines from reading scripts
Dyslexics, as we all do, learn in different ways
More than capable of achieving
Perhaps society needs to think about its attitude towards dyslexics
Part of the problem for the dyslexic is the attitude and fears of non-dyslexics
Particularly for teachers – “how can you teach literacy if you have literacy issues yourself?”

3. Dyslexia and Universities
Dyslexia identified as a disability under UK legislation
Largest declared category of disability at university
Legal requirement to provide support and reasonable adjustments - lottery
Lifelong effects
Minor adjustments can make a big difference to students with dyslexia and be helpful to all students

4. So... what is dyslexia?
No real consensus even after 100 years of research
Neurobiological developmental condition - genetic
Part of the normal continuum - neurodiversity
Individual profile of strengths and difficulties

5. Dyslexia definitions we adopted
Dysexia is a specific learning difficulty which is neurobiological in origin and persists across the lifespan. It is characterised by diffficulties with phonoloigcal processing, rapid naming, working memory, processing speed and the automatic development of skills that are unexpected in relation to an individual’s other cognitive abilities. British Dyslexia Association (2007:5)

6. Dyslexia definitions we adopted
Developmental dyslexia is a genetically inherited and neurologically determined inefficiency in working memory, the information processing system fundamental to learning and performance in conventional education and work settings.
McLoughlin, Leather and Stringer (2002:19)

7. How dyslexia may affect a student
lnefficiency in short term and working memory
Difficulties with phonological processing
Problems with visual processing
Difficulties with motor skills or co-ordination
Managing time and organisation

8. How might dyslexia affect a student at university?
Reading
Writing
Oral fluency
Numeracy
Organisation
Attention
Self-esteem
Pavey et al. (2010); Pollak (2005)

9. The Research Project Small scale action research
Aim to make our practice dyslexia-friendly
Model good practise
Build confidence in students to support pupils with dyslexia
Raise awareness in our insititutions

10. The Research Project
Comments sought from ITE students with dyslexia – How could teaching materials be more dyslexia-friendly?
Feedback used to seek comments from non-dyslexic peers
Self-audit tool developed and trialled with non-ITE students by dyslexia tutor and in training sessions in local industry

11. Production of self-audit tool
Rooted in professional practice and experience of working with students with dyslexia
Underpinned by the literature
Based on previous research undertaken by presenters
Developed from Pavey et al. (2010)

12. Initial Findings
This will help dyslexic and non-dyslexic students and will help me improve diversity and inclusion when I am in school
PGCE KS2/3 Maths
Student: Male

13. Initial Findings
This is excellent. Adding background information to handouts would also help. For ages, I didn’t realise that the lecturer was referring to a canal when he talked about Suez !
U/gradKS2/3 Science
Student: Female

14. Initial Findings
I showed this to my sister who is dyslexic and is doing her A Levels. We both think it will be really helpful.
U/gradKS2/3 Science
Student: Female

15. Initial Findings This research is great!. It makes total sense.
PGCE KS2/3 Maths
Student: Female
I think this is great!
PGCE KS2/3 Maths
Student: Female
I feel privileged to take part in this
research.
U/grad KS2/3 Science
Student: Female

16. Initial Findings:Industry
Font and layout attractive and easy to read.
Font size 14 excessive for text but titles
work well.
There are some technical issues to
overcome e.g. inputting text etc

17. References/Further reading
Association of Dyslexia Specialists in Education (ADSHE) (2006) Guidance for good practice: Supporting students on clinical practice. Borehamwood: ADSHE.
Association of Dyslexia Specialists in Education (ADSHE) 2008) Guidance for quality assurance in specialist support for students with specific learning difficulties. Borehamwood: ADSHE.
British Dyslexia Association. (2007) Definition of Dyslexia. [online] Bracknell: BDA. Available from:

18. References/Further reading
Farmer, M., Riddick, R., Sterling, C. (2002) Dyslexia and Inclusion. Assessment and support in higher education. London: Whurr.
Fuller, M., Georgeson, J., Healey, M., Hurst, A., Kelly, K., Riddell, S., Roberts, H., Weedon, E., (2009) Improving disabled students’ learning. Experiences and outcomes. London: Routledge
Griffin, E., Pollak, D. (2009) Student experiences of neurodiversity in higher education: insights from the BRAINHE project. Dyslexia. 15 (1),

19. References/Further reading
Griffin, E., Pollak, D. (2009) Student experiences of neurodiversity in higher education: insights from the BRAINHE project. Dyslexia. 15 (1),
Jamieson, C., Morgan, E. (2008) Managing dyslexia at university: A resource for students, academic and support staff. London: Routledge.
McLoughlin, D., Leather, C., Stringer, P. (2002) The adult dyslexic. Interventions and outcomes. London: Whurr.

20. References/Further reading
Mortimore, T., Crozier, W.R. (2009) Dyslexia and difficulties with study skills in higher education. Studies in Higher Education. 31 (2),
Pavey, B., Meehan, M., Waugh, A. (2010) Dyslexia-friendly further and higher education. London: Sage.
Pollak, D. (2005) Dyslexia, the self and higher education – learning life histories of students identified as dyslexic. London: Trentham Books Ltd
Riddell, S. Weedon E. (2006) What counts as a reasonable adjustment? Dyslexic students and the concept of fair assessment. International Studies in Sociology of Education (1),

21. References/Further reading
Singleton, C.H. (Chair) (1999) Dyslexia in higher education: policy, provision and practice. Report of the national working party on dyslexia in higher education. Hull: University of Hull on behalf of the Higher Education Funding Councils for England and Scotland.