Student Services
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Disability & Dyslexia
Information For Staff
Dyslexia
Dyslexia affects the processing of information that is both received and expressed. There is a recognisable pattern of difficulties, although it does not affect everyone in quite the same way, and some people's experiences are more extreme than others.
Generally, students with dyslexia tend to have at least one of the following difficulties:
- phonological processing - the cognitive ability to blend, separate, remember and name sounds within words. This area of weakness can affect reading accuracy and speed, the ability to learn new vocabulary, pronounce multi-syllabic words and produce correct spellings.
- short-term/working memory - the information processing stage where sounds or symbols are temporarily stored (short-term) or manipulated (working) before being discarded or transferred into long-term memory. This will lead to problems remembering sequences of instructions, remembering facts and details, recalling what they have just been told, following discussions, writing long sentences effectively, mental calculations, being organised, managing time and, multi-tasking. Dyslexic students will tend to use very simplified words in assignments as they may have difficulty recalling how to spell intended words correctly.
- processing speed - how quickly information is transferred from the page or spoken word into something that is meaningful. Weaknesses in this area mean that it takes a bit longer for individuals to make sense of the information that is taken in. Students may take longer to answer questions in class or finish exam papers. In combination with working memory, this weakness can affect automaticity; extra energy is required to concentrate on areas that are automatic for non-dyslexic students. This can make note-taking in lectures difficult and reading materials slow. Dyslexic students often cannot process too many things at the same time.
Teaching and Learning Support
Every student's needs are different. Upon discussion with a Dyslexia Educational Advisor, a Learning Support Agreement (LSA) will be drawn up and disseminated to all relevant UEL staff. The LSA will inform you of the disabled student's particular teaching, learning and assessment requirements.
Below are some other points to consider when supporting students with dyslexia:
Support with writing and reading tasks
| Students with dyslexia may show these difficulties... |
Staff can help by... |
- weak recall of the alphabet
- inappropriate use of capital or lower-case letters
- limited vocabulary
- misinterpreting questions or instructions on forms
- inaccurate spelling
- errors in writing numbers
- untidy or messy hand writing
|
- ensuring forms are clearly laid out and unambiguous
- explaining forms verbally when necessary
- accepting untidy writing, inaccurate spelling, lack of or too many capital letters, as long as meaning is clear
- offering to assist in checking writing/numbers
- allowing students to take forms away to complete
- remaining patient and non-judgemental
|
Support with speaking
| Students with dyslexia may show these difficulties... |
Staff can help by... |
- being concise
- sticking to a train of thought
- articulating long words
- pronouncing words correctly
|
- providing encouragement and support
- assisting the student to articulate their request
- establishing an atmosphere of trust and safety
- removing time pressures to relieve stress
|
Support in practical situations
| Students with dyslexia may show these difficulties... |
Staff can help by... |
- clumsiness, confusion over left and right
- disorganisation
- difficulties in following instructions
- difficulties in calculating
- fragile self-esteem
- signs of stress e.g. frustration, anger, distress
|
- being accepting and non-judgemental
- giving clear logical instructions, repeated in different words, broken down into steps, reinforced by written signs
- assisting with numeracy and repeating instructions if necessary
|
Support in lessons and workshops
| Students with dyslexia may show these difficulties... |
Staff can help by... |
- short-term memory difficulties
- short concentration span
- signs of tiredness
- difficulties in listening and taking notes
- slow, inaccurate copying
- weak time-keeping
|
- giving a general overview first
- review concepts regularly throughout lesson
- lecture notes in advance
- providing handouts rather than asking students to copy
- assisting with new vocabulary and providing a glossary, where appropriate
|
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