Investigating dyslexia
friendly practices in teacher
education
Sue Griffiths – University of Northampton
Liane Purnell- Newman University College
SEDA 2011
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
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
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)
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)
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 coordination
• Managing time and organisation
How might dyslexia affect a
student at university?
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•
•
•
•
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Reading
Writing
Oral fluency
Numeracy
Organisation
Attention
Self-esteem
Pavey et al. (2010); Pollak (2005)
The Research Project
• Small scale action research
• Aim to make our practice dyslexiafriendly
• Model good practise
• Build confidence in students to
support pupils with dyslexia
• Raise awareness in our insititutions
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
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)
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
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
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
Initial Findings
This research is great!. It
makes total sense.
I think this is great!
PGCE KS2/3 Maths
Student: Female
PGCE KS2/3 Maths
Student: Female
I feel privileged to take part in this
U/grad KS2/3 Science
research.
Student: Female
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
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:
http://www.bdadyslexia.org.uk/aboutdyslexia/further-information/dyslexia-researchinformation-.html
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), 23-41.
References/Further reading
• Griffin, E., Pollak, D. (2009) Student experiences of
neurodiversity in higher education: insights from the
BRAINHE project. Dyslexia. 15 (1), 23-41.
• 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.
References/Further reading
•
Mortimore, T., Crozier, W.R. (2009) Dyslexia and difficulties
with study skills in higher education. Studies in Higher
Education. 31 (2), 235-251.
•
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.
16 (1), 57-73.
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.