Establishing Systems for 1:1 Specialist Dyslexia1 Teaching
Introduction
In accordance with the expectations set out in current Equality legislation,
most Higher Education institutions (HEIs) have established some provision for
supporting the learning needs of dyslexic students. However, there is often a
lack of clarity about the nature of this support, including who should provide
it, what should be covered, how it can be funded and where and in what form
it should be delivered.
Why Specialist Support is necessary
Dyslexia specialist 1:1 tutors are trained to understand the issues that
challenge the learning strategies of dyslexic learners in HE. Taking account of
the interplay between the elements that influence tutorials is a continuous
and dynamic process in a student-centred approach. It is essential that
everyone involved in the process has a clear understanding of why studentcentred specialist support is appropriate for dyslexic students and also of the
underlying, research-based principles that underpin that support.
In identifying priorities account should be taken of:
 the student’s learning profile
 the student’s current level of proficiency
 the nature of the course, how it is delivered and assessment methods
 what has worked (or not) for the student in the past
 recommendations made by diagnosticians and needs assessors.
Given the research-based principles on which dyslexia support is
based it is clear that effective support for students with SpLDs has
to be flexible.
Many students do not fully realise what specialist support at this level
involves. It should be made clear to students that:
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1:1 specialist support concentrates on individual students and their
evolving needs. Learning priorities in support sessions are developed
by the student and dyslexia tutor, in partnership.
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Specialist support is focussed on the student’s metacognition.
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While many students have been taught study skills in school, dyslexia
tutors can help them adapt these for university and introduce tailored
strategies appropriate to their individual learning needs.
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N.B. The term ‘dyslexia’ is used throughout the document; however, specialist teaching
applies equally to other neurodiversities such as dyspraxia/dyscalculia etc.
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Students attending work-placements, for example as trainee teachers,
social workers or nurses, may require advice on support mechanisms
or reasonable adjustments to assist in their general practice.
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Tutorial support is a continual process of empowering students, helping
them to become more independent learners.
The Specialist Dyslexia Tutor in HE
Specialist dyslexia 1:1 tutors are aware of the different learning styles of
dyslexic learners and adapt their teaching to suit each individual student.
Specialist tutors adopt a layered approach in their sessions, helping students
to an understanding of how the interaction of dyslexia/SpLD and learning
affects them.
The dyslexia specialist tutor working with dyslexic students will need to review
the development of strategies on a regular basis as needs emerge. The
dyslexia specialist tutor should have the training and skills to take account of:
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the well-recognised effects of SpLDs on language
the effects of short-term and working memory deficit
the influence of processing speed on learning
the possibility of a history of failure in academic learning
the emotional effects an SpLD might have on self-esteem and
self-confidence.
Learning Contract
A formal agreement should be drawn up between the dyslexia specialist 1:1
tutor and the student. This needs to cover tutor responsibilities, student
responsibilities and accountability to funding bodies (if appropriate).
Aim of 1:1 specialist support sessions:
The aim of support sessions is to:
 reinforce and build on successful strategies
 support the student in critical reflection to enable independent
understanding of their working preferences and of how the interaction
of SpLD and learning affects them
 ensure that all sessions are student-centred with the flexibility to work
with students on what is most urgent.
Possible content for 1:1 specialist support sessions
All dyslexia specialist 1:1 tutors should be able to help students explore a
variety of following topics/strategies. It is expected that the following might
be covered during regular dyslexia support sessions but this is not an
exclusive list.
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All topics can be taught using AT and traditional pen and paper
methods; a mixture of both would be ideal, when possible
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Use of coloured paper and coloured overlays to aid reading and
scanning
Exam preparation and revision
Memory techniques
Reading and research strategies
Note-taking / recording strategies: paper based, using video or digital
recorders
Mindmapping techniques (on paper and using software such as
Inspiration or MindManager)
Presentation skills - opportunities for rehearsal if required
Essay/project/thesis planning
Writing skills/grammar/punctuation and sentence structure
Proof reading – developing students’ editing skills (but not proof
reading work for them)
Referencing/bibliographies (from books and internet sources)
Time management and self-organisation
Seven underlying principles facilitate learning for dyslexic students
which the students themselves need to understand
http://adshe.org.uk/wp-content/uploads/specialist_support.pdf
1) Metacognition – Students with SpLDs need to understand how they
process information to facilitate their own learning. Dyslexia tutors work
closely with students to help them understand their individual learning
preferences, strengths and weaknesses.
2) Multi-sensory – The dyslexia tutor adopts a multi-sensory approach to
learning, respecting students' preferred learning styles. There is a consensus
that multi-sensory learning is particularly beneficial to dyslexic learners by
arguing that multiple perceptual pathways strengthens memory.
3) Relevance – Most students with SpLDs learn best when they can see the
relevance of what they are doing.
4) Motivation – It is recognised that motivation is an important component
of SpLD students’ learning experience. Motivation can sustain students’
expectations, aspirations, self-esteem and confidence. Motivation is an
essential element in keeping the student focused and able to enjoy their
studies.
5) Overlearning - Students with SpLDs often learn quickly and forget
quickly. They need to recognise this and understand the efficacy of
overlearning.
6) ‘Little and Often’ – Most students with SpLDs will effectively manage
their own learning when it is broken into small manageable chunks and when
they take short, frequent breaks.
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7) Modelling – Moving through the model-mentor-independence process is
very effective for many students with SpLDs who find it difficult to appreciate
what a task actually involves.
Working with colleagues within the HEI
 The dyslexia tutor should:
 provide advice to colleagues on inclusive learning and reasonable
adjustments.
 provide advice and guidance on appropriate formats for information
and feedback.
 provide advice and guidance on compliance with the law
 be involved in induction training of new dyslexia support staff
 be available for consultation and support to colleagues.
Working with colleagues within the profession
ADSHE was founded with the aim of sharing best practice. In this spirit it is
expected that tutors will:
 share information on, for example, forms of paperwork, policies and
business procedures to avoid unnecessary duplication of work
 contribute to research
Maintaining Professional standards
The academic nature of dyslexia tutorial work is increasingly recognised. This
is underpinned by ensuring that tutors are:
 appropriately qualified
 provided with supervision at regular intervals to ensure quality of
provision
 encouraged to be actively engaged in continuing professional
development
 able to apply their specialist practice to the context of the student’s
HEI.
ADSHE is currently involved in setting up a Quality Assurance programme and
is aiming to develop a register of tutors who are suitably qualified and who
are involved in continued professional development. Tutors on the register
will have signed up to the ADSHE Code of Practice. A self-audit tool for tutors
has been devised which will provide the basis for tutors to analyse their
training needs. Alongside this, a programme of supervision workshops will
provide training.
It is noted that other professional bodies also have tutor lists. ADSHE is not
aiming to be exclusive in its quality assurance procedures and very much
welcomes working together with other professional bodies.
Accommodation
Both free-lance and part-time contracted tutors share common problems in
relation to accessing appropriate accommodation to conduct individual and
small group sessions. The following factors must be taken into consideration,
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particularly in light of the learning needs of students who may find their
learning affected by visual and auditory distractions:
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Lighting (particularly for those students with visual stress)
Good natural light source
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Noise
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Reliability
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Size
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Confidentiality
Free from distraction
Specific, designated room for 1:1 support tutorials
Consistent location / time
Appropriate accessible room
Sufficient space to work appropriately
Storage
Health and Safety
Consideration should be given to lone working
Administration
Accountability and transparency are essential and should be evident
throughout the provision of 1:1 support. ADSHE believes that, in a studentcentred process, the following standards should be used as best practice
guidelines:
Documentation
All documentation should be stored in compliance with the Data Protection
Act (1998).
Attendance
Attendance records must be maintained.
Records of Work
Teaching notes detailing support are kept for the use of specialist 1:1 tutors,
their supervisors and students. Confidentiality should be assured.
Record keeping is important:
 For DSA purposes – Funding bodies require some evidence of the
nature of the support a student has received; this can be a simple
record sheet, signed by both the tutor and the student
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For the institution - to provide evidence in the event of any possible
future complaints against level of support offered to a student, e.g. a
student may appeal an academic decision on the basis of lack of
support.
Administration Notes
These are also known as case or office notes and are a record of support and
contact, additional to records of work.
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Student Feedback
 Opportunities for student feedback should be provided at least once a
year to cover all service provision and to inform future practice.
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Feedback should be available in the public domain and utilised in
service reviews and for identifying staff development needs.
Dissemination of Information
 Students are encouraged to sign a ‘consent to disclose’ document so
that the dyslexia team can disseminate information about anticipatory
reasonable adjustments to, for example, tutors, library service,
examination office, academic departments, placement contacts, etc.
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With student consent, and in accordance with institutional protocols, it
may be appropriate for dyslexia specialist 1:1 tutors to liaise with
individual institutional staff.
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All HEI staff should have access to on-going opportunities for dyslexia
awareness training. Good practice would be to include an awareness
training session for all newly appointed staff as part of their induction.
Dyslexia specialist 1:1 tutors and students should be encouraged to be
involved in such training.
Payment to Part-time/freelance tutors:
There are inherent differences in the situations faced by ‘freelance’ and
‘contracted’ staff. The freelance rate is usually higher as freelance staff do not
receive holiday/sick pay and other benefits.
Salaried staff on-costs not incurred with freelance staff:
 Pension - up to 16% of salary
 Paid holiday - up to 10% of salary
 Paid sick leave say 1 day per year - 4% of salary
 Continuing professional development/training – e.g. 1 day - 4% of
salary
Costs for freelance tutors:
 Photocopying, books, IT consumables/printing resources - 4% of salary
 Professional Indemnity Insurance
 Continuing professional development/training.
The above document was prepared from information contributed initially in
two workshops at the First Annual ADSHE conference (September 2004) and
subsequently agreed upon by the members of the Association. It was revised
in February 2012.
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