Investigating dyslexia friendly practices in teacher

education

Sue Griffiths – University of NorthamptonLiane 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 co-

ordination• Managing time and organisation

How might dyslexia affect a student at university?

• Reading• Writing• Oral fluency• Numeracy• Organisation• Attention• Self-esteemPavey et al. (2010); Pollak (2005)

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

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 MathsStudent: 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 ScienceStudent: 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 ScienceStudent: Female

Initial Findings

This research is great!. It makes total sense.

PGCE KS2/3 MathsStudent: Female

I think this is great! PGCE KS2/3 MathsStudent: Female

I feel privileged to take part in thisresearch. U/grad KS2/3 Science

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 toovercome 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/about-dyslexia/further-information/dyslexia-research-information-.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.