specialist support for dyslexic students in he. dyslexia 1:1 specialist support how the dyslexic...
TRANSCRIPT
Specialist support for dyslexic students in HE
Dyslexia 1:1 Specialist Support
• How the dyslexic profile affects acquisition of knowledge
• The difference between traditional study skill support and specialist 1:1 support
• Implications for DSA administration
• Guidelines for best practice
Dyslexia - identification
• Interview
• Assessment
- IQ
- Attainment
- Cognitive processing
Cognitive processing
• Short term memory
• Information processing speed
• Phonological awareness
The impact of a dyslexic profileon the acquisition of knowledge
Dyslexia is a receptive and expressive language processing weakness
It impacts • On information that comes in (received)• How it is organised (stored)• How it is retrieved (expressed)
Severity of
dyslexia
Ability
Personality
Mild Moderate Very Severe
BelowAverage
Average Exceptional
Confident/Robust Poor Self-Esteem/Fragile
Dyslexia Institute 2005
Additional factors that affect acquisition of knowledge
Complex picture
• ‘I’m dyslexic too so I understand you…’
• Previous experience
• Not just reading and spelling
Paul Stevens
How do dyslexic students learn ?
7 underlying principles for effective dyslexia support
• Multisensory teaching
• Metacognition
• Modelling & ‘mentoring’
• Overlearning
• Relevance
• Little & often
• Motivation
What are the key differences between traditional study skills support and specialist 1:1 support for dyslexic students?
Academic Writing: Assignments, Essays, Reports, Dissertations
12
Traditional study skill support
• Tutor led session• Content usually topic centred• Out of context exercises
Expectation that student will • read handouts• take notes• work through the set exercises independently• be able to recall the session and build on
previous knowledge• apply/transfer learned skills to own working
practice
Reminder of the difficulty……
Dyslexia impacts on • information that comes in (received)• how it is organised (stored)• how it is retrieved (expressed)
It is characterised by• Weak short term memory• Slow information processing• Poor phonological processing
Traditional study skill support – why it doesn’t work for dyslexic students
For the dyslexic student this approach is similar
to having a reasonable knowledge of a foreign
language …
…but then being expected to listen to a lecture
in that language and to recall it.
Components of specialist 1:1 support
• Student
• Tasks
• Strategies
• Underlying principles
Complex
http://www.chemistryexplained.com/Ma-Na/Molecules.html
What actually happens in a 1:1 support session?
• Review
• Respond to the student’s needs
• Focus on process - how are they going to complete task in hand?
• Model & ‘mentor’ strategies using principles
• Discuss expectations going forward
Academic Writing: Assignments, Essays, Reports, Dissertations
19
Examples of student work
Tutorial notes example
Work covered
Sentence structure, fluency of writing, formal writing, time management, organisation, target setting, working practice.
Comment
Came with 500 words. Not as much as expected. Unable to organise time. Review of plan. Hearing work read aloud really helpful. Discussed using software. Strategies for improving working practice discussed.
To do list
To write another 1000 words. Assess working strategies. Try to use text to speech software.
Using subjectivity as a developmental tool in dyslexia support
Author: Tim Deignan
A chapter in Disabled Students in Education: Technology, Transititon and Inclusivity Publisher IGI Global (USA) in press
Implications for the DSA
•Progress is unpredictable
•Priorities change
•A learning plan can be topic based but it will be workload driven
•Not all dyslexic students will become wholly independent learners
‘One of the problems for tutors at HE level is that we are being asked to set SMART targets but we are not quite in the same position vis a vis our students as the class teacher teaching phonics at primary level or the secondary school teacher teaching English GCSE… Although we can , in the sessions we have with students, practise skills and check whether or not the student is using them effectively, ultimately, the only measure of success is whether or not the student passes their degree course. ‘
Caroline Holden Dyslexia tutor UCL
Possible levels of development
•Recognised•Work begun•Starting to make an impact•In need of continuing guidance and practice•Becoming fluent•Competent•Skilled•Autonomous
Suggested by Dr Ginny Stacy Research Associate, Stein Lab Group, Oxford
Good practice
•Overall learning programme or plan devised by student and tutor together
•Recognition that this will change as new priorities are identified
•Underlying 7 principles must inform practice
Good practice
Students take responsibility for their own learning
Tutors are facilitators
Quality assurance needed for delivery of 1:1 support
Monitoring
• 1:1 specialist support should be accountable and transparent
• The way in which support is monitored should take account of the fact that dyslexia is a receptive and expressive language processing weakness and that appropriate support is a process and not a task ‘tick list’
References
• Guidelines for Quality Assurance in Specialist Support for Students with SpLDs in Higher Education June 2009 ADSHE www.adshe.org.uk
• Using subjectivity as a developmental tool in dyslexia support chapter in Disabled Students in Education: Technology, Transititon and Inclusivity Publ. IGI Global (USA) in press Tim Deignan
• www.brainhe.com The student voice