specific learning difficulties: what administrators need to know kirsty wayland...
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Specific Learning Difficulties:What administrators need to know
Kirsty Wayland
Helen Duncan
Aims
• be aware of barriers students with Specific Learning Difficulties experience
• have solutions to those barriers
• be aware of other services and technology available
What are Specific Learning Difficulties?
• Umbrella term to describe a range of difficulties – includes dyslexia, dyspraxia and others
• At Cambridge, students present with particular difficulties which are then investigated
• 30% of those who disclose Specific Learning Difficulties are diagnosed after commencing their course
What is dyslexia?
• 'Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills.
• It is likely to be present at birth and to be lifelong in its effects.
• It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual’s other cognitive abilities.
What is dyspraxia?
Difficulties with
•Motor co-ordination (fine & gross)
•visual perception
•visual spatial skills
•speed of processing & working memory
•retrieval and processing of language
•time management, organisation & sequencing
Diagnosis and setting up support
• Student contacts DRC
• Student has preliminary session with Adviser
• Student has an assessment with an Educational Psychologist
• Student goes to Access Centre for Needs Assessment Report
• Support is arranged
Diagnostic evidence
Diagnostic report conducted by a Practitioner Psychologist or Specialist Teacher with PAToSS Practising Certificate.
This report should be
•Less than 3 years old on entry to University
•Post 16
The report should include
•A diagnosis
•Specific Recommendations
And can be used to apply for
•Exam access arrangements
•Disabled Student’s Allowances
Assessment Timeline
Initial interview/disclosure
2 weeks
EP Assessment
4 weeks
Needs Assessment
4 weeks
DSA in place
Disabled Students’ Allowances
• Available to home students with diagnosed impairment
What they can be used for
• specialist equipment you need for studying - for example, computer software & hardware
• a non-medical helper, such as a note-taker, 1:1 study skills tuition.
• other costs - for example, consumables (e.g. ink cartridges), photocopying costs, non-core books.
• (Directgov website)
What the code says about disclosure
• asking applicants to declare
• publicising the provision that is made for disabled people
• providing opportunities for students to tell tutors/teachers or other staff in confidence
• asking students once they are on the course
• explaining to students the benefit of disclosure and about confidentiality
• ensuring that the atmosphere and culture is open and welcoming
To attend and participate in: Lectures
Challenges:
• Arriving on time, with correct materials
• Note taking
• Reading boards/handouts
Solutions:
• Handouts in accessible formats
• Slides and handouts in advance
• Course overview
• Recording
To attend and participate in: Supervisions
Challenges:
• Meeting deadlines
• Speaking in groups – confidence issues, verbal fluency, processing speed
• Using feedback
Solutions:
• Making things explicit – expectations, essay titles
• Practice opportunities
• Feedback – verbal and written
• Recording
• Allow adequate time before expecting a response
To attend and participate in: Practicals/fieldwork/years abroad
Challenges:
• Handwriting
• Instructions
• Clumsiness
Solutions:
• Use of a laptop/notetaker/dictaphone
• Instructions available in a range of formats
• Extra time for practical work
• Human support for practical work
To source and read relevant materials
Challenges:
• Reading volume/ speed of reading
• Acquiring materials
Solutions:
• Directed reading lists
• Format of materials
• Study skills for extracting information
To produce and submit written work
Challenges:
• Speed of writing
• Speed of reading
• Essays
• Planning
• Presenting ideas clearly which match verbal fluency
Solutions:
• Preparing the ground – model essays, clear titles
To undertake written, aural, and practical exams
Adjustments include;
• Extra time
• Use of a word processor
• Rest breaks
• Quiet /distraction free room
http://www.admin.cam.ac.uk/univ/disability/students/exam.html