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Teaching Dyslexic
Students at College or University.

Teaching dyslexic students.

It is almost certain that there will be dyslexic students in your teaching groups. Dyslexic students have particular learning difficulties, but are of average or above average intelligence. This is apparent from their conversation. However, they will have difficulty with reading large volumes of text, with essay-writing and spelling.

However, it is not hard to make small changes to your teaching methods which will allow them to achieve at the same level as students who are not dyslexic. Some simple guidelines are presented which are easy to follow, and a useful book on this topic is listed below.

There is also a broad range of advice, examples and teaching suggestions on the Dyslexia Teacher website.

Some simple teaching guidelines.

Although their difficulties are not visible, as with, for example, a physically disabled student in a wheeelchair, dyslexic students experience genuine difficulties: these are with visual tracking, auditory perception, organization and some other areas (Recognizing Dyslexia).Their academic progress can be greatly helped by the following teaching adaptations:

• Present an outline of the whole lecture at the start, giving the 'big picture'. Then say how many main points there are within the whole lecture, so that dyslexic students can see the framework of the topic.
  
  
• Provide photocopied outline lecture notes for students. Whilst this is time-consuming, it makes a huge difference to dyslexic students who can see the main drift of the lecture, and then add extra notes around the main points/sections that you have outlined. This practice is soon to be carried out by all staff at the Massechusetts Institute of Technology (M.I.T.), with notes for all lectures being published on their website.
  
  
• Print key words on the board rather than writing them in cursive handwriting.
  
  
• If there is a choice, a blackboard is preferable to a white board, which can create a visual glare for some dyslexic students.
  
  
• Never ask a dyslexic student to read out loud. They have difficulties with visual tracking - following the text along the line and onto the next line - which can cause great embarrassment.
  
  
  
• Overhead projections (OHPs) present a particular visual difficulty, but a photocopied handout of the OHPs or Power Point pages can help tremendously.
  
  
  
  
  
  
  
  
  
• Allow five minutes at the end of a lecture for dyslexic students to approach you individually about any points that have confused them.

• Avoid assignments to be copied from the board. When assignments are set, be sure to put them in writing on printed handouts.
  
  
• Try to read and assess a dyslexic student's work for content and meaning. Poor spelling is not an indication of low intelligence, but of a learning difficultywith visual memory.
  
  
• Encourage a dyslexic student to show you a rough draft of an essay so that you can provide some feedback before the final version is handed in.
  
  
• Tell your dyslexic students about techological aids such as Speech Recognition programs such as Dragon Naturally Speaking (USA) (UK) This will allow them to dictate their work into a word-processing program, without having to devote undue attention to spelling. An excellent essay-planning program is called Inspiration.
  
  
• Make sure that the dyslexic students you teach are aware of any special services or support, which are available in most colleges and universities now. This may be as a Special Needs department or counselling service in your college or university.
  
  
• Encourage a dyslexic student to attend a Study Skills course if there is one available in your college.
  

Study accommodations ('academic adjustments').

Appropriate study accommodations are:

- Dyslexia stickers for work assignments & examination papers;
- Extra time for examinations;
- Assistance in claiming Disabled Students Allowance (DSA) or, if ineligible, assistance with looking for charitable sources;
- Use of computers / word processors within the Disability Support Unit;
- Extended loan time for library books;
- Access to low cost equipment;
- Readers, scribes, note-takers;
- Large print hand-outs, copies of overheads, copies of lecture notes etc.;
- Permission to tape lectures (to be approved by department);
- Post-graduate or peer support to be paid by yourself.

In the US, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA) are the pertinent Federal laws; Section 504 of the Rehabilitation Act of 1973 uses the term "academic adjustments" when referring to ways of promoting instructional and programmatic access for students with disabilities. The term "reasonable accommodation and support services" is used in these Practices because it emphasizes the goal of addressing the student's disability-related need for equal access in the academic setting.

There is differing legislation (if any) in other countries, but the US provides a valuable model.

Recommended reading for college and university teachers.

• • • 'Dyslexia at College', by D. Gilroy and T. Miles, pub. Routledge 1996, ISBN 0415127785. USA | UK.

Increasing numbers of dyslexic children are now attending colleges and universities, and yet tutors still tend to have very little specific training to help them deal with the needs of these students. This can cause problems for both student and teacher.

Through their wide experience of working with students of dyslexia, Tim Miles and Dorothy Gilroy are able to offer useful and practical advice to students about how to get the most from their college experience and the kinds of support which are available.

The book aims to provide teachers with the information they need in order to meet the needs of those students more effectively. The book takes account of changes which have taken place within colleges and universities such as changes of the demands on students, the increased support which is now available, and the use of new technology.

• • • Dyslexia and Higher Education compiled by D. Gilroy, revised 1995 (available from Dyslexia Unit, University of Wales, Bangor, LL57 2DG, UK)

• • • Dyslexia, the Self and Higher Education - Increasing numbers of students identified as dyslexic are entering universities, and the academy is obliged to offer them an accessible curriculum. But many of these students struggle to deal with the label 'dyslexic'. This book examines the relationship between dyslexia and identity through qualitative research with students at four universities. It offers unique insights into the views of the students themselves about their experience of dyslexia and education. (Highly recommended', John Bradford.)
USA. | UK.

• • • Adult Dyslexia: Assessment, Counselling and Training - McLoughlin, FitzGibbon and Young, pub Whurr.
Dyslexia can be the root cause of under-performance that manifests itself in ways other than those typically associated with child dyslexics. Adult Dyslexia gives practical advice about identifying and helping adult dyslexics in ways that are relevant to the workplace and suitable for adults, rather than being adaptations of methods used with children.
* Written by an experienced occupational psychologist
* Includes a practical question/answer section and screening tools
* Emphasises that dyslexics have strengths as well as weaknesses
* An invaluable tool for managers to help develop dyslexic employees.
USA | UK.

• • • Dyslexia - Students in Need - This book by Pat Heaton and Gina Mitchell offers a positive approach to students with dyslexia in further and higher education. Students with dyslexia gain degrees and professional qualifications, and successes of this kind often depend on appropriate educational and technological support and upon funding. "Dyslexia: Students in Need", in an easy-to-read typeface, tackles the problems and challenges identified by students themselves. It provides information on applications and admissions to colleges and universities, and on seeking information, support and funding about dyslexia from institutions. It provides information on how to apply for funding from the Disabled Students' Allowance (DSA), and study skills relevant to dyslexia and to course requirements, with examples of how to maximise the strengths and abilities associated with dyslexia. USA | UK.

• Dyslexia and Inclusion - This book reflects on issues relating to the assessment and support of students with dyslexia within Universities and other institutions of higher education. It considers primarily how current practice in higher education can be developed to facilitate inclusion. The authors present the results of a series of qualitative and quantitative studies which investigate the coping, adjustment and perceptions of students with dyslexia, and the attitudes, perceptions and support strategies of academic and support staff. The book gives important information and advice and also food for thought for academic and support staff within the University sector who are concerned to improve the educational experience of all students. USA | UK.

• The Dyslexic Adult in a Non-dyslexic World - by Cynthia Klein and Ellen Morgan. It is refreshing to find a book devoted to the experiences of dyslexic adults, since much of the available literature focuses on children. 'The Dyslexic Adult in a non-dyslexic world' is a welcome addition to my bookshelf. It is eminently readable and combines an 'academic' understanding of the issues with down-to-earth examples based on interviews with dyslexic adults ... Review continues.

• Dyslexia and Counselling - by Rosemary Scott, published Whurr. 'Good counselling can remediate the negative effects of dyslexia on daily life, to the point where dyslexia becomes not just manageable but 'a source of individual strength and wisdom''. UK | USA.

John Bradford.
Email:

• • • Reasonable Adjustments in Academic Departments - Association of Dyslexia Specialists in UK Higher Education. ADSHE.

• FE & HE Dyslexia awareness - Advice from the British Dyslexia Association about how tutors in Further and Higher Education can be aware of symptoms of possible dyslexia, and how they can help.

• Working with a dyslexic student - Melissa Horton describes her experiences.

• Technology to help individual dyslexic students' needs - Pasadena Independent school district.

• Tactics for teaching dyslexic students - by Julie A. Dinsmore. For the dyslexic student, reading can be a demeaning task to face daily. Classroom reading (language) success is possible for most dyslexic students when academic programming includes accurate assessment of specific reading behaviours and instructional strategies tailored to students' reading characteristics ...

• Teaching dyslexic students - by Kevin L. Huitt.

• How to recognize and help your dyslexic student - Coventry University (PDF format for easy printing).

• Queen Mary College, London, UK - Dyslexia Support.

• Dyslexia Accommodations for University.

• Mansfield College, Oxford, UK - Dyslexia.

• Dyslexia for Students at College - by Dr Sylvia Moody.

• 'Learning Disabilities in Higher Education and Beyond - An International Perspective', edited by Susan A. Vogel, Gila Vogel, Varda Sharoni, Orit Dahan, pub. York Press, Inc. MD. ISBN 0-912752-74-2. Pgs. 384 ($59.50, £32.48). Positive review by Gavin Reid of this excellent book.

• Gavin Reid's website - informative website by the author of many valuable books on dyslexia, with a range of printable articles.

• Dyslexia Teacher.

• Famous Dyslexic People.

Feedback

I read your email newsletters with interest and circulate them widely amongst university staff. Thank you. However I was surprised to see that you considered the University of Dundee's 'sticker system' as a bit of an innovation. Here at the University of Sunderland we have operated such a system for around 10 years! In fact all of the provision you quoted from Dundee has been standard practice for our students with dyslexia for a long time. Added to which for 5 years we have offered a degree Level 1 module (worth 20 credits) called GET SUSSED. GET SUSSED is exclusively for students with dyslexia and it teaches multi-sensory skills and explains to students how to interpret their psychologist's reports etc.

Additionally we have recently run a very successful Brain Gym course for students with dyspraxia/dyslexia and will do this again soon. We intend this summer to provide, for fresher students, a Summer Induction - again only for for new students with dyslexia. This short course will include awareness raising about higher education and academic jargon, multi sensory sessions, sessions on how to access support in the university's libraries, plus discussions with existing students and staff who have dyslexia. We also run a support group for students with dyslexia which is a sort of informal, non- credited, version of GET SUSSED - including group sessions and free 1:1 multi sensory tuition for individual students.

Although not exclusively for students with dyslexia, the Academic Support Workers course we run (accredited by the Open College) is a foundation training programme for people who wish to act as support workers. Skills learnt on this course include various note-taking techniques, how to read too a student and how to read onto tape, disability awareness ( including a session on dyslexia) and professional skills. Some of the people who pass this programme go on to work for students with dyslexia. I hope you find this information interesting, many students choose to study at Sunderland because of the support available here. I wanted to write to you to let you know about the great work my small team does - they deserve a pat on the back! My best wishes!

Sue Cain Disability.
Services Manager.
University of Sunderland.

New Research.

New research shows that phonics-based instruction can actually change brain activity in adults with dyslexia, resulting in significant improvements in reading. The findings from a collaborative study by Wake Forest University Baptist Medical Center and Georgetown University Medical Center were reported in the journal Neuron. "With about 112 hours of phonic-based instruction, adults with dyslexia had significant improvements in reading and changes in brain activity while reading," said Lynn Flowers, Ph.D., senior researcher, from Wake Forest Baptist. "We know that dyslexia is not something children outgrow, and our findings suggest that it’s never too late for instruction to overcome this disability."

Participants who received instruction made gains of between six and 23 percent in text reading, phonetic awareness and the ability to "decode" the written word. fMRI testing revealed that the improvements in reading corresponded to increased activity in areas of the brain associated with phonetic processing, being able to associate a symbol with a sound and being able to recognize whether a string of letters represents a word. (Oct 2004).

New Students.

I have found is most useful at the first meeting with a student, to ask them to bring a piece of written work they have already completed so that I can assess where their difficulties lie.  This is especially good with the older student who may not take too kindly to having their basic skills assessed.  Parents and tutors can help by observing the learning styles of the child or student.  In my college, we have questionnaires available, which students can complete that will illustrate their learning style. We can ask questions that relate to how the student best learns and our tuition can then reflect this style. Most of my students enjoy working on the computer, so that is mostly how I work with them.   The spell-checker facility is really useful, but sometimes the student will select the wrong word from the list!  This is where parents or tutors can help. (D.J., Merseyside, UK)