|
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.
Assignments.
-
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 like the University of Phoenix. 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, 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 .
 • • • Dyslexia - Surviving and Succeeding at College - Sylvia Moody's book is a practical and easy-to-read guide for dyslexic and dyspraxic students. Clearly and simply written, in a dyslexia-friendly format, it addresses not just study skills, but also more general aspects of coping with student life. The author recognises that adapting to student life generally is as important as developing study skills. Guidance is given to assist you in finding your way around campus, building relationships with tutors, managing emotional development and preparing for the world of work. Full of invaluable self-help strategies, this book will empower you to improve your skills in all areas.
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.
USA
| UK
 • 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:
•
Working
with a dyslexic student - Melissa Horton describes her experiences.
•
Teaching
dyslexic students - by Kevin L. Huitt.
•
Dyslexia for
Students at College - by Dr Sylvia Moody.
•
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)
| 
