investigating dyslexia friendly practices in teacher education sue griffiths – university of...
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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.