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Specific Learning Difficulties: What administrators need to know

This resource provides administrators with essential knowledge on identifying and supporting students with Specific Learning Difficulties like dyslexia and dyspraxia. It covers diagnosis processes, available support services, technology, and communication strategies. Learn about barriers faced by students and practical solutions to enhance their learning experience.

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Specific Learning Difficulties: What administrators need to know

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  1. Specific Learning Difficulties:What administrators need to know June Massey disability@admin.cam.ac.uk

  2. Aims • be aware of barriers students with Specific Learning Difficulties experience • have solutions to those barriers • be aware of other services and technology available

  3. 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

  4. 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.

  5. 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

  6. 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

  7. 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

  8. Assessment Timeline Initial interview/disclosure 2 weeks EP Assessment 4 weeks Needs Assessment 4 weeks DSA in place

  9. Disabled Students’ Allowances (DSAs) • Available to home students with diagnosed impairment What they can be used for • specialist equipment you need for studying - for example, computer software & hardware • (Directgov website) • International students can apply to the International Disabled Students Fund (IDS) for the same support • IDS applications are made via the DRC

  10. Reasonable Adjustment’s Fund (RAF) • Available to students with diagnosed impairment What the RAF can be used for • a non-medical helper, such as a note-taker, 1:1 study skills tuition, mentoring. • Apply direct to the DRC

  11. Devolved tasks Following recent changes to Disabled Student’s Allowances, the following task are now devolved to departments and Colleges: • Practical support assistants • Library support assistants • Workshop/lab assistants • Examination support workers

  12. 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

  13. Communication Challenges for student: • Reading emails & written communications • Misunderstanding • Organisation & time management • Slow in responding • Forgetting to deal with email • Missing deadlines Admin solutions: • Minimum 12pt font • Arial/Sans serif typeface • Use bullet points / break down text (see handout) • reminders • encourage student to use own reminder tools

  14. Admin support for teaching and learning: Challenges for student: • Reading boards/handouts. • Listening and taking notes in lectures • Capturing information • Student self-capture • Note-taking assistants • Staff awareness Admin solutions: • Arrange handouts in advance (accessible formats) • Recording permission • DRC process • Department process • Timetabling • Circulate SSD

  15. Admin support for practicals/fieldwork/years abroad Challenges: • Organisation and time management • Expectations • Staff awareness of profile and requirements Solutions: • Make expectations explicit • Written details/ instructions in a range of formats • Use ‘dyslexia friendly’ formats for communications • Encourage student to use organisation tools (diary,etc) • Circulate SSD

  16. Admin support : Exams Challenges: Organisation & time management • Assessment process • Deadlines & application process • Responding to emails Solutions: • Early contact with student • Reminders • Verbal as well as written communication • Checking documentation & student requirements • Liaising with DRC

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