Dyslexia:

1. Dyslexia: Academic director SplD service v.e.mann@sheffield.ac.uk

2. Aims of the session… To answer the following questions: • What are the main SpLDs? • SpLDs v language learning 3. What are the main challenges that first year students with SpLDs might experience, and what support can be provided?

3. The main Specific Learning Difficulties (SpLDs) Visual Stress

4. Definition • The term ‘Specific Learning Difficulty’ (SpLD) refers to a difference / difficulty people have with particular aspects of learning. The most common SpLDs are dyslexia, dyspraxia, attention deficit disorder (ADD), attention deficit hyperactivity disorder, dyscalculia and dysgraphia. • Not linked to IQ • https://www.youtube.com/watch?v=nZirlcaDrdU

5. Co-occurring difficulties • There are often a number of co-occurring difficulties, these can include: • Motor co-ordination (often seen in dyspraxia) • Mental calculation • Concentration • Personal organisation

6. Difficulties relating to learning an additional language • Working memory • phonological processing difficulties • difficulties with syntax • Lack of meta knowledge about language

7. Points to consider • Students will often have dramatically different learning profiles and will have different strengths and weakness, with regard to their learning. • SpLDs are best thought of as a continuum, there are no clear cut off points • Cider analogy

9. spelling • Phonetic spelling (foneticspeling!) eny/any ordeanse/audience • Inconsistent spelling, eg independent, indapendent, independant • Not spotting spell checker has selected the wrong word, eg plant assassinations/ plant associations, grope work/group work • Telescoping egrembered/remembered • mis-use of homophones, to/too, there/they’re • Transposing letters, does/dose

10. Punctuation and grammar • Misuse or omission of punctuation marks • Overuse of conjunctions and issues with sentence boundaries, eg comma splicing • Short, unsophisticated sentences, lacking in complexity • Inappropriate grammatical constructions • Inappropriate use of tense • Inconsistent or inappropriate narrative mode, eg first person to third person

11. structure • Work may lack structure and clarity • Information may not be in the correct section • Repetition of ideas may be an issue • A lack of a topic sentence can make paragraphs confusing • There may be difficulties expressing ideas using an academic style of writing and use of colloquialisms may be evident • General presentation skills may be poor, even when work has been through a computer package

12. Understanding the question • Students may misunderstand the question • Students may not answer the whole question (especially multi stage questions) • Students may digress from the topic, either include irrelevant information or expanding on minor points • Students may fail to identify the main points, for example include every point they can think of!

13. Oral exams • Slow processing • Difficulty in understanding rapid speech • Difficulty in remembering phrases • Difficulty incorporating notes/ PowerPoint

14. Strategies for oral assessments • Allow the student to jot down answers to questions (may not be possible) • Allow more time for preparation • Allow the student more time to respond, as it may take them longer to process what they have heard and formulate a response. (Crombie) • Provide practice questions (Schneider and Crombie 2003) • Provide criteria to ensure students know the skills they need to demonstrate

15. Possibility of repeating questions, if student asks for something to be repeated Possibility of students learning how to ask for a statement to be re-phrased Be aware of speed and clarity of discourse Offer one to one practice sessions, if practicable (Schneider and Crombie 2003)

16. strategies Presentations issues Difficulties multi-tasking Students may struggle to process information Difficulties in timings Pronunciation Stumbling over words and phrases Colour coding Limited use of note cards Sectioning talk Use of key headings Practice presentations in peer groups Set clear criteria drafting

17. strategies Essay style assignments SpLD Issues Work may lack structure and clarity Repetition of ideas may be an issue Inappropriate grammatical constructions Inappropriate /change of use of tense Inconsistent or inappropriate narrative mode, e.g. first person to third person Mind maps Writing frames Use of topic sentences Work on developing paragraph structure Model answers (caveats) Use of colour

18. Feedback for students with Dyslexia • criteria referencing, matching feedback to criteria can help students to identify how to improve their work • consider clarity, specific and tone • consider using annotated model answers

19. The emotional impact • A history of negative treatment • Frustration • Low self-esteem • Lack of confidence • Signpost to other services

20. How tutors can make adjustments Ensure students are aware of exam adjustments ensure students understand process of applying for exam arrangements. ensure provisions are in place and everyone is aware of them Provide a module overview Provide a copy of the slides before the lecture State learning outcomes at the start of the lecture Allow students to record lectures Note taker Summarise the main points of the lecture Consider formatting of any handouts provided Include reading list in handouts

21. Adjustments vs competency adjustments competency Changing the marking criteria Lowering the pass park Missing mandatory modules Unlimited time (according to university guidelines) Reduced workload • extra time • separate room for exams • access to technology • alternative assessment: take home paper, viva, presentation (where appropriate)

25. A Positive Note • Seeing the big picture • Good visual/spatial skills • Problem solving skills • Making connections • Determination