Teaching Students with Specific Learning Difficulties June Massey

1. Teaching Students with Specific Learning Difficulties June Massey

2. Aims and Objectives • understand the nature and effect of specific learning difficulties • understand how to work effectively with students with Specific Learning Difficulties removing barriers • gain knowledge of other services and technology available to yourself and the students

3. What are Specific Learning Difficulties? Umbrella term to describe a range of difficulties – includes dyslexia, dyspraxia and others Descriptor term in own right Co-occurrence / overlap between SpLDs is norm All SpLDs share difficulties with information processing More than 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. (British Dyslexia Association)

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. To attend and participate in: Lectures Challenges: • Arriving on time, with correct materials • Note taking • Reading boards/handouts Solutions: • Handouts in accessible formats • Slides and handouts in advance • Course overview • Recording of lectures

9. To attend and participate in: Supervisions Challenges: • Meeting deadlines • Speaking in groups – confidence issues, verbal fluency, processing speed • Using feedback Solutions: • Making things explicit – expectations, essay titles • Practice opportunities • Feedback – verbal and written • Use of a recording device • Allow adequate time before expecting a response

10. To attend and participate in: Practicals, fieldwork, years abroad Challenges: • Handwriting • Instructions • Clumsiness Solutions: • Use of a laptop/notetaker/dictaphone • Instructions available in a range of formats • Extra time for practical work • Human support for practical work

11. To source and read relevant materials Challenges: • Reading volume • Acquiring materials • Speed of reading Solutions: • Directed reading lists • Format of materials • Study skills for extracting information

12. To produce and submit written work Challenges • Speed of writing • Speed of reading • Essays • Planning • Presenting ideas clearly which match verbal fluency Solutions • Preparing the ground – model essays, clear titles

13. To undertake written, aural, and practical exams Adjustments include; Extra time Use of a word processor Rest breaks Quiet /distraction free room http://www.admin.cam.ac.uk/univ/disability/students/exam.html