Investigating dyslexia friendly practices in teacher education

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Investigating dyslexia friendly practices in
teacher education

• Sue Griffiths University of Northampton
• Liane Purnell- Newman University College
• TEAN 2011

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(No Transcript)
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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

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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

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Dyslexia definitions we adopted

• Dyslexia is a specific learning difficulty which
  is neurobiological in origin and persists across
  the lifespan. It is characterised by
  difficulties with phonological processing, rapid
  naming, working memory, processing speed and the
  automatic development of skills that are
  unexpected in relation to an individuals other
  cognitive abilities.
• British Dyslexia Association (20075)

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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 (200219)

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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

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How might dyslexia affect a student at university?

• Reading
• Writing
• Oral fluency
• Numeracy
• Organisation
• Attention
• Self-esteem
• Pavey et al. (2010) Pollak (2005)

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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

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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

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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)

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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 Maths Student Male
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Initial Findings
This is excellent. Adding background information
to handouts would also help. For ages, I didnt
realise that the lecturer was referring to a
canal when he talked about Suez !
U/gradKS2/3 Science Student Female
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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 Science Student Female
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Initial Findings
This research is great!. It makes total sense.
PGCE KS2/3 Maths Student Female
I think this is great!
PGCE KS2/3 Maths Student Female
I feel privileged to take part in this research.
U/grad KS2/3 Science Student Female
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Initial FindingsIndustry
Font and layout attractive and easy to read.
Font size 14 excessive for text but titles work
well.
There are some technical issues to overcome e.g.
inputting text etc
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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

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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.

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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.

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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.

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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.