Maximising the Potential of Dyslexic Students

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Maximising the Potential of Dyslexic Students

• Janet Thomas
• Disability Support Service
• University College Cork

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PROBLEMS

• Note taking
• Reading
• Writing

• Library
• Examinations
• Time Management

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NOTE TAKING

• Involves multi-tasking.
• Spelling
• Processing and Sequencing of information
• Memory
• Speed Writing
• Stress

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HELP FOR THE STUDENT

• Have notes available before lectures.
• Notes should be clear not hand-written.
• If using Blackboard, notes should be detailed. An
  outline is not sufficient for dyslexic students.
• If using white boards or overheads, writing
  should be clear and students should be given
  sufficient time to copy down notes.
• Note Taker
• Fellow Student to provide photocopies
• Taping

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READING

• May be a slow reader.
• May need to re-read several times for
  comprehension.
• May have difficulty finding main points.
• May misread.
• May have difficulty finding relevant information.
• May be unable to skim read.
• May have major problems reading aloud.

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HELP FOR THE STUDENT

• Identify essential reading when giving a
  booklist.
• Be realistic in expectations. Remember how much
  longer it will take the dyslexic student to read
  the prescribed texts.
• When using Blackboard, give page numbers or
  chapters.
• Never ask the dyslexic student to read aloud
  unless you have ascertained their willingness to
  do so.

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WRITING

• I cant get whats in my head to come out on the
  paper. It sounds wrong!
• I tend to get all the right letters in the word,
  but not always in the right order.
• Apostrophes? What apostrophes?
• I dont know where to put the full-stops.
• I have so many essays to write and I dont know
  where to start.

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HELP FOR THE STUDENT

• May need extensions for essays.
• Do not assume that the student with all the good
  ideas in tutorials will be able to express them
  on paper.
• Do not assume that a poor speller is lazy or
  stupid.
• Try to read essays for the content without
  picking up on all grammar/spelling mistakes.
  New technology is making great improvements in
  this area.
• Encourage dyslexic students to explore different
  methods of organising their thoughts.
• Recognise the stress that accompanies a heavy
  work load.

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LIBRARY

• May have trouble with sequencing of alphabet.
• May not be able to find information.
• May not be able to copy information quickly and
  accurately.
• May find using library stressful experience.

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HELP FOR THE STUDENT

• Designated personnel in Library to assist
  dyslexic student without the student feeling
  embarrassed.
• Extended Library loans.
• Photocopying cards provided to assist with extra
  cost incurred by increased photocopying

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TIME MANAGEMENT

• Procrastination.
• Too many assignments at one time.
• Proof reading.
• Inability to work on more than one task at any
  one time.
• Slow processing skills.
• Social Life.

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HELP FOR THE STUDENT

• Greater liaison between departments and staff re
  setting of assignments.
• Understanding of problems.
• Help with timetabling of work.

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EXAMINATIONS

• Stress
• Lack of speed when writing
• Poor recall
• Poor short term memory
• Reading of examination paper
• Poor sequencing of information

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HELP FOR THE STUDENT

• Extra time 10 minutes per hour.
• Spelling/grammar waiver.
• Technology
• Scribe
• Reader
• All the above are dependent on rooms and
  invigilators
• being available. If departments took some
  responsibility for
• these arrangements for in-class tests, it would
  make an
• enormous difference and would mainstream in-term
• examinations for the dyslexic student.

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CONTACT DETAILS

• Janet Thomas
• Disability Support Service
• South Lodge
• 021-4903423
• janetthomas_at_ucc.ie