While we wait

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While we wait

• The Singleton Report (1999) suggests that 43 of
  dyslexic University students are not diagnosed
  until they reach University

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While we wait 2

• The Singleton Report (1999) suggests that 43 of
  dyslexic University students are not diagnosed
  until they reach University

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Contact names

• Jude Elliott
• Allendale Building
• Coach Lane Campus
• Tel [phone]
• e-mail jude.elliott_at_
• northumbria.ac.uk

• Monica Loughlin
• Northumberland Building
• City Campus
• Tel [phone]
• e-mail monica.loughlin_at_
• northumbria.ac.uk

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Exercise 1

• What do you know about dyslexia?
• (5 minutes)

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Joes Northumbria Journey
6

• Can you tell which student is Joe?

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Dyslexic/other disabled students registered with
Disability Support
(UK enrolled students Facts Figures 2007/8)
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Student Life at Northumbria

• Feeling confident
• Meeting new people
• Enjoying the student life
• Id just got used to the timetable and it
  changed!
• All those rooms look the same
• Everything seems to take me longer than other
  students
• Working very hardas usual

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First assignment
I cant believe it. Fail. I worked so
hard Im as surprised as you, Joe, your work
in seminars is excellent. And you are very
articulate. Have you ever thought that you may be
dyslexic? But I can read.
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Suddenly feeling lost

• Will I be able to stay at University?
• What about a job at the end?
• Will anyone want to employ me?
• All the money
• Self esteem starting to crumble

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At the School Office
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At the School Office

• The administrator thinks

He looks very worried and upset hes very
disorganised
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At Student Services
An appointment is booked with one of the
Disability Advisers
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At Student Services

• Disability and specific support for students with
  dyslexia
• Initial Dyslexia Assessment
• ALF
• Welfare
• Counselling

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You may notice

• Reading
• Student may not wish to read or read aloud in
  front of you
• Student may not have read instructions or
  guidelines

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You may notice

• In speech
• Student may have difficulties pronouncing multi
  syllabic/technical/unfamiliar words
• Student may have a tendency to talk not listen

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You may notice

• In spelling/writing
• Student has poor/inconsistent spelling
• Student has an aversion to writing especially if
  observed

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You may notice.

• In organisation and sequencing
• Student forgets instructions
• Student may lose way round building

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Good practice

• Focus on one thing at a time.
• Ensure student can see you and what you are
  referring to when giving information.
• Give the student time to take in
  information/answer your question.

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Good Practice

• Use more than one method for giving information
  e.g. back up verbal directions with highlighted
  map.
• Use pastel coloured paper, sans serif font such
  as Arial, Comic Sans.
• Consider font size.
• Ensure student knows what is expected of them
  summarise information.

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Pair exercise
Look at your notes from the beginning of the
session. Can you add anything? Will you be able
to try a different approach when you deal with
students?
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• Journeys end?

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An excellent future ahead!