If you are note taking or providing library support you may be supporting a student with a specific learning difference.

For some people for example, it is very difficult to read and listen and comprehend at the same time; they may be slow at processing information or find the actual process of writing difficult. Having a note taker enables a student to focus on what is being said and provides them with a set of notes that can be used after the lecture. If you are asked to type notes it may be that a student does not read well but learns by listening and so may use assistive technology to read text to them.

Students with specific learning differences may also benefit from other adjustments such as flexibility on deadlines and the use of special stickers that are attached to submitted work which request that the work is marked in accordance with guidelines for marking work from students with specific learning differences. This is to acknowledge that students with SpLDs may find structuring of work, expression and grammar particularly challenging. It encourages the marker to focus on the insight and knowledge of the student. Some students benefit from meeting with specialist study skills tutors on a regular basis.

Please watch this BBC Newsround report on dyslexia. Although primarily talking about school age children the concepts and difficulties are the same. Try and imagine the impact of difficulties around reading, writing and processing information on studying at university.

 Dyslexia 

 

The following information is taken form the British Dyslexia Association webpages; if you want to find out more this is a good website to start from.

Dyslexia

Dyslexia is a hidden disability thought to affect around 10% of the population, 4% severely. It is the most common of the SpLDs. Dyslexia is usually hereditary. A student with dyslexia may mix up letters within words and words within sentences while reading. They may also have difficulty with spelling words correctly while writing; letter reversals are common. However Dyslexia is not only about literacy, although weaknesses in literacy are often the most visible sign. Dyslexia affects the way information is processed, stored and retrieved, with problems of memory, speed of processing, time perception, organisation and sequencing. Some may also have difficulty navigating a route, left and right and compass directions.

Dyspraxia / DCD:

Developmental Coordination Disorder (DCD), also known as Dyspraxia in the UK, is a common disorder affecting fine and/or gross motor coordination in children and adults. This condition is formally recognised by international organisations including the World Health Organisation. DCD is distinct from other motor disorders such as cerebral palsy and stroke. The range of intellectual ability is in line with the general population. Individuals may vary in how their difficulties present; these may change over time depending on environmental demands and life experience, and will persist into adulthood. An individual’s coordination difficulties may affect participation and functioning of everyday life skills in education, work and employment. Children may present with difficulties with self-care, writing, typing, riding a bike, play as well as other educational and recreational activities. In adulthood many of these difficulties will continue, as well as learning new skills at home, in education and work, such as driving a car and DIY. There may be a range of co-occurring difficulties which can also have serious negative impacts on daily life. These include social emotional difficulties as well as problems with time management, planning and organisation and these may impact an adult’s education or employment experiences.

Dyscalculia:

Is a difficulty understanding maths concepts and symbols. It is characterised by an inability to understand simple number concepts and to master basic numeracy skills. There are likely to be difficulties dealing with numbers at very elementary levels; this includes learning number facts and procedures, telling the time, time keeping, understanding quantity, prices and money. Difficulties with numeracy and maths are also common with dyslexia.

A.D.H.D / A.D.D.

Signs of Attention Deficit (Hyperactivity) Disorder include inattention, restlessness, impulsivity, erratic, unpredictable and inappropriate behaviour, blurting out inappropriate comments or interrupting excessively. Some students come across unintentionally as aggressive. Most fail to make effective use of feedback. If no hyperactivity is present, the term Attention Deficit Disorder should be used: these individuals have particular problems remaining focused so may appear 'dreamy' and not to be paying attention. Students with this condition are very easily distracted, lose track of what they are doing and have poor listening skills. By failing to pay attention to details, they may miss key points. Often co-occurs with dyslexia.

Frequently associated with dyslexia, students may have difficulty understanding when listening, expressing themselves clearly using speech, reading, remembering instructions, understanding spoken messages and staying focused.

 

Please return to the Types of Disability page