Elizabeth Amesbury, University of Wolverhampton
Dave Southall, University of Ulster
Brian S. Rushton, University of Ulster

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SUMMARY

The Dyslexia Unit of the Student Enabling Centre at the University of Wolverhampton runs a module for dyslexic students (Learning styles and study skills) within the School of Humanities, Languages and Social Sciences. The module, available as an option for level 1 students, is worth 15 credit points. Students learn how to assess their individual learning style and understand their learning strengths and weaknesses. They explore study skills such as memory techniques and methods of organisation appropriate to their individual learning styles. The students can also explore technological support so that they can make decisions about what might be appropriate for them. Over 100 new students declaring dyslexia at application are admitted to programmes in the university each year. About 80 additional students are identified who have not been previously diagnosed. The module is taken by approximately 12 students each year.

Keywords: Dyslexia, student induction, student retention

INTRODUCTION

Although the ‘widening participation’ agenda has increased the number of students with disabilities attending institutions of higher education in the UK, it is uncommon for a class to contain a student with a physical disability. However, when it comes to the specific learning difficulty, dyslexia, the disability is sufficiently common that probably all academics will have experienced classes with one or more students with dyslexia and, in very large modules, they may form a significant proportion. For the typical academic, the most obvious level of support offered to such students usually involves the provision of extra time in examinations and stickers applied to coursework identifying the candidate as having dyslexia.

What is frequently not appreciated is that students with dyslexia may benefit enormously from a broader understanding of dyslexia, and from identifying their own individual learning style and their own individual learning strengths and weaknesses. Within the crowded curricula of many degree programmes there is not enough time for a dedicated module specifically designed for a small target audience but, if viewed at a School or Faculty or University level, it may be cost-effective to provide such a module for dyslexic students taught in addition to the normal curriculum.

One such approach is that taken at the University of Wolverhampton and this case study reports the success of this university-wide 15 credit point module titled Learning styles and study skills which encourages students with dyslexia to investigate their own individual learning styles and how they might understand their specific learning strengths and weaknesses. Additionally, the case study reports other support mechanisms that are in place and which run parallel to the dedicated Learning styles and study skills module.

RELEVANCE TO THE STAR GUIDELINES

At its outset the STAR project researched, produced and published a set of guidelines based on the causes of student attrition and which pointed the way towards possible good practice. The STAR guidelines relevant to this case study are:

1.2 Teachers, careers advisors, family members and other educational institutions are important clients of the institution and should receive up-to-date, accurate and relevant information. Two-way communication should be promoted.
1.3 Support should be available prior to study particularly where potential problems in transition may be predictable.
2.2 Induction activities should highlight student’s academic obligations and the obligations of staff to the students.
2.3 Induction activities should support the development of those independent study habits suitable for higher education.
2.5 Induction activities should promote the development of good communication between staff and students.
3.2 The course and its delivery should assist students’ transition from their previous educational experience to studying at tertiary level as well as addressing the different needs arising from the subject.

Cook et al., 2005

THE PRACTICE

This section gives an overview of the practice and is designed to enable readers to consider adopting it. A full module handbook is contained in Appendix 1.

The module is aimed at first year students who have been identified as having dyslexia. In the first instance, students are identified from declarations on their UCAS/Application forms and secondarily from students who become aware of possible dyslexia, during their first semester, e.g. during assessment of assignments. These students are offered a computer based screening test from the Dyslexia Unit in the Student Enabling Centre. The screening test indicates where a full assessment is needed, which is then arranged for the student using a simplified application procedure via the Access to Learning Fund.

The module is an elective optional module worth 15 credit points at level one, which enables it to be fitted into a student’s full degree programme. As it is provided on Wednesday afternoons, timetable clashes with other modules are minimised. It provides students with the opportunity to meet their peer group at a social level.

The module is presented in the second semester to enable sufficient time to publicise the module to first year students with dyslexia. In subsequent years, students may do a similar workshop-based programme that is not assessed. A third option involves individual tailor-made tuition with one of 20 personal tutors who have previous experience and training in teaching students with dyslexia. These sessions are provided on a one-to-one basis and funded through the Disabled Students’ Allowance.

The aim of the module is to enable students to develop awareness of their abilities and explore ways of overcoming limitations. They study and assess the appropriate skills required to enhance their own individual learning preference. They research and evaluate technology such as MindGenius, Dragon, Naturally Speaking and Read & Write assistive software, which may prove useful, for example, in writing coursework assignments and dissertation projects.

Module outcomes are an understanding both of different learning styles and that style most appropriate to the individual. Research techniques, organisational skills, study skills, presentation skills, IT and strategies appropriate to their learning strengths provide a wide range of transferable skills for use in other modules of their degree course. The outcomes are assessed by a combination of portfolio and group presentations.

The course module is taught in 13 weekly three-hour sessions. It is split into 2 components, Learning styles during weeks 1-4 and Study skills during weeks 5-12.

The course structure is outlined briefly in the following table. A detailed structure appears in the Module Handbook, Appendix 1.

RESOURCE IMPLICATIONS

The module is co-ordinated by a full-time Dyslexia Co-ordinator who is the Module Leader and also delivers the teaching sessions.

EFFECTIVENESS

On completion of the module, students are asked to complete a university-standard Module Evaluation. The responses of the 12 students in the 2003 – 2004 cohort of the module are outlined below:

Student feedback was used to make improvements to the module.

The following comments were received from a recent graduate who attended the module in the first year of his course:

“I am just writing to let you know my final grade of my degree, I got one A16, three A15s, eight A14s, and two B13s. These are worth a 199 points which translates to a 1st class honours.

I found the Learning Styles and Study Skills module you ran in the first year a valuable tool, with the skills learnt used throughout my degree. Access to a dyslexia tutor was also an invaluable aid and towards the end of my degree I found that the mistakes made in my work were becoming less and less as my confidence and abilities grew.

I hope this information can help in some way, may be as an example of how well dyslexics can do with the right support, motivation and of course a lot of hard work. It had always been my goal to achieve a 1st class honours and I put a lot of work and time to get that grade and needless to I am very happy. Looking back over the three years knowing, at the start, that high grades can be achieved by dyslexics would have helped to take away some of the feelings of failure that had built up over my years in education. I hope, if you choose to use this information, that it helps to inspire and realise the abilities dyslexics do have to others such as myself.

Again thank you for the support that you the Dyslexia Unit and the University has given me.”

FUTURE DEVELOPMENTS

The Dyslexia Unit of the Student Enabling Centre is embarking on a one-year programme of academic staff development to develop skills in dealing with dyslexic students. This programme is being funded by the STAR Project.

CONTEXT

REFERENCE

Cook, A., Rushton, B.S., McCormick, S.M. and Southall, D.W. (2005). Guidelines for the management of student transition. University of Ulster, Coleraine. Also at http://www.ulster.ac.uk/star/resources/star_guidelines.pdf accessed 15-09-05

CORRESPONDENCE

Ms Elizabeth Amesbury, Dyslexia coordinator, Student Enabling Centre, University of Wolverhampton, Stafford Street, Wolverhampton, WV1 1SB
email: liz.Amesbury@wlv.ac.uk

Mr Davd Southall, STAR Project, University of Ulster, Cromore Road, Coleraine, N. Ireland, BT52 1SA
Email: star@ulster.ac.uk

Dr Brian Rushton, Senior Lecturer, University of Ulster, Cromore Road, Coleraine, N. Ireland, BT52 1SA
Email: bs.rushton@ulster.ac.uk

FURTHER INFORMATION

http://www.dyslexia-college.com/ - A website for students with dyslexia at university

http://www.thinkuni.info/studentdyslexia.htm - Providing Solutions to questions about higher education for students with dyslexia

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