The Dyslexia and Modern Languages Guide to Good Practice is the result of a collaborative project initiated by modern language learning staff at the Open University. It is aimed at associate lecturers, advisers and module teams within the OU. It also gives suggestions for developing good practice when tutoring students with specific learning difficulties such as dyslexia. It is anticipated that other universities will find much of the information to be of interest.
Supporting Dyslexic trainees and teachers This resource, produced by the University of Southampton Enabling Services, outlines a range of strategies used by dyslexic trainees and qualified teachers too support them in their work. It covers aspects such as spelling, writing on the board, marking and report writing, record keeping. It also explores difficulties a dyslexic teacher may face, disclosure and reasonable adjustments. It is a valuable resource for both the dyslexic teacher and the dyslexia tutor offering support to trainees.
Supporting dyslexic students on placement in health and social care courses This document sets out some of the challenges that might occur on placement and suggests strategies that can be adopted by mentors/supervisors and students working together to ensure that ‘reasonable adjustments’ are in place for dyslexic health professionals.
It has become a growing concern that two groups of professionals to whom dyslexic (and/or dyspraxic) adults might turn to get advice on assessment – doctors and psychotherapists – appear in general to be ill-informed about the manifestations of specific learning difficulties in adulthood.
There are many reports of doctors having no idea of where to refer dyslexic adults for help; some are not even aware of the existence of the British Dyslexia Association. In some cases wholly inappropriate and time-wasting referrals have been made to hospital neurology departments. In other cases people have been told they will ‘just have to live with it’.
Similar problems can arise with therapists or counsellors who are unaware of the distressing emotions felt by people whose dyslexic difficulties have not been identified. So when such people report feelings such as anger, frustration, low confidence, lack of self-worth and depression, the therapist interprets these as being due solely to distressing experiences in childhood.
Because of concerns about all this, I’ve written a guidance paper for doctors and therapists and I am looking around for ways to bring this to its target audience. It is not easy to do this directly and so I am wondering if something might be done through ADSHE. If thought that if colleagues were in possession of the relevant guidance, they could publicise this in two ways:
(1) Directly by leaving a copy in at local GP surgeries or at clinics where there are counsellors or therapists; and by giving it directly to counsellors or therapists that they know.
(2) Indirectly by giving the guidance to clients who come with the complaint that their GP or therapist knows nothing about dyslexia – and suggesting that the client provide their doctor/therapist with a copy.
Guidelines on what is appropriate in tutorials – supplied by Henri Court of New Bucks Uni 18 Jan 2010
Personalised Strategies for Effective Study by Ginny Stacey – reprinted with permission from Dyslexia Review, the Journal of the Dyslexia Action Guild, volume 21, number 2, Spring 2010′
Understanding Dyslexia – An Introduction for Dyslexic Students in Higher Education
Written and researched by Jill Hammond and Fabian Hercules
Dystalk – a website with a variety of talks about people with various forms of SpLD.