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Where are we with SpLD in 2012?
Transcript of Where are we with SpLD in 2012?
Diploma in SpLD. Where are we with SpLD in 2012? SEN - a reminder
Learning support at HE level
Recent research Preview Cognition and Learning Needs Special Educational Needs Behavioural, Emotional and Social Development Needs Communication and Interaction Needs Sensory or Physical Needs SpLD, MLD, SLD etc ADD, ADHD, depression, ODD (Oppositional Defiance Disorder) etc ASD etc Visual Impairment, Hearing Impairment etc …must make reasonable adjustments to ensure that existing or prospective students with a disability are not placed at a substantial disadvantage in comparison with their non-disabled peers. Responsible bodies for schools / FE / HE EQUALITY ACT 2010 Dyslexia
Dyscalculia Specific Learning Difficulties Defintion of SpLD depends on who you read! Some include other categories of SEN and issue confused by 'comorbidity' with other neurological difficulties. Provided to students with SpLD to help with: Assistive Technology (AT) Note-taking in lectures
Visual stress Students with SpLD find the AT provided with DSA useful, and in many cases it exceeds their expectations (Draffan et al., 2007).
Students express negative opinions about AT too however (Seale et al., 2008).
Prior knowledge of technology is very influential in how positively students view AT (Draffan et al., 2007; Seale et al., 2008; Goodman et al., 2002; Leung et al., 1999).
Quality of AT is another important factor (Seale et al., 2008).
Some students do not wish to be made 'visible' by using AT (Goode, 2007). Research into AT use Useful AT resources AccessApps - a range of e-learning solutions to support reading, writing & planning.
AnswerTips - defines words when double-clicked.
CallBurner - records Skype calls.
Ginger - spelling and grammar checker.
KeepMeOut! - limits your internet use to reduce procrastination.
Mindmeister - web-based collaborative mind-mapping tool.
ReadPlease - text-to-speech software.
Remember the Milk - task management.
Superminder - reminders.
Teamviewer - screen sharing.
ToDo - task management. The benefits of learning support for students with SpLD 79% of students with dyslexia would like literacy based tuition (compared to 5% of typical students) (Mortimore & Crozier, 2006).
Attendance tends to be high for study skills sessions (Kirwan & Leather, 2011).
Evidence of 10% increase in marks as a result of exam adjustments (Taylor et al., 2009).
Evidence that students that receive adjustments achieve on a par with non-dyslexic students (McKendree & Snowling, 2011).
Counseling type support would benefit students with SpLD (Stamp & Loewenthal, 2008).
Learning support must build on students' strengths as well as supporting areas of weakness (Kirby et al., 2008). The impact of dyslexia on HE study It was found that students with dyslexia had much greater difficulty with the study skills required for university (Mortimore & Crozier, 2006).
Students with dyslexia are more likely to receive DSA than students with dyspraxia (for example) as there are 'fewer hurdles to jump' (Kirby et al., 2008).
Students with dyslexia often have self-esteem difficulties when entering HE. This may result from perceived academic weakness (Pavey et al., 2010), negative past experiences (Stamp & Loewenthal, 2008), or the 'intimidating environment of academia' (Reid, 2003).
Students with dyslexia show a greater degree of trait anxiety than their peers (Carroll & Iles, 2006). Prevalence of SpLD in HE About 4% of UK students report a SpLD (HESA, 2011). Many more students may have SpLDs and be unaware or choose not to disclose. Students with SpLDs make up about 50% of all students that disclose a diability. Recent research Evidence that the auditory processing deﬁcits observed in English are not universal (Georgiou et al., 2012). Further research into dyslexia subtypes suggests phonological deficit and naming-speed deficits are unconnected and require different intervention (O'Brien et al., 2012). Research into underlying cause of dyslexia cannot demonstrate link between cerebellar impairment and phonological deficit (Irannejad & Savage, 2011). References Draffan, E., Evans D. ad Blenkhorn, P., 2007. Use of assistive technology by students with dyslexia in post-secondary education. Disability and Rehabilitation: Assistive Technology, 2, 105-116.
Georgiou, G., Papadopoulos, T., Zarouna, E. and Parrila, R., 2012. Are Auditory and Visual Processing Deficits Related to Developmental Dyslexia? Dyslexia, 18, 110-129.
Goode, J., 2007. Managing disability: early experiences of university students with disabilities. Disability & Society, 22, 35-48.
HESA, 2011. Available: http://www.hesa.ac.uk/ [accessed 7th Nov 2011].
Irannejad, S. and Savage, R., 2011. Is a cerebellar deficit the underlying cause of reading disabilities? Annals of Dyslexia, 62(1), 22-52.
Kirby, A., Sugden, D., Beveridge, S. & Edwards, L., 2008. Developmental co-ordination disorder (DCD) in adolescents and adults in further and higher education. Journal of Research in Special Educational Needs, 8(3), pp. 120-131.
Kirwan, B. & Leather, C., 2011. Students’ voices: a report of the student view of. British Journal of Learning Support, pp. 33-41.
McKendree, J. & Snowling, M., 2011. Examination results of medical students with dyslexia. Medical Education, pp. 176-182.
Mortimore, T. and Crozier, W., 2006. Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31, 235-251.
O'Brien, B., Wolf, M. and Lovett, M., 2012. A Taxometric Investigation of Developmental Dyslexia Subtypes. Dyslexia, 18, 16-39.
Seale, J., Draffan, E. and Wald, M., 2008. Exploring disabled learners' experiences of e-learning. Southampton: University of Southampton.
Stamp, R. & Loewenthal, D., 2008. Can counselling/psychotherapy be helpful in reducing barriers to learning for the person with specific learning difficulties?. Counselling Psychology Quarterly, 21(4).
Taylor, M., Duffy, S. & England, D., 2009. Teaching students with dyslexia in higher education. Education + Training, 51(2), pp. 139-149.