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Rose Farnhill (Learner Development Service Adviser and Faculty Link Adviser) Dawn Nicholson (School of Science and the E

Personal Learning Plans (PLPs) Training to support the Faculty-wide adoption of recommendations for students with dyslexia (March 2013). Rose Farnhill (Learner Development Service Adviser and Faculty Link Adviser) Dawn Nicholson (School of Science and the Environment) .

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Rose Farnhill (Learner Development Service Adviser and Faculty Link Adviser) Dawn Nicholson (School of Science and the E

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  1. Personal Learning Plans (PLPs) Training to support the Faculty-wide adoption of recommendations for students with dyslexia (March 2013) Rose Farnhill (Learner Development Service Adviser and Faculty Link Adviser) Dawn Nicholson(School of Science and the Environment)

  2. Students’ experiences of being dyslexic • “I know what I want to say, but I can never find the right word” • “I see things from a different perspective” • “I’ve got all the right ideas but I can’t get them down onto paper” • “It takes me ages to read anything and I can’t remember it even if it read it over and over”

  3. What is Dyslexia/SpLD? Dyslexia is a specific learning difficulty that mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be life-long in its effects; not linked to IQ, gender, age, social class It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities. (British Dyslexia Association, 2007)

  4. Dyslexia / SpLD is identified by: • Referral • Screening • Educational Psychology assessment … and students with dyslexia access institutional support via their Personal Learning Plan

  5. Activity 1 • How do you think dyslexia will manifest itself in our students, their learning, and their work?

  6. Manifestations of dyslexia • Common weaknesses are: • short-term and working memory, • speed of processing, • sequencing skills, • auditory and /or visual perception, • spoken language, motor skills. • Common strengths are: • good visuospatial skills, • creative thinking • intuitive understanding • problem solving

  7. This means that students will take longer (inter alia) to: • Read • Research • Comprehend and extrapolate key information • Make notes • Order or plan written work • Remember and recall information • Express their understanding accurately in writing • Handwrite • Spell • Proofread, recognise and amend errors

  8. Activity 2

  9. The Equality Act 2010 (subsequent to The Disability Discrimination Act 2005) "Where … a provision, criterion or practice … places the disabled person concerned at a substantial disadvantage in comparison with persons who are not disabled… … it is the duty of the employer to take such steps as it is reasonable … in order to prevent the provision, criterion or practice … having that effect.“

  10. Why is dyslexia classed as a disability? A person is classed as being disabled if: “He/she has a physical or mental impairment that has a substantial and long term adverse effect on their ability to carry out normal day-to-day activities.” (Equality Act 2010) Our context is education, specifically teaching and learning.

  11. The new process Disclosure Academic staff Reasonable adjustments are provided ‘as standard’ for all students Negotiated deadlines Assessment CRO Info sheet Exams Officer Extra time in exams Circulation of list Library Loan period Reasonable adjustments

  12. Embedding reasonable adjustments as standard • Information sheet for staff and students, includes: • Reasonable adjustments • Student responsibilities • Resources, people to contact • Working with the library • Inclusive practice is really all about developing policies and practices that reduce barriers to learning and participation for all students (Fuller et al. 2004, Williams and Quinn 2007)

  13. Activity 3: PLP recommendations • Identify issues and challenges • Suggest strategies, solutions for embedding ‘as standard’ • Extra time (25%) given for timed in-class tests (e.g. timed computer, lab and practical tests) • Engage with students in re-negotiating coursework deadlines (for reasons related to a students’ disability) where necessary • Learning materials and resources provided in electronic format and 48h in advance of session

  14. Useful Links PLP Pilot Project (as above  PLPs) http://www.celt.mmu.ac.uk/disability_ guidelines/plpproject/index.php Centre for Learning and Teaching  Support for Teaching  Supporting Disabled Students celt.mmu.ac.uk/disability_guidelines/index.php Learner Development Service mmu.ac.uk/learnerdevelopment British Dyslexia Association bdadyslexia.org.uk Dyslexia Action dyslexiaaction.org.uk/

  15. Here to help: How to contact the Learner Development Service Learner Development ServiceEmployability HubBusiness School and Student HubAll Saints CampusOxford RoadManchester M15 6BH 0161 247 3491 learner.development@mmu.ac.uk

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