Supporting EAL Students in Midlands HEIs The Challenge for Dyslexia Specialists

1. Supporting EAL Students in Midlands HEIs The Challenge for Dyslexia Specialists • Karisa Krcmar – Loughborough University • Clare Trott – Loughborough University • Sally Freeman – Nottingham Trent University • Barbara Taylor – Nottingham University Embracing Diversity: ADSHE Networking day 2011

2. Midlands Group • 7 universities: Birmingham, Coventry, De Montfort, Leicester, Loughborough, Nottingham & Nottingham Trent • Meet 3 times a year • Work together: 2 presentations for BDA • exchange information about our practice/learn from each other • Share our concerns • Staff development sessions

3. ADSHE Mission Statement • To share knowledge and disseminate good practice, including promoting and developing the understanding of all aspects of dyslexia (now extended to other SpLDs) • To clarify and promote students’ entitlement to dyslexia support within individual institutions and throughout the sector

4. Challenges • The Background • Increasing Numbers • Assessment • Funding • Support

5. And what next? • Work in small groups to explore two questions • How do students find/ receive support? • How can we help each other to develop good practice in a) screening EAL students? b) supporting EAL students?

6. Common challenges facing 7 Midland HEIsFunding, timetabling, equipment (who pays) , RAs (evidence required) Language difficultiesStudents – late arrival, access to service, pillar to post effect

7. Numbers : percentage of EAL students • Birmingham: 20% (30125) • Coventry : 21% (23335) • De Montfort : 10% (22455) • Leicester: 23% (17470) • Loughborough: 21% (16275) • Nottingham 25% (34120) • Nottingham Trent: 10% (26445)

8. Assessing International Students • NTU • Pre Screen for lang level • Screen • At risk –Support • RAs • EPA – if appropriate • Not at risk – • Refer back to Dept • Loughborough • Screen • At risk – EPA • Support • RAs • Not At risk – refer back to Dept • Nottingham • Screen • At risk –EPA • Support • Ras/Equip

9. Funding – the problems Home • DSA, Primary mechanism, SFE or equivalent. Irish Republic • Own, goes to HEI not student, International students: right to reside • Can claim DSA International students: right to study • Do not get DSA, situation various across HE

10. Support – being responsive • One to one support • Cultural Issues • Induction and Transition – culture shock • View of neurodiversity/attitude of student and family • Accessing support • Reasonable adjustments • Lecturers/studies

11. Effective 1:1 Specialist Support • Seven Key Principles Underpin Specialist 1:1 Support • Meta-cognition - Multi-sensory • Relevance - Motivation • Over Learning - “Little and Often” • Modelling

13. Conclusion • Increasing Numbers of EAL student with Dyslexia – link to academic challenges • Assessment- screening, EPAs • Funding- DSA • Support – ADSHE underlying principles • EAL student with Dyslexia - link to academic challenges

14. References • ADSHE (2009) Guidelines for Quality Assurance in Specialist Support for Students with SpLDs (Revised) and Mind Map Available from www.adshe.org.uk Contact: Karisa Krcmar:k.krcmar@lboro.ac.uk Clare Trott:c.trott@lboro.ac.uk Sally Freeman: sally.freeman@ntu.ac.uk Barbara Taylor: barbara.taylor@nottingham.ac.uk