Dyslexia in Higher Education.

Dyslexic Students should do the following

• Work out the implications of telling people about their dyslexia.
• Plan beforehand how they will explain it and what they will suggest.
• Try to organise their working lives to minimise the most stressful situations.
• Arrange to 'get away' from time to time to consolidate data.
• Realise that stress is involved - not just dyslexia - and learn something about managing it.
• Make sensible choices.
• Seek co-operation and help where necessary - don't be too proud.

What Tutors and Departments should look out for

• Someone who is apparently much more anxious than the task warrants.
• Someone who avoids particular situations, such as tutorials.
• Any pattern of absenteeism.
• Refusals to take on responsibility.
• Unwillingness to consider taking the lead.
• A greater level of fatigue than seems to be likely.

Induction Recommendations

• Ask what their major concerns and fears are.
• Discuss the pros and cons of telling other students that they are dyslexic.
• Ask the dyslexic person their favoured way of learning and being assessed on their understanding.
• Explain that you understand their fear of failure, fear of ridicule or fear of exposure.
• Adopt a problem solving approach.

General Guidelines

• Each dyslexic person has different needs. Adjustments to study conditions or the physical environment should be made on the basis of individual needs as and when they are required.
• The best source of advice on the sort of adjustments you make is the dyslexic person him/herself.
• Most adjustments rely on common sense and commitment to good practice methods and procedures.
• Adjustments lead to enhanced performance and more fulfilment.

BUT for many dyslexic people life at University involves a trade-off between speed and accuracy; both are not usually possible at the same time.