“A” for Attitude—Attitudes towards Dyslexia in Higher Education

Abstract

This paper makes the case for the importance of an empathetic approach to understanding dyslexia, in educational establishments, especially in Higher Education. An awareness of the implications that having dyslexia and how this affects both study skills (concentration, organisation, revision and so forth) and presentation skills (completion of assignments within academic language and structures and without grammar, punctation and spelling errors) is accentuated in this article.This research employs meta-ethnography, the Critical Appraisal Skills Programme (CASP) and a grounded theory overlay to thematic critical analysis. In so doing, UK literature of both quantitative and qualitative format was examined through specifying inclusion criteria and using a filtering approach.The justification for this work is to challenge any institutional or individual indirect discriminatory practice towards students with dyslexia. Conclusions indicate the need for enhanced institutional understanding of dyslexia and associated provision for individual dyslexic learners within Higher Education in its entirety. For example, accessto digitalised resources, individual tutorials, assistive technology and adjusted expectations in marking criteria (as not to penalise for issues concomitant with dyslexia). 57Published by SCHOLINK INC. some of the difficulties dyslexia can bring. Moreover, by being offered differentiated forms of assessment, or given allowances for the concomitant issues associated with dyslexia, these forms of support can make all the difference to the academic success and associated holistic wellbeing of students.

Dyslexia: ‘The right diagnosis … The wrong treatment’

“…Adapted marking, differentiating between non‐dyslexics and dyslexics, is an important provision, as the same measure can appear discriminatory owing to potential literacy challenges (such as awkward sentence structure and grammar and punctuation difficulties) (Beckett & Darnell, 2020). Establishments may choose to mark the arguments the student makes rather than the coherence of the sentence.…”

“…He strongly indicated how he had been let down by the university-given assistive technology was not what was requisite. Not all universities offer the same provision (Beckett & Darnell, 2020). One could postulate that George, if he had better, tailored support, especially at university, he may not have had to leave the degree course.…”

The dyslexic student’s experience of education

“…The findings in this study reveal that the main type of support required by dyslexic students at university is the provision of concessions and accommodations for assessments and examinations, which corroborates Pirttimaa et al (2015) findings that suitable and reasonable support is vital to the academic success of dyslexic students. Beckett and Darnell (2020) further reveal that the types of support offered by universities included extra time in assessments, scribes, not takers, assistive technology/software and tutorial classes.…”

“…Many studies reflect that disability support within universities were provided in different forms (and to differing degrees) and often based on levels of resources and funding available to the institution (Taylor et al 2016). The types of support offered by universities included extra time in assessments, scribes, not takers, assistive technology/software, tutorial classes to name a few (Beckett and Darnell 2020).…”

Atención a las personas con dislexia en la formación universitaria: recomendaciones a nivel institucional y de práctica docente

“…Igualmente, Pirttimaa et al (2015) observaron un escaso conocimiento sobre la dislexia en un amplio número de docentes de Finlandia, incluso después de haber finalizado un proyecto a nivel nacional que perseguía precisamente darla a conocer entre ellos. El desconocimiento sobre la discapacidad en general y sobre la dislexia en particular tiene gran impacto a la hora de tratar a las personas y a las situaciones que pueden ocurrir en las aulas (por ejemplo, Beckett y Darnell, 2020;Mortimore y Crozier, 2006;Quick, 2013). Además, se ha observado que las creencias del profesorado en relación con la discapacidad no son fácilmente modificables (Jordan et al, 2009;Pajares, 1992).…”