Establishing Systems for 1:1 Specialist Dyslexia[1] Teaching

Introduction

In accordance with the expectations set out in current Equality legislation, most Higher Education institutions (HEIs) have established some provision for supporting the learning needs of dyslexic students. However, there is often a lack of clarity about the nature of this support, including who should provide it, what should be covered, how it can be funded and where and in what form it should be delivered.

Why Specialist Support is necessary

Dyslexia specialist 1:1 tutors are trained to understand the issues that challenge the learning strategies of dyslexic learners in HE. Taking account of the interplay between the elements that influence tutorials is a continuous and dynamic process in a student-centred approach. It is essential that everyone involved in the process has a clear understanding of why student-centred specialist support is appropriate for dyslexic students and also of the underlying, research-based principles that underpin that support.

In identifying priorities account should betaken of:

  • the student’s learning profile
  • the student’s current level of proficiency
  • the nature of the course, how it is delivered and assessment methods
  • what has worked (or not) for the student in the past
  • recommendations made by diagnosticians and needs assessors.

Given the research-based principles on which dyslexia support is based it is clear that effective support for students with SpLDs has to be flexible.

Many students do not fully realise what specialist support at this level involves. It should be made clear to students that:

  • 1:1 specialist support concentrates on individual students and their evolving needs. Learning priorities in support sessions are developed by the student and dyslexia tutor, in partnership.
  • Specialist support is focussed on the student’s metacognition.
  • While many students have been taught study skills in school, dyslexia tutors can help them adapt these for university and introduce tailored strategies appropriate to their individual learning needs.
  • Students attending work-placements, for example as trainee teachers, social workers or nurses, may require advice on support mechanisms or reasonable adjustments to assist in their general practice.
  • Tutorial support is a continual process of empowering students, helping themto become more independent learners.

The Specialist Dyslexia Tutor in HE

Specialist dyslexia 1:1 tutors are aware of the different learning styles of dyslexic learners and adapt their teaching to suit each individual student.Specialist tutors adopt a layered approach in their sessions, helping students to an understanding of how theinteraction of dyslexia/SpLD and learning affects them.

The dyslexia specialist tutor working with dyslexic students will need to review thedevelopment of strategies on aregular basis as needs emerge. The dyslexia specialist tutor should have the training and skills to take account of:

  • the well-recognised effects of SpLDs on language
  • the effects of short-term and working memory deficit
  • the influence of processing speed on learning
  • the possibility of a history of failure in academic learning
  • the emotional effects an SpLD might have on self-esteem and

self-confidence.

Learning Contract

A formal agreement should be drawn up between the dyslexia specialist 1:1 tutor and the student. This needs to cover tutor responsibilities, student responsibilities and accountability to funding bodies (if appropriate).

Aim of 1:1 specialist support sessions:

The aim of support sessions is to:

  • reinforce and build on successful strategies
  • support the student in critical reflection to enable independent understanding of their working preferences and of how the interaction of SpLD and learning affects them
  • ensure that all sessions are student-centred with the flexibility to work with students on what is most urgent.

Possible content for 1:1 specialist support sessions

All dyslexia specialist 1:1 tutors should be able to help students explore a variety of following topics/strategies. It is expected that the following might be covered during regular dyslexia support sessions but this is not an exclusive list.

  • All topics can be taught using AT and traditional pen and paper methods; a mixture of both would be ideal, when possible
  • Use of coloured paper and coloured overlays to aid reading and scanning
  • Exam preparation and revision
  • Memory techniques
  • Reading and research strategies
  • Note-taking / recording strategies: paper based, using video or digital recorders
  • Mindmapping techniques (on paper and using software such as Inspiration or MindManager)
  • Presentation skills - opportunities for rehearsal if required
  • Essay/project/thesis planning
  • Writing skills/grammar/punctuation and sentence structure
  • Proof reading – developing students’ editing skills (but not proof reading work for them)
  • Referencing/bibliographies (from books and internet sources)
  • Time management and self-organisation

Seven underlying principles facilitate learning for dyslexic students which the students themselves need to understand

1) Metacognition – Students with SpLDs need to understand how they process information to facilitate their own learning. Dyslexia tutors work closely with students to help them understand their individual learning preferences, strengths and weaknesses.

2) Multi-sensory – The dyslexia tutor adopts a multi-sensory approach to learning, respecting students' preferred learning styles. There is a consensus that multi-sensory learning is particularly beneficial to dyslexic learners by arguing that multiple perceptual pathways strengthens memory.

3) Relevance – Most students with SpLDs learn best when they can see the relevance of what they are doing.

4) Motivation – It is recognised that motivation is an important component of SpLD students’ learning experience. Motivation can sustain students’ expectations, aspirations, self-esteem and confidence. Motivation is an essential element in keeping the student focused and able to enjoy their studies.

5) Overlearning - Students with SpLDs often learn quickly and forget quickly. They need to recognise this and understand the efficacy of overlearning.

6) ‘Little and Often’ – Most students with SpLDs will effectively manage their own learning when it is broken into small manageable chunks and when they take short, frequent breaks.

7) Modelling – Moving through the model-mentor-independence process is very effective for many students with SpLDs who find it difficult to appreciate what a task actually involves.

Working with colleagues within the HEI

  • The dyslexia tutor should:
  • provide advice to colleagues on inclusive learning and reasonable adjustments.
  • provide advice and guidance on appropriate formats for information and feedback.
  • provide advice and guidance on compliance with the law
  • be involved in induction training of new dyslexia support staff
  • be available for consultation and support to colleagues.

Working with colleagues within the profession

ADSHE was founded with the aim of sharing best practice. In this spirit it is expected that tutors will:

  • share information on, for example, forms of paperwork, policies and business procedures to avoid unnecessary duplication of work
  • contribute to research

Maintaining Professional standards

The academic nature of dyslexia tutorial work is increasingly recognised. This isunderpinned by ensuring that tutors are:

  • appropriately qualified
  • provided with supervision at regular intervals to ensure quality of provision
  • encouraged to be actively engaged in continuing professional development
  • able to apply their specialist practice to the context of the student’s HEI.

ADSHE is currently involved in setting up a Quality Assurance programme and is aiming to develop a register of tutors who are suitably qualified and who are involved in continued professional development. Tutors on the register will have signed up to the ADSHE Code of Practice. A self-audit tool for tutors has been devised which will provide the basis for tutors to analyse their training needs. Alongside this, a programme of supervision workshops will provide training.

It is noted that other professional bodies also have tutor lists. ADSHE is not aiming to be exclusive in its quality assurance procedures and very much welcomes working together with other professional bodies.

Accommodation

Both free-lance and part-time contracted tutors share common problems in relation to accessing appropriate accommodation to conduct individual and small group sessions. The following factors must be taken into consideration, particularly in light of the learning needs of students who may find their learning affected by visual and auditory distractions:

  • Lighting (particularly for those students with visual stress)

Good natural light source

  • Noise

Confidentiality

Free from distraction

  • Reliability

Specific, designated room for 1:1 support tutorials
Consistent location / time

  • Size

Appropriate accessible room

Sufficient space to work appropriately

Storage

  • Health and Safety

Consideration should be given to lone working

Administration

Accountability and transparency are essential and should be evident throughout the provision of 1:1 support. ADSHE believes that, in a student-centred process, the following standards should be used as best practice guidelines:

Documentation

All documentation should be stored in compliance with the Data Protection Act (1998).

Attendance

Attendance records must be maintained.

Records of Work

Teaching notes detailing support are kept for the use of specialist 1:1 tutors, their supervisors and students. Confidentiality should be assured.

Record keeping is important:

  • For DSA purposes – Funding bodies require some evidence of the nature of the support a student has received; this can be a simple record sheet, signed by both the tutor and the student
  • For the institution - to provide evidence in the event of any possible future complaints against level of support offered to a student, e.g. a student may appeal an academic decision on the basis of lack of support.

Administration Notes

These are also known as case or office notes and are a record of support and contact, additional to records of work.

Student Feedback

  • Opportunities for student feedback should be provided at least once a year to cover all service provision and to inform future practice.
  • Feedback should be available in the public domain and utilised in service reviews and for identifying staff development needs.

Dissemination of Information

  • Students are encouraged to sign a ‘consent to disclose’ document so that the dyslexia team can disseminate information about anticipatory reasonable adjustments to, for example, tutors, library service, examination office, academic departments, placement contacts, etc.
  • With student consent, and in accordance with institutional protocols, it may be appropriate for dyslexia specialist 1:1 tutors to liaise with individual institutional staff.
  • All HEI staff should have access to on-going opportunities for dyslexia awareness training. Good practice would be to include an awareness training session for all newly appointed staff as part of their induction. Dyslexia specialist 1:1 tutors and students should be encouraged to be involved in such training.

Payment to Part-time/freelance tutors:

There are inherent differences in the situations faced by ‘freelance’ and ‘contracted’ staff. The freelance rate is usually higheras freelance staff do not receive holiday/sick pay and other benefits.

Salaried staff on-costs not incurred with freelance staff:

  • Pension - up to 16% of salary
  • Paid holiday - up to 10% of salary
  • Paid sick leave say 1 day per year - 4% of salary
  • Continuing professional development/training – e.g. 1 day - 4% of salary

Costs for freelance tutors:

  • Photocopying, books, IT consumables/printing resources - 4% of salary
  • Professional Indemnity Insurance
  • Continuing professional development/training.

The above document was prepared from information contributed initially in two workshops at the First Annual ADSHE conference (September 2004) and subsequently agreed upon by the members of the Association. It was revised in February 2012.

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[1] N.B. The term ‘dyslexia’ is used throughout the document; however, specialist teaching applies equally to other neurodiversities such as dyspraxia/dyscalculia etc.