This document provides guidance for tutors on supporting dyslexic law students. It discusses signs of dyslexia, accommodations tutors can provide, such as allowing extra time on assignments, and legal obligations to provide reasonable adjustments. Tutors are encouraged to provide materials in advance, use multi-sensory teaching methods, and design assessments that do not require timed writing. The document also notes that inclusive teaching benefits all students and dyslexic students are capable of excellent academic achievement.

1. Supporting the dyslexic law student Jackie Lane University of Huddersfield

2. Contents overview Famous dyslexics How tutors can help –overview Signs to look for What tutors can do – help in classroom Assessment Help for HE students Specific issues for law students Legal obligations Validation and review Extra work?!

3. Famous dyslexics http://www.youtube.com/watch?v=l_qGJ9svUbM British Dyslexia Association website gives some useful general guidance, set out here:

4. How tutors can help - overview Disability policies Dyslexic individuals should contact the college Disability Officer to discuss their individual situations with department staff. Staff need to have some general awareness. Changes to accommodate the dyslexic student will improve the learning environment for all students. Dyslexia has not prevented students from achieving excellent results, at all levels.

5. 1. You may notice. A discrepancy between ability and the standard of work being produced. A persistent or severe problem with spelling, Difficulties with comprehension Poor short term memory Difficulties with organisation, classification and categorisation.

6. Other difficulties Note-taking Handwriting may be poor and unformed, A lack of fluency in expressing ideas, or difficulties with vocabulary. Some students may have continuing pronunciation or word finding difficulties, which may inhibit them when talking or discussing in large groups.

7. The pressures of studying can lead to a high level of anxiety. Dyslexia can accentuate this and create even more stress. Dyslexic people are often excellent problem solvers. However, they do need to be given the 'space' in which to do this. Dyslexic minds think differently so the learning environment may add pressure and create anxiety.

8. 2. What tutors can do Take a sensitive approach; give the student a chance to talk, to know you are listening and understand. Signpost towards a specialist dyslexia tutor. Some of your students will not know they are dyslexic. Discuss your concerns with a specialist dyslexia tutor or the learning support unit in your college.

9. 3. How tutors can help in the classroom Be aware of your language. Vary your speed of delivery. Introduce new ideas and concepts explicitly. Provide an overview of your topic so students know what to expect. Allow time for questions and give concrete examples. Help with note taking by providing handouts. Provide handouts and summaries before lectures for pre-reading.

10. Do not expect dyslexics to answer questions or talk in large groups. Use clear overhead projections or slides. Encourage the use of ICT if students wish Create a multi-sensory learning environment, e.g. videos, pictures, diagrams, practical and experiential activities. Allow time for reinforcement and over-learning by frequent revision. The dyslexic student may be the best person to know what is most helpful so ask them!

11. 4. Assignments and written work. Give specific instructions and use simple, unambiguous language. Be explicit in your explanation of the assignment. Allow assignments to be word-processed. Signpost the student towards help with planning. Give exact references for research articles.

12. Assessing achievement. Mark for content and information rather than spelling. Do not discredit poor handwriting. Allow an extended period for timed writing tasks. Seek special arrangements in exams. This will require an assessment. This will identify any recommendations for extra time, a reader, a scribe, use of a word processor.

13. 5. Help for Higher Education Students Dyslexic students in Higher Education, who have been assessed as dyslexic, can apply to their funder for a Disabled Students Allowance Provision under the DSA for dyslexia can include once only equipment, such as a PC, hardware and appropriate assistive software, including ICT training; study skills support from a specialist tutor; proof reading, and an annual general allowance for books etc.

14. 6. Issues for law students in particular Law lectures are ill-suited to the dyslexic student Teaching should therefore be: Multi-sensory Manageable e.g. break into smaller chunks Make use of memory aids e.g. mnemonics such as the order of planets in average distance from the Sun:(Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto)My Very Easy Method: Just Set Up Nine Planets.

15. Ensure that resources make their purpose clear Clarity of layout and structure is helpful Provide materials well in advance (a VLE is valuable here) Do not use black on white; a light coloured background is preferable. Although many dyslexics prefer a sans serif font,more students would be satisfied by using an Ariel font with an adequate font size. Do not justify text – this creates uneven spaces between letters and words that dyslexic students find difficult.

16. Do not italicise text or USE CAPITAL LETTERS INAPPROPRIATELY - this makes text much harder to read. Although increasing the amount of time given to dyslexic students when sitting exams, may help, it may be possible to design assessment that does not require reading and writing within a set time. Concentrating for long periods can be a problem so using shorter periods of study and employing active learning methods can make learning more effective Consider using podcasts and vodcasts for feedback on assignments

17. 7. Complying with legal obligations Equality Act – new head of discrimination arising from disability i.e. when you treat a disabled student unfavourably because of something connected with their disability and cannot justify such treatment. Education providers must put in place reasonable adjustments to avoid putting disabled students at a disadvantage The duty is anticipatory ! The competence standard is not to be altered but the method of gauging that standard can be.

18. 8. Validation and review The QAA Code of Practice CoP “involve disabled students in the design and review of inclusive provision.” “Flexible assessment methods” “Staff should be aware of their responsibility to design inclusive programmes”

19. 9. Extra work for tutors? Not necessarily! Designing flexible programmes and varied teaching methods will benefit ALL students About half of all those with known disabilities have dyslexia and it is becoming more widespread in HE 40% of dyslexic students in HE gain a First or upper second!