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Debate Three : Widening Participation in post Study - Students with Disabilities in Higher Education.

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Introduction

Debate Three : Widening Participation in post Study - Students with Disabilities in Higher Education. I have chosen to look at students with dyslexia. I have chosen this topic because this disability affects a great number of people, and it has become a lot more recognisably over the last fifteen years. It is not known how many people suffer from dyslexia but "Thomson (1984) gives a 'conservative estimate' of five per cent." (Wolfendale and Corbett 1996). A lot of students used to struggle through without any help or they just drop out of further and higher education, not knowing what was wrong with the and why they found the work so hard. "Dyslexia, literally means 'difficulty with language'." (Wolfendale and Corbett 1996). People with dyslexia usually have difficulties spelling, pronunciation, and keeping track of what they have heard, said read or written. The main aim is to teach each dyslexic student to become an independent learner; teachers need to gain a clear understanding of students specific difficulties and learning styles. ...read more.

Middle

(Mcginty and Fish 1992). It was not until the 1988 education Act that the needs of young people with disabilities and learning difficulties were mentioned in further education legislation. The disability discriminations Act (1995 part 1V came in to force in 2002. Institutions are not allowed to treat a disabled person less favourable than a non disabled person for reasons related to their disability. "Students are still wary of declaring dyslexia, or indeed, anything which can appear to be a problem for fear that this will be held against them either at admissions, or when their work is being assessed, when selecting subject options, or when they request job references. Anti discrimination policy is very important in offering some reassurance. However, students fear any loopholes which may exist, particularly with respect to unseen references." (Wolfendale and Corbett 1996). "Special courses are rarely provided in institutions of higher education, not at all in polytechnics, they are provided however , in colleges of further education, not so much in specialist colleges but in large general colleges, particularly where there is little advanced further education work in the college." ...read more.

Conclusion

Some learners will require specific additional support in order to help them meet these goals and to allow them to participate and achieve fully. Students are entitled to expect and be guaranteed a sympathetic and constructive response to requests for support." (Wolfendale and Corbett 1996). Students with dyslexia need be made aware of what help is available to them, they are entitled to a disabled student's allowance. This allowance can help students pay for equipment and also to pay for non - medical personal assistance. "Publicity about services is important not only to communicate what is available, but to reduce feelings of isolation and to encourage people to claim what help may be available." (Wolfendale and Corbett 1996). "It is likely that the immediate future will be dominated by funding issues, and university dyslexia services, nation-wide, will be shaped by financial contingencies rather than student requirement. However, it is clear that there are still new areas of support which need to be developed for dyslexic students." (Wolfendale and Corbett 1996). ...read more.

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