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. Then teaching strategies can be designed. When teaching students with dyslexia it is important to establish clear goals. "In an ideal world, those who feel they experience study difficulties would be offered assistance irrespective of label or level of difficulty. Their progress would be monitored, the assistance altered to suit their needs or learning style and, if difficulties persisted, they might be referred on for more expert guidance, or formal assessment if necessary." (Wolfendale and Corbett 1996). Special need departments have grown in further and higher education but this area still suffers from a low status value. As a lot staff working in this department are often of the lower levels it is often difficult for them to get the necessary resources.
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. Then teaching strategies can be designed. When teaching students with dyslexia it is important to establish clear goals. "In an ideal world, those who feel they experience study difficulties would be offered assistance irrespective of label or level of difficulty. Their progress would be monitored, the assistance altered to suit their needs or learning style and, if difficulties persisted, they might be referred on for more expert guidance, or formal assessment if necessary." (Wolfendale and Corbett 1996). Special need departments have grown in further and higher education but this area still suffers from a low status value. As a lot staff working in this department are often of the lower levels it is often difficult for them to get the necessary resources.
