Supporting disabled students

Dyslexia and other Specific Learning Difficulties

Characteristics of Specific Learning Difficulties

Each Specific Learning Difficulty (SpLD) is characterised by an uneven skills profile. This often leads to difficulties with academic tasks, despite having average or above average intelligence or general ability.

Different individuals will face very different difficulties, even with a similar SpLD diagnosis.

Many students with an SpLD may experience a visual-perceptual discomfort and disturbance which is sometimes known as Irlen Syndrome. This affects their reading of print on white paper, on overheads and slides, and use of a computer.

Stress and anxiety may also have an impact, as individual students develop and implement their own coping strategies.

Asperger Syndrome (AS) is sometimes considered to be a SpLD. However, here at Leeds, we categorise AS as an autism spectrum condition, rather than an SpLD.

What do academic schools need to do to provide equal access for a student with an SpLD?

If a student has a diagnosis of an SpLD and has approached Disability Services for support, it is likely they have had a full needs assessment and the school has received a detailed report containing specific recommendations.

There are some standard adjustments that academic schools should make in order to support students with SpLDs and these should be implemented whether or not a student has already had a needs assessment. Many of these adjustments will be beneficial to all students, including those without an SpLD. 

• Provide students with module handbooks, which include a complete syllabus and reading lists, as well as guidance and information on essays, projects and other course-work.
• Make sure reading lists are available well in advance so students with SpLDs can devote more time and effort to understanding the material.
• Structure readings lists to indicate which are introductory texts and which are more advanced. 

Further specific guidance applies to teaching and assessment.

What support do Disability Services provide?

No two people are affected by an SpLD in quite the same way. We tailor support to the individual student and work closely with academic schools to ensure the right support is in place. We offer students with SpLDs several types of support. Some of these are available without additional funding and others may be dependent on a student applying for Disabled Students Allowances (DSA) or other funding.

Services not requiring additional funding:

• Access to campus-based computers with assistive technology (including text-to-speech, mind-mapping and magnification software).
• Loan of small items of equipment, such as recording devices.
• Modified examination arrangements, such as extra time or the use of a PC.
• Assistance in requesting copies of handouts or lecture presentations in advance.
• Extended library loan facilities, so that the student can keep library books for longer.
• Access to advice and guidance during the year, including a lunch-time drop-in service.

Services funded through DSA or other funding sources:

• Computer equipment or assistive software for the student to own.
• One-to-one strategy support, which usually involves the student spending one hour per week with a Disability Strategy Tutor to assist the student in developing academic strategies – such as note-taking, time management and essay structuring.
• Transcription services (to convert printed information into accessible formats, such as braille, large print, e-text and audio). 

We encourage prospective students to contact Disability Services as early as possible in the application process so that we can work together to ensure support is in place from the very beginning of study.

Advice for staff

Contact Disability Services for further advice about dyslexia or other specific learning difficulties (SpLDs), or to discuss the needs of a particular student. 

Asperger Syndrome

Asperger Syndrome (AS) is an autism spectrum condition which is not uncommon; research suggests that around 1 person in 100 has AS. The University aims to provide equal access to learning to students with AS.

What do academic schools need to do to provide equal access for a student with AS?

If a student has a diagnosis of AS and has approached Disability Services for support, it is likely that they have had a needs assessment and the school has received a detailed report containing specific recommendations.

There are some standard adjustments that academic departments should make in order to support a student with AS and these should be implemented whether or not the student has had a needs assessment.

• Check pre-programme literature: use clear and unambiguous language.
• Send a book list (with core texts clearly indicated) to the student in advance of their arrival.
• Invite the student to meet at least one academic member of the programme team before the course starts – staff should clarify their role and provide clear boundaries and guidelines for contact.
• Contact Disability Services as soon as possible for guidance and support.
• Send the student information about what the first day of school induction will be like and offer support to help them engage with the activities.
• Assist the student with familiarisation with the school, including student facilities and key staff.
• Identify a quiet place for retreat – students with AS often find noisy environments overwhelming which can lead to anxiety.
• Identify where the student can go for help with course-related issues – again, set clear boundaries and guidelines for contact. 

Further specific guidance applies to teaching and assessment.

What support do Disability Services provide?

No two people are affected by AS in quite the same way and the specific characteristics of the condition can vary enormously. We tailor support to the individual student and work closely with academic schools to ensure the right support is in place. We offer students with AS several types of support. Some of these are available additional funding and others may be dependent on a student applying for Disabled Students Allowances (DSA) or other funding.

Services not requiring additional funding:

• Support from a named Disability Coordinator who has specific responsibility for supporting students with Asperger Syndrome.
• Assistance with the application process for obtaining Disabled Students Allowances, where relevant.
• Creation of an Asperger Syndrome-specific Transitional Learning Contract to assist the student in making the transition from school or college to university.
• Assistance in negotiating special arrangements for examinations.
• Liaison with the student’s department to ensure that any necessary adjustments are made to the methods of learning, teaching and assessment.
• Liaison with the University Library to agree additional borrowing rights.

Services funded through DSA or other funding sources:

• Regular study strategy support sessions with an independent specialist in AS – these sessions are aimed at helping the student develop long-term strategies to cope with their condition whilst at the University.
• Support from a specialist mentor, who will assist the student with his/her general organisation, work planning, time-management and revision. Mentors can also act as the student’s assistant in getting about campus, taking notes in lectures and using the library. A key element of the mentor role is in assisting the student in communicating with their department or with other University services
• Assistive equipment, which may include a laptop, printer, internet connection or digital voice recorder – training is offered where needed

We encourage prospective students to contact Disability Services as early as possible in the application process so that we can work together to ensure support is in place from the very beginning of study. 

Advice and training for staff

Contact Disability Services for further advice about autism spectrum conditions and Asperger syndrome, or to discuss the needs of a particular student.