Students with Disabilities in Higher Education

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.

“It was the Warnock report that drew attention to the need for the

development of further education opportunities. Although, prior to

that, limited provision had been made for some students with physical

and sensory disabilities, the development of further education was one

of the reports three priority areas.