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Dyslexia-Friendly Further and Higher Education

Dyslexia-Friendly Further and Higher Education

First Edition
  • Barbara Pavey - Lecturer in Higher Education, Training Dyslexia Specialists in the North of England
  • Margaret Meehan - Coordinator of Specialist Tuition at Swansea University
  • Alan Waugh - Programme Area Manager for Additional Support at City College, Coventry

December 2009 | 136 pages | SAGE Publications Ltd
Written by authors with extensive experience of working with students with dyslexia, this book provides clear guidance and practical strategies for dyslexia-friendly practice for those working with young people aged 14 to 19 and adults in education or work-based training.

Looking at how dyslexia impacts on learning, the authors suggest ways to improve the learning environment and explain how to help students develop the basic skills that will help them to make the transition from study to employment. Building on the latest research and understanding of dyslexia, they also consider overlapping characteristics, emotional and social issues and funding.

The book includes:

- visual chapter summaries

- case studies drawn from practice

- ideas for dyslexia-friendly written work, and lab and bench work

- international perspectives

- a selection of resources

- model lesson plans and useful checklists

This is essential reading not only for those studying dyslexia-focused programmes at Master's level, but also for mainstream practitioners wishing to improve their dyslexia knowledge and practice, and an ideal resource for professionals working in a school, college, university or adult setting, or delivering training and consultancy in this field.

Barbara Pavey is a Senior Lecturer in Education at York St John University.

Margaret Meehan is the Dyslexia Coordinator at Swansea University.

Alan Waugh is Programme Area Manager for Additional Support at City College, Coventry.

Barbara Pavey
Dyslexia and the implications for 14-19 and adult learning
Alan Waugh
The dyslexia-friendly college
Margaret Meehan
Dyslexia-friendly higher education
Barbara Pavey
Dyslexia-friendly written work
Margaret Meehan
Dysleixa-friendly laboratory and benchwork
Alan Waugh
The post-14 context
Barbara Pavey
Social and emotional aspects of dyslexia-friendly HE and FE
Barbara Pavey, Margaret Meehan and Alan Waugh
National and international perspectives
Barbara Pavey, Margaret Meehan and Alan Waugh
Dyslexia and disability-friendly perspectives

'This is an excellent addition to the growing number of texts and resources that focus on supporting learners in FE and HE' -
SENCO Update

'The authors leave no stone unturned in this practical and essential book intended for all practitioners involved in supporting students in FE and HE. It recognizes the importance, and the impact, of dyslexia-friendly procedures and provides clear guidance on how these can be implemented. It covers all aspects of need, including support in the laboratory, lesson planning, writing skills and social and emotional needs. The authors practice what they preach - the book is highly accessible and a must for all practitioners in FE and HE . It will enrich the lives of students and enhance their opportunities for success' - Dr. Gavin Reid , Independent Educational Psychologist, Vancouver, Canada

'To be honest there isn't much to say here other than read it, read it, read it! And then recommend it to a colleague!' -

'The most difficult task in reviewing this book has been keeping hold of it long enough to read. Each time I've put it on my desk it's been borrowed by colleagues - all of them full of praise for its layout and accessibility'
-Sylvia Fairclough (Lecturer and Specialist Study Support Tutor), Dyslexia Review

With increasing numbers of students identified as dyslexic entering further and higher education, this is a very timely book.
It provides useful practical guidance for student support at individual, class and institutional level.

Dr Dominic Griffiths
Faculty of Education (Crewe), Manchester Metropolitan University
July 16, 2019

will be used in student workshops, very informative
also useful to underpin staff training

Mrs Anke L Twigg-Flesner
HE Equine, Hartpury College
May 17, 2016

really helpful for staff teaching students with dyslexia, but also allows more recently diagnosed students to understand how to approach learning better for themselves.

Mrs Anke L Twigg-Flesner
HE Equine, Hartpury College
September 22, 2016

valuable reading material which helps people to understand dyslexia in educational environments.

Miss Ruth Roxburgh
School of Health & Social Care, Chester University
April 6, 2016

This book gives the reader the benefits of the extensive experience of the authors; thus enabling adaptive and supportive strategies that benefit both FE and HE students and tutors alike. Relevant case studies, policy, and research are used to provide the necessary understanding to promote dyslexia friendly education. This book is therefore recommended reading for anyone working within education.

Mr David Thompson
H.E Care, Grimsby Institute of HE & FE
October 21, 2015

My motivation for ordering this copy was to inform my role as Student Champion with the School of Health and Social care at Lincoln University rather than recommending directly to students. I will find this resource really useful when engaging with year one students, identifying their additional learning needs and thinking about useful strategies they might adopt.
Having said this there are a number of areas within this well written and informative book that I will be drawing to students attention, especially ladder reading and other techniques.
I really liked the focus on dyslexia friendly learning environments and organisations. This makes this book stand out from other leading resources such as Tilly Mortimore`s "Dyslexia and Learning Style". Whilst the latter book is excellent it is helpful to have a book that keeps in mind the culture and behaviour of learning institutions rather than focusing on problems related to the individual learner needs.

If I compare the two books, I note that Mortimore`s presentation is more accessible to readers with dyslexia in the way it sets out the written information with headings, bullet points and more use of diagrams,tables and pictures.
For those of us interested in partnerships for learning and staff-student collaboration, this is useful to inform practice in terms of how learners and teachers can identify and meet their respective learning responsibilities. The chapter on international students was welcome although perhaps might have been more meaty and informative, likewise distinctions between dyslexia, dyspraxia and dyscalculia might have warranted more attention in chapter 5.I did not feel that the latter two areas were adequately covered.
But in all other respects this is a useful addition to the very thin amount of well informed resources available to support more inclusive teaching and learning at a key point in where policy and funding within the HE is changing and funding for disabled students will soon reduce to the tune of 70% from Sept 2015.

Mr Jasper Louis Shotts
Hull School of Health & Social Care, Lincoln University
August 24, 2015

An outstanding read. Pavey, Meehan and Waugh nail down the key strands of focus for tutors in FE and HE whether your a practicing tutor or an accredited assessor.
I've recommended this text to learners across all educational programmes I deliver on.

Mr Geoffrey Hughes
Teacher Education, Leicester College
June 23, 2015

This has useful focus on different sectors, identifying similarities and differences. Brings key issues to staff attention. Accessible style.

Ms Carol Setchell
Education , Central Sussex College
August 26, 2014

A very useful book that gives a broader view than just health related reflective books and articles. A logical and thorough view of professional reflection for practice.

Mrs Sandra Faircloth
Health , Northumbria University
May 16, 2014

Sample Materials & Chapters


Chapter One

For instructors

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