3.2 Progressing to further education and/or university

In higher education, a university has an obligation to support students with learning difficulties and/or disabilities and offer reasonable adjustments, such as:

• reduced recommended reading lists
• extended assignment deadlines when appropriate (needs)
• prior viewing of lecture slides and presentations
• lecture recording
• additional time allowance for exams
• the use of assistive technology
• the use of a computer in an exam or class
• disregarding spelling and grammatical mistakes, concentrating on content
• support with a dyslexia specialist or specialist learning support person.

These all seem reasonable, but it’s important to note that the type of support given by universities differs from that offered by schools. The student, who is not a child anymore, needs to be actively finding help as well as making sure they have the evidence for their needs. However, the evidence required by universities will differ from institution to institution, and they have the authority to decide whether they will accept a dyslexia screening or a diagnosis in order for reasonable adjustments to be put in place.

Approximately 10% of the population worldwide have dyslexia, and about 43% of dyslexic students are not diagnosed until they reach university and often not until the third year, according to a report from the National Working Party on Dyslexia (1999). This could be higher nowadays, as a more recent report suggests that schools in England fail to diagnose at least 80% of pupils who have dyslexia (BBC News, 2019). This indicates that a significant number of dyslexic students might not be diagnosed until they reach higher education with its increased academic workload. Internationally dyslexia is often unknown, and it is therefore less well supported than in the UK and the USA, with many potential students being denied access to further and higher education or told they cannot achieve the standards required (or perhaps believing they cannot achieve them).

If a student feels they have any difficulty with reading speed, structuring writing, note-taking, spelling, organisation and/or time management, they should talk to their personal tutor, the wellbeing or student support team or seek out the dyslexia/learning support advisors. Dyslexia is no reflection on intelligence or ability, and support could have a positive impact on grades and the academic journey. Many cultures do not recognise or support dyslexia or other learning difficulties, and so many students might not have heard of this possible explanation for their difficulties with learning or studying. They might have low self-confidence from difficult childhood and school experiences, not realising that support is available and that accessing it could help them to raise their grades considerably. Also, many educators in further and higher education are not aware of the signs of dyslexia and other learning difficulties, or of inclusive evidence-based supportive strategies.

Many students from the University of Buckingham feel that they have benefited from the support, as shown by some of their testimonials here: