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# 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:

## Testimonial #1

> Without your help and guidance in our extra classes I do not think I would have achieved what was only a dream at the beginning; especially after such disappointment in my A-levels. Achieving a First-Class Honours Degree in Politics, Economics and Law is and will be one of my major achievements in life and I would like to thank you for making that dream a reality.

## Testimonial #2

> I know that dyslexia should not be viewed as a hindrance; in fact, I would not change it (thanks to you I now think this way) I like the fact that I think differently to others.

## Testimonial #3

> Not only did the dyslexia specialist promote helpful revision techniques, they also helped me in understanding how well-being, a support system, and academic performance intersect with one another. I am forever grateful for the lessons that I have received through the University’s dyslexia and academic support team.

## Testimonial #4

> The dyslexia support has been amazing and has been the sole reason that I have been able to continue with my degree, both with making me feel I can achieve it mentally and also putting in place strategies that mean that I can physically achieve it.

## Testimonial #5

> Very useful resources which I could read in my own time, such as reading techniques with dyslexia. This has really helped me with my reading at Uni (as there is so much of it!) - I have become more efficient at reading.

## Testimonial #6

> The dyslexia specialist has been incredibly supportive, helping me to understand dyslexia and from that accepting the condition has become easier. The techniques for writing have been very helpful which I incorporate into my writing practice, of which, I have seen a marked improvement.

◄Contents►Next: 3.3 Challenges in identifying dyslexia

OpenLearn - Understanding dyslexia
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