Teaching students with dyslexia in higher education

Abstract

Purpose

The purpose of this paper is to examine the type of adjustments to delivery appropriate for students with dyslexia in a UK higher education setting.

Design/methodology/approach

A case study in a UK university department was conducted over a four‐year period.

Findings

It was found that a variety of adjustments may be required for students with dyslexia in a UK higher education environment including adjustments to teaching delivery, assessment and pastoral care. In addition it is necessary to provide a managed transition from school/college/work to higher education.

Research limitations/implications

Although the case study reported here focusesd on only 22 students with dyslexia, the number of students entering UK higher education with dyslexia is likely to increase and institutions need to be aware of the adjustments that may potentially be required.

Originality/value

Previously few students with dyslexia had attended university in the UK. However, growing numbers of such students are now attending university, but thus far little, if any, research has been conducted regarding the adjustments that may need to be made for such students.

Citation

Taylor, M.J., Duffy, S. and England, D. (2009), "Teaching students with dyslexia in higher education", Education + Training, Vol. 51 No. 2, pp. 139-149. https://doi.org/10.1108/00400910910941291