home index by author index by subject

Symposium; Adults

Wednesday stream 5 Session 14.00 - 15.40 Length 25 minutes

Developing Policies and Practices to Support Student Teachers with Dyslexia

Sue Cain and Barbara Riddick

University Of Sunderland sue.cain@sunderland.ac.uk

Abstract

For some time students with dyslexia who undertake to study for a teaching degree or other teaching qualifications, and subsequently enter that profession, have encountered confusion with regard to how their specific learning difficulties can be addressed and supported whilst studying (Singleton, 1999). Staff who teach on these programmes also report a lack of clarity.

There are few guidelines on how to accommodate students' needs whilst at the same time maintain teaching standards.
The University of Sunderland's Education Working Party was set up to;

• identify areas of concern and the key issues affecting staff and students e.g. clarity of information for applicants, accommodating needs during admissions and interview, supporting students during their studies and in formal assessment situations/teaching practice, Qualified Teaching Status and dyslexia
• take into account the views of students with dyslexia currently studying for a teaching degree or other teaching qualifications
• consult with leading external authorities about these issues and concerns, namely the British Dyslexia Association and the Teacher Training Agency
• recommend an action plan to develop and implement a model of practice which offers solutions to these difficulties, and provides clarity to all concerned

Research

Barbara Riddick has been researching the issues. Over the last 18 months she has interviewed 5 trainee teachers, 1 newly qualified teacher and 7 experienced teachers who are dyslexic.

The reasons for doing the research were;

• the tension between high literacy and numeracy standards and the inclusion of teachers with SpLDs.
• the Dyslexia in Higher Education Report found 7 education departments had a policy of not admitting dyslexic students.
• the Report also suggests many more departments may operate an informal ban. Anecdotal evidence from personal contacts endorses this point of view.
• the Report suggests there must be many dyslexic teachers in schools already.
• the need to look at the coping strategies of competent dyslexic teachers.
• the personal experience of some excellent teachers who are dyslexic.
• the personal experience of dyslexic trainee teachers not disclosing, or encountering prejudice if they do disclose.
• anxiety over the literacy and numeracy tests putting off some dyslexic students or increasing their stress.

examples of applicants' experiences;

The trainee teachers and newly qualified teachers describe their experience of applying for teacher training (4 out of 6 had declared their dyslexia on application - denoted "D");

• Emma (D) A mistake! Rejected everywhere she applied for Early Years - told because she was dyslexic. Strong candidate, 2:1 from old university & had good nursery experience.
• Tim. Didn't declare. Key Stage 2/3 Information Technology
• Laura (D) Secondary Art. Encouraged by tutors to apply, she didn't think she would get a place
• Jemma- Didn't declare. BA Primary. Previous experience of being turned down for a nursery nurse job because she was dyslexic.. They didn't want to know..they were like, well what about your spelling..and I said well I've got a dictionary and I use that..and they weren't happy.
• Amy (D) Key Stage 2/3 Maths. When I said I'd got dyslexia some places wouldn't touch me with a barge pole.
• Jeremy (D) Wasn't accepted anywhere else, not sure if it was due to dyslexia. When he asked about support at one interview he was told 'you'll have to sink or swim'. Felt there was a negative attitude to dyslexia.

- 5 out of 6 hid their disability or encountered negative attitudes.
- 2 were thinking of writing to David Blunkett to complain about discrimination.

the applicants' views
Key points from the trainee teacher interviews relating to support and policy needs included the following;

• would like there not to be discrimination against dyslexic students when they apply for teacher training.
• would like clear guidelines on special arrangements for the additional literacy and numeracy tests
• a mentor with similar problems or at least sympathetic
• input on training course from experienced teacher with dyslexia re coping strategies.
• support group for dyslexic teachers and trainee teachers (face to face or web based?).
• appreciated one to one support from student services and would like this to continue.
• would like schools to have a more positive and open attitude to dyslexia.
• guidance on whether they should declare their dyslexia when applying for teaching posts.

NB: more details on Barbara Riddick's research are included in the conference session on 20 April, entitled " The Experiences of Teachers and Trainee Teachers who are Dyslexic".

The University Response

The Education Working Party (EWP)

The EWP was set up to:

• identify areas of concern and the key issues affecting students and staff e.g. information for applicants, accommodating students' needs during admissions, supporting students during their studies
• take into account the views of students with dyslexia currently studying on Initial Teacher Training (ITT) programmes (from Barbara's research and University of Sunderland students)
• consult with external organisations and authorities about these issues and concerns
• recommend an action plan to develop and implement a model of good practice that offers solutions to these difficulties, and provides clarity to staff and students

What are the issues?
The key issues identified were;

• a lack of information and guidance for applicants with SpLDs
• a lack of clarity for staff about the entitlements of applicants with regard to the selection process for ITT programmes
• accommodating students' needs during admissions and selection processes
• supporting students during their studies · supporting students during school experience
• lack of awareness about Qualified Teacher Status (QTS) and dyslexia
• writing references for students with SpLDs

How the EWP Responded to these Issues
The EWP decided to;

• develop new admissions guidelines specifically for ITT programmes and students with dyslexia
• ensure that applicants and admissions staff are better informed of the general issues relating to ITT and dyslexia
• enable students to request support during the admissions and selection process
• raise awareness of the issues amongst the School of Education staff and its partners i.e. teachers in the schools where students are placed for experience
• check the validity of its thinking and strategic approach by inviting Lindsay Peer (BDA Education Director) to an early EWP meeting
• consult with the TTA about what it considers appropriate accommodations for assessments

What are the Outputs?
So far the EWP has:

• developed an admissions system which takes into account current Teacher Training Agency and Department of Education & Employment regulations and does all it can to support students during the selection process.
• produced the leaflet "Initial Teacher Training Programmes; A Guide for Applicants who have a Specific Learning Difficulty". The guide provides clear information about general issues relating to teaching and dyslexia and tells applicants how to get their needs considered during the selection process.
• published the "Guidelines for Staff for Responding to Applications for ITT Programmes from Students who declare a Specific Learning Difficulty (e.g. dyslexia, dyscalculia, dysgraphia)". This clearly defines the responsibilities of the staff involved in admissions and selection for ITT programmes.
• printed the leaflet "Booking Qualified Teacher Status National Skills Tests at the University of Sunderland Skills Test Centre: A Guide for Students with Specific Learning Difficulties". Students need to know what they can access for these tests, and how to do so.
• written an admissions policy statement on ITT applicants with SpLDs, which will be incorporated in the university's new Admissions Policy
• delivered an awareness raising session on dyslexia and teacher training to all School of Education staff, at their annual conference
• discussed the range of issues within the Primary Partnership Group (a regular forum of university academics and staff from schools where students are placed)
• earmarked resources to set up a support group for student teachers with dyslexia, to provide opportunities to acquire and rehearse teaching skills and develop multi-sensory techniques

What else is planned?
Other scheduled events are;

• a presentation the EWP's work to staff at the University's annual Teaching & Learning Conference in June 2001
• a presentation of the EWP's work at the annual Primary Partnership Conference. The aim is to raise awareness of the issues and look at supporting student teachers with dyslexia on school experience

What remains to be done?

• deliver training on SpLD awareness-raising and the new admissions procedures to all staff involved with admissions for ITT programmes
• examine the issues relating to writing references for students and graduates of IT programmes
• publish a staff guide to writing references
• produce information for students about references
• raise awareness of the issues with teachers from the secondary schools that are partners with the university and that provide school experience to students.
• begin a dialogue with all school partners on supporting student teachers with dyslexia
• incorporate the new Guides and information onto the university's web pages

PRESENT POLICY & PRACTICES………………….FUTURE CHANGE?

Whilst institutional and localised support for students is vital, there remains the broader issues concerning SpLDs and Initial Teacher Training programmes.

The EWP will;

• continue to make its views and its work known wherever and whenever appropriate forums and opportunities present themselves
• join with other organisations and individuals to promote positive changes which enable more students with SpLDs to demonstrate their appropriateness for teacher training
• add its voice to the request to have these issues examined and reviewed at the highest level