How my one-to-one support from the SpLD service enabled me to gain my Masters in Social Work

I have just finished my Social Work training at The University of Sheffield. It was during the final year of this two year programme that I was diagnosed with dyslexia. 

This diagnosis gave me access to the SpLD service where I was allocated weekly one hour 1:1 tutorials with Harriet. At the time of my referral to the service I had given up on my ambition to fulfil the training through the master’s route, opting instead to graduate with the PG diploma. The reason for this was because I had become overwhelmed with the written work on the course. Although I excelled during my practice placements and enjoyed completing my critical case reflections I found the larger pieces of work much more difficult.

 My dyslexia affects me in a number of ways including what I refer to now as  ‘thinking big and thinking wide’. Prior to seeing Harriet I found this disabled my ability to organise my thinking in a way conducive to breaking large piece of work down into component parts. Harriet enabled me to finally master what had felt like a constant frustration and disability. Whilst it continues to be difficult at times, I now understand it and have tools to manage it and overcome the problems it can cause me. After a few sessions with Harriet I took myself by surprise. I wanted to go for the masters. With her support along the way it felt achievable. She not only offered encouragement but also helped me to develop ways of structuring my thoughts and breaking them down. I began enjoying writing. At last I felt like I was beginning to ‘get it’. I could do it after all. I wasn’t ‘stupid’ or less able than my peers.

 I did it! I achieved my masters with a very good grade. What’s more, writing is now on my list of favourites and I am considering trying to get a piece of my writing published. This story would have been so different if I hadn’t have landed in Harrriet’s office those few months ago feeling defeated, confused and frustrated. The SpLD service is invaluable and I hope I can be an example of the ways in which abit of short term support for a specific learning disability can make all the difference. I will be eternally thankful for the support I received and the doors that opened as a result.

Thankyou.

APD

Auditory processing disorder is an specific learning difficulty that few people have heard of. It causes problems for students when listening in lecturers, working in groups, and attending seminars. The main problems caused by APD are:

• being unable to tell which sound comes before another
• having difficulty in distinguishing similar sounds from one another (such as "seventy" and "seventeen")
• being unable to pinpoint a sound

One of the problems I have is being able to prioritise one sound over another. This means that if I am in a lecture noises such as people rustling paper, or scraping their chairs distracts me and I lose focus. Another problem I have is if lots of people are talking, for example in a seminar. When this happens I get confused and lose the thread of the conversation. Because APD is so unusual, when I tell lecturers of these problems I feel that they don't get it and don't really know what to do to make it better. An example of this was when I had lectures in an uncarpeted lecture theatre. My lecturer just didn't get why the echoing in the theatre was having such an impact. I sometimes wish I had dyslexia, because most people have heard of it and know what to do to help.

My advice to university staff is to learn a little about APD so that they can help students with this difficulty. This website is really good and provides lots of advice for a teaching environment: http://teaching.monster.com/benefits/articles/2324-how-to-help-your-student-with-an-auditory-processing-disorder-
As the site suggests, there are lots of things that can be done that done take up too much time, such as limiting background noise, using multi sensory learning and ensuring the student sits at the front where possible.

For students who think they may have APD, I would advise talking to your doctor about getting a referral to a clinical audiologist. Once you have a diagnosis you can  access specialist support at the university, which I have found to make a real difference to my studies. (Katie, computer science student)

As it is national dyspraxia week, here is a link to a dyspraxia website that might be of interest:

http://dontcallmestepmummy.wordpress.com/2014/10/17/my-life-with-a-dyspraxic-2/

Further information is available from: http://www.dyspraxiafoundation.org.uk/about-dyspraxia/

From a foundation degree to an honours degree

When I started on my foundation degree I never believed I would end up at the university doing the full degree. My first year was tough and a steep learning curve. I was very nervous and sometimes worried about how I would cope.  My tutor said I may have dyslexia and suggested that I go for an assessment. After my assessment came through, I was assigned a tutor and found I was able to work on my skills. This made the world of difference; I improved my writing skills, my organisation skills, and was able to talk through ideas.

I am proud to say that I completed the foundation degree and progressed onto the honours degree. There is, however, a big jump.  I have found that I need to be much more independent a learner, read more widely, do more research and write more extended, in depth assignments. Starting on the foundation year gave me time to develop these skills needed for the final year and I would recommend anyone who is nervous about higher education to take this route, especially if you have dyslexia, or if you are a mature student (Elsa, social policy student)

Here's an opportunity for students with disabilities:


Developing the disabled leaders of tomorrow
Frontrunner is a student leadership course delivered by
international leadership development organisation Common Purpose.
WHAT IS FRONTRUNNER?
The course explores leadership by taking
students behind the scenes of a city to
find out how it works. Visit an incredible
range of organisations and their leaders
across different sectors (many of whom
will be potential employers), explore local
issues, how leaders are tackling them and
the value of diversity in the workplace.
Our long-standing relationships with these
organisations ensure your experience is
authentic; and the networks that you form
will be long lasting and directly beneficial to
your transition into work after university.
“My confidence has increased
dramatically, and my enthusiasm and
belief that I can develop the skills to lead
in my community and make an impact
has been boosted. I have been inspired
by many of the people I have met. I
also feel I have gained skills in effective
teamwork, inclusiveness and openness,
public speaking and persuading people.”
Abigail Taylor, Student, University of Oxford
DEVELOPING DISABLED
STUDENT LEADERS
Common Purpose runs a Frontrunner
course for disabled students across
the UK. Now in the fifth year of their
associatation, this is supported by
Santander with the aim of:
• tackling the rising pressures
facing university students
embarking on careers
• developing the confidence of
and empowering a significant
minority group
• addressing differing conditions
for disabled students at universities
• helping to establish and grow
a future generation of disabled
leaders.
We have now delivered nine courses
for disabled students in cities including
London, Glasgow, Nottingham and
Liverpool. 350 disabled students have
participated on the course, representing
almost 100 universities.
Santander are also running an internship
programme for alumni of this course. This
exclusive offering takes place over the
summer months for the next two years.
INFORMATION
Date:
4 - 6 November 2014
Location:
Nottingham, UK
Course fee:
Free, including accommodation
and transport during the course
(travel to/from Nottingham not covered)
Who:
Open to all students with a disability,
as defined by the gov.uk website.
How to apply:
commonpurpose.org/disabledstudents
Please contact
students@commonpurpose.org
for further enquiries.
Application deadline:
Monday 29 September, 9am
Frontrunner
in association with
WHAT WILL YOU DO?
• Investigate how leadership
operates in practice
• Learn about where power and
influence lies in a city
• Tackle real life organisational
challenges and present ideas for
solutions to the organisations you visit
• Work in and lead teams
• Meet senior leaders and benefit
from their experience
“This course was extremely well
organised and run. There was an
excellent balance of activities to
appeal to different learning styles
and keep energy levels high. There
were clear goals and explanations
of how the programme elements
contribute to leadership
development. The activities were
effective. Most of all, it was a
wonderful opportunity to meet new
people and experience different
roles and to explore one’s own
skills and goals all in a safe
environment.”
Jaason Geerts, Student,
University of Cambridge
WHAT WILL YOU GET OUT OF IT?
• Accelerate your leadership skills
• Increase your employability by
adding value to your CV
• Develop communication and
presentation skills
• Develop your ability to adapt and
thrive in multiple environments
• Collaborate with peer students and
form long lasting networks
• Foster an ability to work with senior
leaders around the country
“I lost my confidence after my
accident which I am working
on to build again. This course
has enabled me to realise that
I am still the same person with
strong skills which just need to
be realised again. I hope to gain
my confidence again. I have also
learnt to be positive and not to let
physical limitations interfere in my
career path.”
Sajida Parveen, Student,
University of Aberdeen
WHO YOU COULD MEET?
Participants on the course have met
leaders from organisations such as:
• Santander
• PricewaterhouseCoopers
• Unilever
• Local Authorities
• NHS
• The Observer
• Princes Trust
• YMCA
• UnLtd
in association with
Who are Common Purpose?
Common Purpose is an independent,
international leadership development
organisation. We give people from the
private, public and not-for-profit sectors
the inspiration, skills and connections
to become better leaders at work and in
society. We develop their ability to work
together, innovate and to thrive in different
cultures - this helps people, organisations,
cities and regions to succeed.
Founded in 1989 as a not-for-profit social
enterprise, Common Purpose is both
local and global. We run local courses for
leaders in 35 cities (and growing) across
the world and global programmes for
leaders from over 100 countries across
six continents. 4,000 leaders each year
become Common Purpose alumni.
“I’ve learnt to speak up when I have
ideas. I’ve learnt to be more articulate
and not talk for long periods of time.
I’ve learnt I have the ability to network
and that it can be exhausting but well
worth it. I’ve learnt how enthusiasm
and passion are great assets within
a team. I can lead in small ways but
bigger roles require finding others to
make change.”
Natasha Herriott, Student, King’s College London

This blog entry is a link to a thought provoking article by former University of Sheffield student, Joe Warburton.  He considers the right to die debate and raises some interesting points. http://claritynews.co.uk/2014/07/dying-right-choose-assisted-suicide-conundrum/#.U9ZwCwbnIKs.facebook

 Learning differently and biology

This blog entry uses extracts from a paper written by two University of Sheffield students to discuss their experiences of math's elements of STEM courses.

“I think biology is an interesting science in that a student can get to a certain level without having a great grasp of maths and, more importantly, maths concepts. The student can often use the equations and models provide to get the answers they need. In a way the students are following a recipe without really understanding how it works. The problem with this is when the student needs to go beyond the recipes, for example adapting a model or equation. This is when the students can come unstuck, as they simply do not have the skills or the underlying understanding to fall back on.  A related problem is that the students may find it difficult to make predictions or realise when a result looks wrong because a mistake has been made. I think that the conceptual understanding of models and mathematical concepts is vital as the course progresses.”

“This idea of working beyond the recipes becomes more pertinent as the student becomes a more independent learner. When the student begins to gather their own data they need to make decisions at every stage of the research. These decisions include, deciding on parameters for data collections, handling the data, data selection, choosing an appropriate statistical analysis package, making connections, considering how to represent the data and analysing the data to reach conclusions. All of these skills require both maths and English skills and confidence. It is here that the difficulties that dyslexic and dyscalculia students have an impact on success.”

“Another issue that I have found challenging is determining what I am being asked to do. Sometimes the maths is wrapped up in almost impenetrable English! As a student with dyslexia I can find it very difficult to follow complicated explanations and worked examples that omit steps.  I find this especially difficult when the lecturer is explaining equations without contextualising them.”

“I think one of the most important things a student can do is identify what exactly they are having difficulties with. Just saying you can’t do maths is not helpful, probably not true and doesn’t give you a starting point. Once you have sat down and worked out what you need to focus on you can start to address it. Don’t be afraid to start with the basics, you can start with an A level text book or even a GCSE one and work your way back up. It’s all about getting the foundations in place and building from them. There is also lots of support offered by higher education institutions, such as dyslexia tutorials and drop in maths sessions. Using these services can make a massive difference to improving your maths. They can show you different approaches and strategies such as using flash cards to learn and memorise equations. Considering different ways or doing things lets you play to your strengths, for example starting study groups or making resources to reinforce concepts.”

 Mann, V., Ashton, J., & Rowlands, J. Students Experiences of Maths elements of STEM subjects. Inclusive Practice, 81.

Why we need to protect 1:1 dyslexia/ SpLD tutorials at university by Katherine Chapman

I am a Dyslexic student who has struggled with reading, writing and spelling all my life. I struggled through school with very little help and recognition of the problems that I was facing. At university I was very scared of the amount of reading and writing I was going to have to be doing under pressure, but I found out quickly that the first time in my life the difficulties I was facing were being recognised. After filling out many impossible forms with lots of help from my mum, I had a disability needs assessment where I talked through all the ways that the university and disabled students allowance could help me. It covered the costs of specialist software and equipment that would help me take notes and organise myself at University, something I’ve always struggled with. 

It also payed for one-to-one tuition with a Specific Learning Difficulties tutor. She was able to talk through essays, readings and other parts of my course that with my dyslexia was near impossible for me. Being a student very often means being isolated from support networks like family and not receiving the support that could be given in a workplace, and so having a person who completely understands the difficulties you are facing and helping through them in a way, without patronising, but practically and with an understanding of your needs of you as an individual, made a huge difference for me.

I finish my degree in June with a high 2:1 and I’m absolutely delighted to be embarking on a masters at Cambridge in the coming academic year. However, this is overshadowed by the fear of not receiving the same help that I have done through my undergraduate degree. With the current threat to Disabled Students’ Allowance, someone in the same situation as me will not be able to get the assistance that was invaluable in completion of my degree. If I were to not receive the same support while doing my masters I’m sure that my dyslexia would hold me back significantly. The problems I face are particularly relevant to studying an academic degree and while working in the student union I have had none of the same problems, and have been able to progress through the year without being held back by the difficulties. It’s obvious that supporting students who have specific learning difficulties is vital for them to achieve what they are capable of.

"Originally posted on www.dontcutusout.wordpress.com/posts/ , reposted with permission".

Experiences of being on placement

Here is Aimee talking about her experience on placement in medicine:

As a first year medical student, most of the academic year is spent in lectures and a few small tutorials. The only exposure to a clinical setting is a two week placement in a local teaching hospital. The fortnight consists of a medicine week, where the student shadows a consultant; and a nursing week, where the student spends time with the nursing staff. I found both weeks extremely enjoyable and a great insight into a hospital setting.

Throughout my first week (medicine week), I was able to shadow the consultants on morning ward rounds, sit in on some afternoon clinics and even observe certain procedures, including a bronchoscopy and an ascetic drain. There was also time to speak with patients and take histories, a fantastic opportunity so early on in the course. This contact with patients made me realise the importance of good communication skills and a bedside manner.

Having never witnessed a bronchoscopy before, I was unaware to how the procedure would be carried out. Consent was obtained from the patient first and this reassured me that the patient and his family were fully aware of what the procedure involved. I found the whole experience very useful to observe, especially as I went on to speak of my experience in my first year examinations. I was grateful to both the patient and the clinicians involved who were not only agreeable to my presence, but also encouraging me to learn by questioning my knowledge of the lungs.

With this procedure being very visual and there were no associated written examinations to follow, I felt like my dyslexia did not prevent me, in any way, from learning as much as I possibly could. I was pleased the clinician was encouraging me to observe the procedure, as it was a great feeling to be a part of the team. Despite not able to perform any bronchoscopies myself, it was still a very worthwhile experience and once I have reflected on in both exams and interviews.

I found the experience interesting and I drew a lot of knowledge from witnessing the procedure first hand. When researching clinical cases and during private study, I find I am able to recall my knowledge learnt from this experience and this has hence helped my overall learning. I shall continue to learn in very visual ways and look forward to more clinical placement.