University of Derby Post92 university Second most diverse university in the UK HEPI 2018 16300 students on campus 13375 UG 12 disabled students 6 Specific Learning Differences Traditional approaches to supporting students with SPLDs ID: 725906
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Forward Thinking – Thinking Differently About Specific Learning DifferencesSlide2
University of Derby
Post-92 university
Second most diverse university in the UK (HEPI, 2018)
16,300 students on campus (13,375 UG)12% disabled students6% Specific Learning DifferencesSlide3
Traditional approaches to supporting students with SPLDs
Traditional approaches to supporting students with SPLD’s have focussed on strategies targeting student weaknesses – additional reading, one to one support to improve spelling and grammar etc.
These approaches are not wrong – there is good evidence that they do improve skills over time
However, focussing solely on weakness can have a psychological effect, that in turn reduces learning and performanceSlide4
The problem
Students with dyslexia are more likely to withdraw from university or underachieve when compared to their peers (ECU, 2014)
Research suggests that by the time many students begin university, anxiety created by their educational experiences and their self-conception are potentially greater barriers to academic success than their dyslexia (
Ghisi, et al, 2016; Glazzard, 2010; Humphrey and Mullins, 2002). Many students with dyslexia report imposter syndrome, anxiety around academic performance and embarrassment about their own abilities (Cameron, 2016).Slide5
Thinking creates realitySlide6
Anxiety and LearningSlide7
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Anxiety
SPLDSlide8
Early findings in neuroscience and neurodiversity
The idea of neurodiversity developed from within the Autism community. It argues that we should avoid assuming that neurological, cognitive differences must always be medicalised and rectified.
Proponents believe that traditional views ignore the strengths and benefits that those who may be termed ‘neuro-diverse’ bring.
It is certainly the case that perceiving yourself as having a restricting cognitive condition can create additional psychological barriers
Neuroscience has also begun to produce some evidence that appears to support the idea that some people with SPLDs may have other strengths Slide9
Our aim
We recognised many of these problems when working with our students with SPLDs
Many were anxious, doubted their own ability, avoided assessments and limited their ambitions unnecessarily
We began with a one day, pilot transition programme, using ideas from neurodiversity and some findings from neuroscience – “Forward Thinking”Slide10Slide11Slide12
Linear vs conceptual learning
Fact + fact + fact + fact + fact =
Concept
New idea
New idea
Link to something else
New idea
I think the first fact is wrong!Slide13
J
Q P S L M K V XSlide14
Explaining things to linear learners
Fact + fact + fact + fact + fact =
Assume this is obvious to everyone Start here
Wonder why everyone doesn’t understand
Assume the problem is me!
Concept
ImplicationsSlide15
Feedback
89% identified this session as excellent
Students believed the event had improved confidence, sense of belonging and motivation
One of the main benefits identified by students, was that their confidence in the university increased because we had demonstrated that we understood themOverall, students stated that they believed they had benefited from the day but that we were doing too much in one daySlide16
What we have learned
Taking a strengths based, neuro-diverse approach has real and positive benefits for students with SPLDs
As the literature shows, only 1/3 of students who would benefit from support actually access it. To reach all students, support must naturally appear before them
Students can initially find this way of thinking exciting and then difficult because they are not used to thinking about their strengths – they must be supported to do thisSlide17
Next steps
This year Forward Thinking will be a 2 day event
We are training all of our disability advisors and support tutors to ensure they work in a strengths based way, using coaching skills
We have provided training to academics on inclusive teaching and learning, using our learning from Forward ThinkingForward Thinking is now an embedded part of our academic calendar