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© Purcell & Roberts, 2015 Guide to Success: Further and Higher Education
© Purcell & Roberts, 2015
Guide to Success: Further and Higher Education
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Foreword “When I was asked to write a Foreword to Guides to Success: Further andHigher Education, I felt both privileged and delighted. I have felt especiallyprivileged by being on this whole project and meeting fellow neurodiversepeople, being given the chance to swop ideas and experiences with theaforementioned and the facilitators and delighted that of the four subjects wehave covered this is the one closest to my heart.
I am fifty-one years old. I was diagnosed with dyspraxia very late in my life."So why be bothering now?" I can guess you are wondering. Well basically it isjust nice to know. It puts the missing jigsaw pieces in the large andcomplicated jigsaw that has been my life thus far. It doesn't change anything,but at least I know that the majority of the failures that I have had, and themistakes I have made have not been my fault. It has indeed been no onesfault. Just that I was born a bit earlier than the majority of the people who willread this. You who have been given these guides will previously have beengiven your diagnoses. You already have the very first tools to work with.
I didn't do badly at school but I could have done much better with a little bit ofextra help. I also wouldn't have wasted a year trying to learn to type andshorthand! (I cannot type properly to this day and have promised myself oneof those lovely 'speaking computers' at some point). School days are notnecessarily the Happiest ones, but they are the days when you are young, thatyou will probably have the most support. Either from parents or other closefriends and family. It is a time when hopefully you will be least responsibilityfor others. Life is harder for anybody with any 'difference' so value that timeand that help, and if at all possible stay in education and get what you needfor life then. Education later in life may for the above reasons be much hardertime wise as well as financially!
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Foreword (cont)Education is important for all, but when you have a 'difference' a 'disability' orare 'neurodiverse', call it what you will, then education can be your backbone.We are not all Einstein's, you don't necessarily need a Masters to master lifewith. But striving to obtain as good an education as you mentally,emotionally, physically (and these days financially), will enable you to fly ashigh as it is possible for you to do.
Education is a back bone we all have, whether we like it or not. and howstraight and strong it is, is up to you. You have one huge advantage over me,you know, at the beginning of your life what your situation is. You can workwith it and accommodate it. Run with your situation and FLY!”
Good Luck and Best Wishes.
Sheila – Adult with Dyspraxia
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
IntroductionThis Guide to Success focuses on strategies and adaptations that the authorshave found useful in further and higher education settings. These tips andsuggestions are those they have used in either college or university or both.
As an adult we are expected to be able to manage not only the academiccontent of a course but also the necessary preparation for lectures andassignments, as well as the social interactions needed to work with fellowstudents. For some of us this can be tricky, particularly if you have aneurodiverse profile*.
Further and higher education institutions are large, complex, adaptive socialsystems which require an understanding and ability to complete the tasks youare expected to do but also find resources and navigate complex timetabling.This can be hard work if you’re shy or if organisational skills is not yourstrength.
This Guide to Success is intended to offer you a range of suggestions that youcan try out for yourself, some suggestions will be helpful whilst others less so.The adaptations and strategies described have been suggested by the authorsas they have found them to be useful. They offer their personal reflections onways to approach education, with some top tips shared that we all hope youwill find useful. It is also important to remember that not all the suggestionsshould or could be implemented at one time. It will be necessary to choosejust a few aspects of education to work on, and this may take some time. Youmight find that you have to try something more than once to really appreciatethe benefits so don’t give up if something doesn’t work for you first time.
We hope you find the Guide useful.
* A concept where neurological differences are to be recognised and respected as any otherhuman variation. These differences can include those labeled with Dyspraxia, Dyslexia,Attention Deficit Hyperactivity Disorder, Autism Spectrum Conditions etc.
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Contents
This guide is all about further and higher education. Weare defining further and higher education as tertiary (postschool) education.
Section 1: Disclosure and Awareness.….......page 6 to 8
Section 2: Before the Lesson/Lecture....…...page 9 to 10
Section 3: During the Lesson/Lecture..….…..page 11 to 14
Section 4: Outside the Lesson/Lecture…......page 15 to 20
Section 5: Assignments and Exams..............page 21 to 23
Section 6: Social Aspects.............................page 24 to 25
Section 7: Resources………….........................page 26 to 27
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
It is sometimes difficult to decide who and how to informothers of the potential challenges you may have during alesson and/or course.
The next section shares the authors reflections on raisingawareness amongst tutors and fellow students aboutdifferences that can impact on learning.
Examples of possible challenges:
“It isn’t always easy to find a sympathetic / empathetic ear”
Disclosure and Awareness
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Disclosure and Awareness
Find someone with a ‘kind face’ who you are happy
to talk to
Make tutors aware of your differences
Decide who you can and want to disclose to and
when
People just don’t know how to support sometimes so
help them by being proactive and being clear about
what you need
Sometimes it helps to use humour or levity when
disclosing or raising awareness
7
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Disclosure and Awareness
Practice explaining your differences to yourself, or
someone that knows you before you disclose to
someone else
Disclosure can take the pressure off, increased tutor
and student awareness can be a big help
Make tutors aware of your challenges beyond the
academic content of the course, for example with
things like establishing social contact with peers
Have something ready to break the ice, people do
tend to take you on your own evaluations, so don’t
run yourself down – be honest but positive
8
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
To ensure that you make the most of lessons and lecturesand can fully engage with discussion you may need topre- prepare for the session in advance.
The following section outlines the authors suggestions.
Examples of possible challenges:
“Need time to process information – it can take a fewhours”
Before the Lesson / Lecture
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Before the Lesson / Lecture
Make sure you’re on the right course for you
Pick and choose what you go to – are all of the
lectures really necessary
Go to study skills advice sessions- use the help on
offer
Make sure you put together a study skills timetable
and revision timetable that can be followed
throughout the course or module
Prepare for lectures / tutorials in advance- download
presentations and/or lecture briefings
Seek advice on how to cope and manage pressure
and deadlines
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
During the lesson or lecture there may be things that canbe done to make the experience more enjoyable andbeneficial.
The following strategies have been suggested by ourauthors.
Examples of possible challenges:
“Difficulties establishing and managing groups”
During the Lesson / Lecture
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
During the Lesson / Lecture
Use pictures (combined words) when taking notes
Use key words to develop a list/glossary of key words
rather than trying to capture everything
Consider using a professional note taker so that you
can concentrate on listening- you may be entitled to
this through Disability Student Allowance.
Voice record lectures (after negotiating permission
with tutors)
Ask for help with additional handouts of verbal
information covered in lectures / tutorials
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
During the Lesson / Lecture
Get copies of PowerPoint slides before the lectures
so you can prepare and use the hard copy to write
your notes on in the lecture
Minimise dual tasking (e.g. either listen or write not
both at the same time)
Group work can be difficult to manage, so try to build
relationships and confidence amongst the members
When doing group work, remember that other
people may be just as nervous of ‘putting a foot
wrong’ as you are
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
During the Lesson / Lecture
Positioning inside the room is really important,
consider sitting in the front to give you a clear view
of the screen / board although being able to hide can
also be useful at times
If you feel you may want to ‘escape’, sit on the
outside. Also, if this is a possibility, warn your
lecturer / tutor, explain why and ask for help with
anything you may miss
Engage in seminar groups or small group discussions
to discuss a topic
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Much of your learning will take place outside of theclassroom or lecture theatre and so managing your timeand independent study becomes very important.
The authors have identified a range of suggestions andstrategies that they will share with you in the nextsection.
Examples of possible challenges:
“Different interpretations of deadlines – your pacingversus someone else’s pacing”
Outside the Lesson / Lecture
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Outside the Lesson / Lecture
Narrowing your focus down can help – concentrate
on one aspect at a time
Remember procrastination time can be important
allowing you space to think
Use a friend’s notes rather than worrying about
taking your own
When revising use the material to make up
memorable stories to help you learn information and
trigger recall
Prioritise e.g. Study time more important than
hoovering!
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Outside the Lesson / Lecture
After lectures re-write notes in a brief form and
different colour paper
Write summary notes after a lecture using colour
codes
Teach someone else what you have learnt to
consolidate learning
Cannot rely on just verbal based learning, know your
preferred learning style and use it
Do something different i.e. if you’re spending time
reading go for a run, opposite hobbies to your study
Do work in slices rather than doing everything at
once17
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Outside the Lesson / Lecture
Keep clutter to a minimum, use computer facilities to
keep paperwork to a minimum
Buy a pencil case that has all of your necessary
equipment in it
Use the expandable files for bills or notes
Get expert advice e.g. career path, medical advice
Negotiate the location of group work preparation,
some people might want to meet in noisy places (like
the pub) but this can affect concentration
Give yourself time for consolidation
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Outside the Lesson / Lecture
To ensure that you continue to look after yourself
during busy period have some signature dishes that
you can cook easily in bulk
Keep laundry up to date and have clothes that do not
need ironing
As the introduction to this section stated, ‘your
pacing versus someone else's pacing’. If you need
more time to study then take it – even if it means
missing that drink down the pub – know your needs.
There is no such thing as an ‘average learner’.
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
20
Outside the Lesson / Lecture
Keep housework to an absolute minimum – stay
clean, but not fussy, of a group of you share our
chores, or club together to pay a cleaner, also tidy up
as you go
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Preparing for assignments and examinations can beanxiety provoking. Preparation is the key.
The following section outlines some top tips from theauthors on ways to manage assignments andexaminations.
Examples of possible challenges:
“Working to deadlines can be difficult and anxietyprovoking.”
Assignments and Exams
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Assignments and Exams
Don’t be afraid to ask for extensions- know the
procedures
Use a spell checker or ask a friend to proofread or
use your proofreading parents/partner
Use spider diagrams or mind maps to help organise
material and plan assignments
Break things down to manageable salami slices e.g.
this is the reading material that I’m doing to answer
this bit of the question, create separate folders for
different parts of an assignment
Utilise extra time and / or word processor in exams
Request computer voice activated exams
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Assignments and Exams
Plan assignments in small steps
Revise by creating a question and answer notebook
Extra time in exams (25%) – use it to process carefully
what is being asked but to also check through your
answers
Have all necessary equipment for exam ready in an
exam bag e.g. pencil case
Plan answer questions in a format that will help you
recall them e.g. as spider diagrams
Look at and practice past papers
Allow yourself extra time for assignments and
preparing for exams23
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Much of our learning is shared with others and so thedaily social interactions that are necessary have to bemanaged by all.
The authors have shared a few of their ideas aboutmanaging the social aspect of education.
Examples of possible challenges:
“Can be very hard to manage social pressure to conformto peer pressure / expectations”
Social Aspects
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Social Aspects
Engage in a range of activities e.g. physical activity, to
break up the day, you will begin to meet others
Be proactive and make suggestions that will help you
and reflect your preferred learning style
Join one or two student societies to get stuck in and
find a common language
Find a mentor familiar with your differences
Don’t take on too much
Avoid too much alcohol
Read a daily paper so you have current topics to
discuss
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
Useful Resources
Ted Talkshttp://www.ted.com/
Bright Knowledgehttp://www.brightknowledge.org/
The National Studenthttp://www.thenationalstudent.com/
Student Discountshttp://www.universitiesnet.com/student-discount.htm
Disability Student Allowance https://www.gov.uk/disabled-students-allowances-dsas/overview
How to Succeed with Specific Learning Difficulties at College and Universityhttp://www.amazon.co.uk/Succeed-Specific-Learning-Difficulties-University/dp/028564243X
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© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
27
Useful Resources
Top Tips for Asperger Students: How to Get the Most Out of University and Collegehttp://www.amazon.co.uk/Top-Tips-Asperger-Students-University/dp/1849051402/ref=sr_1_1?s=books&ie=UTF8&qid=1435662488&sr=1-1&keywords=Top+Tips+for+Asperger+Students%3A+How+to+Get+the+Most+Out+of+University+and+College
How to Study: Practical Tips for university Studentshttp://www.amazon.co.uk/How-Study-Practical-university-Students/dp/140510693X/ref=sr_1_1?s=books&ie=UTF8&qid=1435662548&sr=1-1&keywords=How+to+Study%3A+Practical+Tips+for+university+Students+2003
Brilliant Writing Tips for Students (Pocket Study Skills)http://www.amazon.co.uk/Brilliant-Writing-Students-Pocket-Skills/dp/0230220029/ref=sr_1_1?s=books&ie=UTF8&qid=1435662580&sr=1-1&keywords=Brilliant+Writing+Tips+for+Students+%28Pocket+Study+Skills%29
© Purcell & Roberts, 2015
Guides to Success: Further and Higher Education
We would like to thank the authors of this Guide, who gaveup their time to share their expertise and experiences withus in order to develop a series of these Guides. We hope thatsome of the strategies and tips that these authors haveidentified as useful for them, will also be useful for you.
Other guides available:
Activities of Daily Living
Employment
Relationships
This guide was supported by an award from the Richard Benjamin Trust to DrCatherine Purcell and Sally Scott-Roberts (2015).
For further information or to request another guide please [email protected]
