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Supporting EAL Students in Midlands HEIs The Challenge for Dyslexia Specialists
Karisa Krcmar – Loughborough UniversityClare Trott – Loughborough University Sally Freeman – Nottingham Trent University Barbara Taylor – Nottingham University
Embracing Diversity: ADSHE Networking day 2011
Midlands Group7 universities: Birmingham, Coventry, De Montfort,
Leicester, Loughborough, Nottingham & Nottingham Trent
Meet 3 times a year Work together: 2 presentations for BDAexchange information about our practice/learn from
each otherShare our concernsStaff development sessions
ADSHE Mission StatementTo share knowledge and disseminate good
practice, including promoting and developing the understanding of all aspects of dyslexia (now extended to other SpLDs)
To clarify and promote students’ entitlement to dyslexia support within individual institutions and throughout the sector
And what next?Work in small groups to explore two questions
How do students find/ receive support?
How can we help each other to develop good practice in a) screening EAL students?b) supporting EAL students?
Common challenges facing 7 Midland HEIs
Funding, timetabling, equipment (who pays) , RAs (evidence required) Language difficultiesStudents – late arrival, access to service, pillar to post effect
Numbers : percentage of EAL studentsBirmingham: 20% (30125)Coventry : 21% (23335)De Montfort : 10% (22455)Leicester: 23% (17470)Loughborough: 21% (16275)Nottingham 25% (34120)Nottingham Trent: 10% (26445)
Assessing International Students
LoughboroughScreenAt risk – EPASupportRAs
Not At risk – refer back to Dept
NTUPre Screen
for lang levelScreenAt risk –
SupportRAsEPA – if
appropriateNot at risk –Refer back to
Dept
NottinghamScreenAt risk –EPASupportRas/Equip
Funding – the problemsHomeDSA, Primary mechanism, SFE or equivalent.
Irish RepublicOwn, goes to HEI not student,
International students: right to resideCan claim DSA
International students: right to studyDo not get DSA, situation various across HE
Support – being responsiveOne to one support
Cultural Issues
Induction and Transition – culture shockView of neurodiversity/attitude of student and family Accessing supportReasonable adjustments Lecturers/studies
Effective 1:1 Specialist Support
Seven Key Principles Underpin Specialist 1:1 Support
- Meta-cognition - Multi-sensory- Relevance - Motivation- Over Learning - “Little and Often”- Modelling
Conclusion
Increasing Numbers of EAL student with Dyslexia – link to academic challenges
Assessment- screening, EPAs
Funding- DSA
Support – ADSHE underlying principles
EAL student with Dyslexia - link to academic challenges
References
ADSHE (2009) Guidelines for Quality Assurance in Specialist Support for Students with SpLDs (Revised) and Mind Map
Available from www.adshe.org.uk
Contact:Karisa Krcmar:[email protected] Trott:[email protected] Freeman: [email protected] Taylor: [email protected]