Supporting EAL Students in Midlands HEIs The Challenge for Dyslexia Specialists Karisa Krcmar – Loughborough University Clare Trott – Loughborough University.

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

Challenges The Background

Increasing Numbers

Assessment

Funding

Support

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]