Geography and Language / Comprehension Difficulties
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To ensure that students appreciate the significance of what is being said to them - the subtleties of competing perspectives in a lecture theatre, or the health and safety arrangements in a laboratory/workshop, or the detailed planning for a field trip - it is important for staff to ensure that strategies are in place to support the desired understandings. Given that the interface for this is likely to be the quality and degree of comprehensiveness of student note taking, it is important to adopt teaching practices to facilitate this. Students with dyslexia may purchase assistive technology through the DSA for this purpose, and the support of a non-medical helper for note taking and amanuensis.
Verbal Communication - Inclusive Strategies and Adjustments
- Ensure that the overall discourse allows for reiteration, clarification of new terms and regular pauses for reflection and to catch up
- Temper overall speed of delivery
- Provide clear examples and explanations
- Supply handouts and explanatory lists of new concepts and unfamiliar terms
- Utilise other media (DVD, OHP, PowerPoint, etc.) as dynamic means of reiteration
Despite advances in E-learning, the widespread use of hard-copy written material to inform HE study is still fundamental. Although many disciplines have exploited the benefits of e-learning, paper-based communication remains important and much that is electronically delivered is ultimately downloaded in paper form. Making this means of communication effective and accessible to students with language difficulties is vitally important for their participation in: lectures; tutorials; laboratories; practice-based learning; fieldwork, assessment and placement.
Written Communication - Inclusive Strategies and Adjustments
- Specialist terms need explaining through word lists and glossaries.
- Style of writing should be clear and concise in all departmental publications including publicity, marketing course handbooks, and learning materials.
- Provide overviews, briefings and summaries for lectures, tutorials, practical and lab work.
- Practical briefs need to be given to laboratory assistants and demonstrators to support the student.
- Supply printed handouts and not hand-written ones.
- Utilise a minimum 12 point font size
- Use Arial or other Sans Serif font
- Don’t mix fonts
- Avoid too much underlining, capitals and italics
- Simplify dense blocks of text
- Use bullet points
- Leave wide spaces
- Left justify text
- Avoid visual clutter, text overlaid on graphics or “ghosting”
- Use a range of presentation devices such as flow charts, diagrams and mind maps
- Use coloured or re-cycled paper
- Make documents available electronically so that students can modify them to meet their needs and to read at their own pace.
Many disciplines demand that students develop at least a basic competence in data handling, statistics and numerical analysis. Although numeracy does not pose a conceptual problem for students with language and comprehension difficulties, mathematics and its attendant symbolic protocols can lead to difficulties with mental arithmetic, calculations, symbol recognition and ordering. Misunderstanding the numerical task because it is embedded within worded problems may lead to an inaccurate response from some students. Directional and orientational confusion can arise when translating symbolic information and may affect tasks such as map reading and understanding timetables.
Mathematics, Statistics and Symbols - Inclusive Strategies and Adjustments
- Present problems in different ways to help those with different learning styles.
- Assistive technologies such as talking calculators and text-to-speech software such as SpeakOut or TextHelp Read and Write (for reading and writing accuracy) may be purchased through the DSAs.
- Allow time, offer clear guidance and present problems plainly to reduce student anxiety and errors.
- Investigate assistive software for concept or mind mapping that can accommodate mathematical formulae, e.g., Mindmanager.
- Ensure that photocopying of timetables is clear.
- Encourage highlighting of key information.
- Allow extra time for proof reading and checking work.
The above information was extracted and amended from: Waterfield, J., West, B. and Chalkley, B. (2006), Developing an inclusive curriculum for students with dyslexia and hidden disabilities. The Geography Disciplines Network (GDN) Inclusive Curriculum Project (ICP), HEFCE Project, University of Gloucestershire, http://www2.glos.ac.uk/gdn/icp/idyslexia.pdf (information accessed March 2008).
When undertaking fieldwork, students with language / comprehension difficulties may experience problems with tasks such as:
- taking accurate notes in non-classroom environments
- multi-sensory tasking - listening, observing, recording and reading
- speed of handwriting and legibility
- organisation of time
- orientation, reading maps
- slow reading speed for accurate comprehension
- visual perceptual difficulties with poorly photocopied material, particularly black print on white background
- remembering field trip arrangements
- group work
- recording data and making mathematical calculations
The number of the above difficulties experienced will vary between individual students depending on the severity and nature of their difficulties. Some might experience only one or two symptoms: others might experience several.
If students with language and comprehension difficulties are to receive the support they need, it is important for staff to focus not only on the actual fieldwork itself but also on relevant activities before and afterwards. The pre-fieldwork phase is especially important in that this is the period of planning and preparation. It is at this time that students should be invited, if they wish, to alert staff to their difficulties and to the kinds of assistance they would appreciate (though obviously disclosure must not be compulsory). It is at this stage that students and academic staff are most likely to liaise with and seek advice from colleagues specialising in disability support. The post-fieldwork stage is important both because of students completing assignments for assessment and because this is the period when students can reflect back on the trip and evaluate its successes and its problems.
In line with the need, therefore, for a comprehensive and longitudinal approach to student support, the tables which follow deal with all three phases (pre, during and post) and try to identify likely problems and possible solutions. Many of the ideas in the tables stem directly from interviews with students who have language and comprehension difficultie and recently completed residential fieldwork. The six students who provided detailed interviews for this volume had all hugely enjoyed and benefited from their fieldwork but everyone identified some ways in which more attention to their needs could have further enhanced their fieldwork learning experience. From research by Hall et al. (2001) we know that in geography, earth and environmental sciences over 70 per cent of academic staff have been involved in taking students with dyslexia on fieldwork. This is, therefore, not a small issue and it certainly merits our serious consideration. The Hall et al. survey uncovered several examples of existing good practice some of which has informed the guidance, given below. A key ambition for the future must be to disseminate and embed the good practice as widely as possible.
Support before the fieldtrip
|1. Staff awareness of dyslexia||
2. Short term memory, information processing, sequencing problems
|3. Timing of preparatory reading||
|4. Design of written material for students||
|5. Note taking||
Support during the fieldtrip
|1. Written language
|2. Numerical data
|4. Listening to lectures
|5. Distractability in the field
|6. Visual perception||
|7. Group work/peer assessment
Support after the fieldtrip
|1. Producing work commensurate with understanding in a brief time-scale||
|2. Numerical data||
Information taken from: The Geography Discipline Network (GDN). Providing Learning Support for Students with Hidden Disabilities and Dyslexia Undertaking Fieldwork and Related Activities http://www.glos.ac.uk/ceal/gdn/publications/disability/index.cfm.
This link contains three case studies taken from: The Geography Disciplines Network (GDN) Inclusive Curriculum Project (ICP) Case Studies, HEFCE Project, University of Gloucestershire , http://www2.glos.ac.uk/gdn/icp/caseintro.htm.
Case A - A third year student with dyslexia feels that communication of his disability within the institution is inconsistent, and there is little evidence that staff know how to respond to his disability. His experience in the UK contrasts with his second year study in a Canadian university.
Case B - A first year student with dyslexia, studying geography as a minor subject, finds it difficult to keep up with fast delivery in lectures, and finds the library a daunting place.
Case C - A final year student with dyslexia thinks the university system of additional learning support too complex, and finds the feedback on coursework from his tutors puzzling and unhelpful, despite using the designated markers on his assignments to remind them of his disability.