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Listening to the Voice of Dyslexic Students at a Small, Vocational Higher Education Institution to Promote Successful Inclusive Practice in the 21st C

Deena M. Webster
Harper Adams University, Newport, UK
Abstract — Vocational University has 20% of the student population with a specific learning difficulty. The UK Government will cut the Disabled Students' Allowance by 70% targeting students with learning disabilities. Attending higher education may become unviable due to the removal of financial support. This paper aims to investigate difficulties that students encounter utilising a dyslexic student survey. 43 questionnaires were collected and analysed using Pearson's Correlation, Chi-square and determining key themes in open questions. Results show dyslexic students need to read more for pleasure to increase their lexicography and topic understanding. Higher education institutions need to implement strategies to empower students and lecturers to be aware of learning styles. Staff need to reduce the speed of delivery of lectures and be more approachable to students. Examinations should be reduced and course-work increased to be more inclusive. A lecturer/support staff/student feedback loop should be implemented to further improve inclusivity. Further research should be undertaken with a larger student sample and include lecturers' perspectives on learning difficulties.

Index Terms—dyslexia, higher education, teaching, learning

Cite: Deena M. Webster, "Listening to the Voice of Dyslexic Students at a Small, Vocational Higher Education Institution to Promote Successful Inclusive Practice in the 21st C," International Journal of Learning and Teaching, Vol. 2, No. 1, pp. 78-86, June 2016. doi: 10.18178/ijlt.2.1.78-86
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