Managing dyslexia at university : a resource for students, academic and support staff / Claire Jamieson and Ellen Morgan.

"A David Fulton book".

CD-ROM in front pocket.

Includes bibliographical references and index.

1. Dyslexia:- Audience: Academic staff, dyslexic students, disability staff, student welfare administration staff, students\' union disability representatives--What is dyslexia?--Acquired dyslexia--Developmental dyslexia--Dylexia and intelligence--Dyslexia and spatial ability--Dyslexia as a continuum: the interaction of causes and effects--Late diagnosis-- Putting dyslexia in perspective--Other specific learning difficulties--Key points--2. Assessment and diagnosis of dyslexia in Higher Education:- Audience: Dyslexic students and their parents or family members, disability staff, academic staff--The DFES, now DIUS report 2005--The diagnostic criteria for dyslexia--IQ/attainment discrepancy--Students with English as a second or additional language--When is a reassessment necessary?--What should be assessed?--Which tests should be used?--The assessment process--The recommended format for a diagnostic assessment report--Who is qualified to administer assessments?--Routes to qualification--The national committee for standards in assessment, training and practice (informally known as SASC: SpLD assessment standards Committee)--Funding and procedures for assessment--The assessment report.--Response to diagnosis--Benefits of assessment to previously undiagnosed students--Key points--3. Dyslexic students in Higher Education:- Audience: dyslexic students and academic staff--Students with an existing diagnosis--The changing profile of students in HE--Mature students--Choice of degree subject--Varying demands on literacy skills--Teaching and learning at university--Academic assessment at university--Marking the work of dyslexic students--The association of dyslexic specialists in Higher Education (ADSHE)--Key points--4. Dyslexia within the Disability Framework:- Audience: dyslexic students, disability/dyslexia staff, academic staff--The Disability Discrimination Act 1995 (DDA)--Dyslexia as a disability--The dyslexia \'label\'--The disabled students\' allowances (DSA)--Key points--5. Dyslexia: Effects and strategies:- Audience: Academic staff, dyslexic students--Reading--Writing--Number skills--Oral skills--Examinations--Foreign languages--Time management--Key points--6. Reasonable adjustments:-Audience: dyslexic/disability staff, academic staff, non-academic support staff, dyslexic students--Background information--Competence standards--Examples of reasonable adjustments--Placements--Students not in receipt of DSA funding--Key points--7. Roles and responsibilities:-Audience: dyslexic students, academic staff, dyslexic tutors--Models of dyslexia and disability services--Accessing support--Who is likely to provide what help?--Responsibilities of the student--International students--Key points--CD and photocopiable resources--Student registration document (dyslexia/disability services)--Permission to disclose personal information--Notification of student\'s registration as dyslexic--Confidential information for academic/library staff--Application for support from the HE Access to Learning Fund (ALF)--ALF application (alternative form)2--Student questionnaire ( screening/ background to assessment)--Dyslexia tuition record form--Dyslexia tuition evaluation form.

A comprehensive guide for both education professionals and those affected by dyslexia, this book includes photocopiable materials; contact and reference details; personal organisation advice; ways forward for potential problems; and information on secondary or associated difficulties.