Support for neurodiversity and co-occurring differences, such as dyslexia and dyspraxia.

Neurodiversity is a relatively new term. It helps to promote the view that neurological differences are to be recognised and respected as any other human variation. Neurodiversity encompasses all specific learning differences, many of which co-occur or overlap.

Around 70% of all students with a declared disability studying in British universities have a diagnosis of a specific learning difference like dyslexia or dyspraxia. We use the term ‘specific learning difference’ to describe dyslexic people, as their underlying intellectual ability is unaffected by their diagnosis – rather, people with specific learning differences tend to have problems with working, or short-term, memory and organisation.

While many people would associate the term ‘dyslexia’ with reading and spelling difficulties, the nature of those difficulties varies from person to person. So, for example, one dyslexic person may be able to read fluently, but will need to re-read information several times to process the information. Others may read slowly, while someone else may have a tendency to misread words, e.g. data instead of date, with obvious implications for the person’s understanding of a piece of text. As with every form of disability, the individual is more important than the diagnosis.

Coping strategies for students with specific learning difficulties can include:

  • One-to-one study skills support
  • Text-to-speech software
  • Voice input software
  • Mindmapping
Last modified: Thursday, 15 August 2019, 9:43 AM