Supporting Dyslexic Students in Higher Education

Introduction

In the recent era of globalisation, there is increasing number of people, in the higher education also, who are suffering with the issue of dyslexia and it is the role of the teaching professionals and school authority to raise more learning resources that promote diversity in the higher educations for the students who have the problem of dyslexia (Snowling et al., 2019). The aim of the study is to develop in depth understanding about the key resources available for the student with dyslexia in the higher education as well as demonstrate the ways of promoting diversity in the classroom in case of the students having dyslexia so that they can get equal opportunities like other students in the classroom so that they can overcome their issues of learning. Dyslexia are a brain-based issue that makes difficulties for the student to learn and read accurately and frequently like other students (Snowling et al., 2018). The students with dyslexia can resolve their issue of writing, spelling out and reading frequently with proper support from their peers and teaching professionals with effective academic resources which are efficient for the students to develop their learning abilities so that they can get proper support from their peers with resources that promotes education, writing and reading for the students. It is not the problem of intelligence but the students with dyslexia are smart as their peers and they try to participate in the education positively where they require proper support and guidance from their peers and teaching professionals as well as school authorities with proper resources so that they can overcome their challenges of reading and writing and this in turn promotes learning abilities among the student with dyslexia. Additionally, it is also not the issue of laziness, however, the students with dyslexia are hardworking and they continuously try to overcome their issues for more progress for their educational success.

Academic resources for the students with dyslexia

The students having dyslexia are suffering different issues such as spelling, rhyming, learning a foreign language, writing and reading where they face problems in improving their learning abilities to achieve academic success. In addition to these, the people with dyslexia in the higher education are also having problem in reading smoothly, decoding the written words, understanding the content of the resources, solving the word problems in mathematics or any other subjects and recognising the common words for which they need proper support from their peers with effective academic resources that will be helpful for the students with dyslexia to imporve learning abilities and achieve academic success (Snowling et al., 2018). In this regard, the teaching professionals and peers of the students with dyslexia are playing a crucial role in promoting diversity in the classroom so that all the students are treating fairly at the classroom and they promote diversity with equality principle where every student matter. Managing equality and providing additional care and monitoring process to the students with dyslexia with proper academic resources for learning and reading will promote diversity at the classroom, where the people with dyslexia in the higher education get equal opportunities to learn and write so that they can achieve the academic success (Snowling et al., 2019). In this regard, interactive booklet for the student with dyslexia as well as colour book, worksheet to print and exploring different ideas with animation and pictures will be effective academic resources for the student with dyslexia. Additionally, reading rockets and phonic play are effective tools for enhancing learning and reading among the student with dyslexia where they can play with sounds and letters which promotes diversity at the classroom.

Attractive ready-to-print from phonics letters and sounds is also effective for improving earning abilities in which the student having the issue of Attractive ready-to-print from phonics letters and sounds can read and write properly with high frequency words. moreover, teaching and learning literacy with English and literacy worksheets, word crafts, cards with different words, power point presentation and displaying material are effective resources that promotes diversity and treat the student with Attractive ready-to-print from phonics letters and sounds equally with other students by improving the abilities if the people suffering from dyslexia by introducing effective learning resources. improving concentration and extra classes for writing and spelling for the student with dyslexia as well as providing e-books to the students to read and write and telling story to the student are also effective resources for improving diversity at the classroom for the student who are suffering from dyslexia. text to speech converter is another resource through which it is possible to improve the reading and comprehension, spelling skill ad concentration among the children who are suffering from dyslexia (Baron et al., 2018).

Evacuating the ways to promote diversity in case of Dyslexia

The teaching professionals and the school authority both in primary and higher education are plying crucial role in promoting diversity in the education for the students with dyslexia. In this regard, 3tier model is effective to promote diversity for the student with dyslexia in which the 3 tiers are such as,

Tier I: Core classroom reading sessions which are effective for the students who are suffering from dyslexia and it enhances the progress among the students and through ongoing professional development.

Tier II: Intervention planning in which additional reading and learning instruction as well as frequent process of monitoring for the students with dyslexia are effective to motivate them continuously for improving their learning abilities.

Tier III: More intensive intervention and frequent monitoring through extreme reading facilities by introducing the above-mentioned reading and learning academic resources that promotes diversity among the students having dyslexia.

The model is an effective framework for supporting the individuals with dyslexia where different instructions to the students as well as believing assessment driven technique for overcoming the reading difficulties of the student are appropriate way to support the student having dyslexia. Proper intervention planning in this regard plays a crucial role in supporting the students with proper resources in promoting diversity and managing diversity at the classroom by providing equal and additional opportunities for the students having dyslexia. In this regard, improving self-awareness as well as improving concentration are necessary in tier I, in which proper assessment of the student and providing academic resources will be helpful for the students having dyslexia to read and write with proper support from their peers and teaching professionals (Caverzasi et al., 2018). Class norms in this regard plays a crucial role in which, promoting equality and diversity is necessary where the teaching professions promote inclusion of all students and openness where everybody can interact with each other and share their views and knowledge with other students. This is helpful for improving interactive learning and it further helps the students with dyslexia, where other students are supporting them by telling storey and helping for reading and writing as well as spelling and rhyming. Hereby, support from other students us necessary which can be developed in the classroom through enhancing communication and cooperation among the students. Apart from that, it helps to promote diversity at the classroom where all the students are treated equally. Restorative practices to promote self-awareness, self-management, relationship skills, and responsible decision-making are also helpful in this context to support diversity. Apart from that, in tier II, using frequent words with the students through communicating with them is also beneficial to promote learning abilities among the students having dyslexia. Additionally, proper motivation and regular interaction with the students are advantageous for overcoming their issues at the classroom where they work hard to overcome their issues of reading and writing with the help of the peers and other teaching professional in the higher education (Caverzasi et al., 2018).

Nature and application of learning resources for promoting diversity positively

As per the above literature, it can be evaluated that it is the role of the peers and teaching professionals to promote diversity with appropriate resources that support the children with dyslexia where different resources at the classroom and the ethical norms are advantageous for promoting diversity in the classroom by providing equal opportunities to the students having dyslexia (Caverzasi et al., 2018). The learning resources such as reading rockets and phonic play, attractive ready-to-print from phonics letters and sounds, e-books, storytelling activities as well as introducing different animation and clipart for improving understanding among the students having dyslexia are effective resources that supports the students successfully and promote diversity at the classroom the higher education where the students are also treated fairly and equally and they get equal opportunities for achieving academic success. In addition to these, in the present situation, it is necessary to implement the Equality Act 2010 and Disability Discrimination act 1995 are effective as dyslexia is recognised as the difficulty under the Equality Act 2010 which is replaced by the Disability Discrimination act 1995 where the teaching professionals and school authority ensures that all the students in the classroom in the higher educated are not treated unfavourably and they are offered equal opportunities with transparency and accountability and reasonable adjustments or support from their peers and teaching professionals (Cui et al., 2016a). There are certain issues raised in promoting diversity such as lack of resources at the school, lack of cooperation from some parents and poor communication which are challenging to resolve so that it is posisbel o support the students and promote diversity through maintaining equality. Implementing Equality Act 2010 eliminates unlawful practices at the high education, discrimination, harassments and victimisation for the students who are suffering from dyslexia and hereby implementing the act is effective for the peers to promote diversity at the school and provide equal opportunities to the students with dyslexia. It further fosters good relationship between the student having dyslexia and the peers where shared goals are advantageous in which the teaching professionals provide them secure environment to improve their learning abilities with effective support and continuous monitofing process by providing academic resources such as reading rockets and phonic play, attractive ready-to-print from phonics letters and sounds, e-books, storytelling activities as well as introducing different animation and clipart (Cui et al., 2016b).

Interactive booklet

Reflecting on the effectiveness of the strategies employed

The strategic planning to support the students with dyslexia is effective for the teaching professionals where the practice and implementing the rules and ethical norms are helpful for promoting diversity. The academic resources in this regard play a crucial role to support the student who are suffering with dyslexia where the academic resources are such as colour book, worksheet to print, exploring different ideas with animation and pictures, reading rockets and phonic play, attractive ready-to-print from phonics letters and sounds, teaching and learning literacy with English, literacy worksheets, word crafts and cards with different words, power point presentation, displaying material, storytelling and e-books through which the students can overcome their difficulties related to learning, reading, spelling, and rhyming which are necessary for academic success. Additionally, implementing the Equality Act 2010, replaced from Disability Discrimination act 1995 is also effective where all the students are treated equally, and they get equal opportunities with proper academic resources for improving reading and writing abilities. Moreover enhancing communication in the classroom, restorative practices to promote self-awareness, self-management, relationship skills, and responsible decision-making are also effective practice in promoting diversity in case of the students who are suffering from dyslexia in the classroom where cooperative learning and interaction and cooperation with the peers are effective for the students with dyslexia to overcome their issue of reading and writing (Linan‐Thompson, and Cavazos, H2017). As per the individual experience gathered from the student, they have learning disabilities, where they face difficulties in reading and writing as well as understanding the paragraphs and rhyming which raise issue for the student to improve their learning abilities and achieving academic success. It is necessary to promote diversity at the higher education and provide all the necessary academic resources for enhancing the skill and knowledge of the students having dyslexia (Zhang et al., 2018).

Conclusion

It can be concluded that, it is necessary to support the students having dyslexia with proper academic resources as well as implement Equality Act 2010 for promoting diversity so that the students who are suffering from reading and learning challenges can get equal opportunity with proper support from their peers and academic resources such as Rockets and Phonic Play, attractive ready-to-print from phonics letters and sounds, teaching and learning literacy with English, literacy worksheets, word crafts and cards with different words, power point presentation, displaying material, storytelling and E-books. These academic resources as well as cooperative learning practice communication are beneficial to support the students with dyslexia in overcoming learning and writing disabilities and promote diversity.

Reference List

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