Services for students with dyslexia and/or dyspraxia

The information below is also available in leaflet format to print. Please see: Services for students with dyslexia and/or dyspraxia (PDF).

The London School of Economics is committed to working towards disability equality by carrying out the general and specific duties as required by the Disability Discrimination Act, 2005:

* to anticipate and make reasonable adjustments where disabled people may otherwise be placed at a substantial disadvantage

* to have regard to the need to eliminate discrimination and harassment on grounds of disability

* to actively promote equality of opportunity for people with disabilities, even if that means more favourable treatment

* to encourage and facilitate greater participation of disabled people in public life

The Disability & Well-being Office co-ordinates arrangements for individual students in an Individual Student Support Agreement (ISSA) and provides advice on disability-related issues across the School. Practical study and social support, such as note takers and readers for students with disabilities, long-term medical conditions or dyslexia, is provided by the LSE Circles Network.

What is Dyslexia and/or Dyspraxia?

Dyslexia is a specific learning difficulty, a complex neurological condition, which is constitutional in origin and is indicated by

• a discrepancy between IQ and literacy
• specific cognitive deficits eg - short term memory
• slow speed of information processing, or inability to structure text and inefficient organisational skills

Dyspraxia, often linked to dyslexia is indicated by difficulties in co-ordination of physical activities, particularly handwriting and associated skills. Both conditions vary in severity and range.

What is an Individual Student Support Agreement (ISSA)?

An ISSA is the LSE's system of recording the adjustments and resources which have been deemed necessary to meet the individual needs of a student with disabilities and/or dyslexia, based on formal documentary evidence, copies of which will be kept in the Disability & Well-being Office . The ISSA will be copied, with the consent of the student, to relevant School personnel and reviewed as necessary.

Disabilities may be invisible, newly acquired, newly diagnosed, fluctuating and/or progressive. It is important to listen to and involve the individual student in discussions and decisions about how best we can provide appropriate and discreet support.

How can the Disability & Well-being Office help?

Students who think they may be dyslexic can arrange an initial screening interview with Jean Jameson. If there are indications of dyslexia, we can then arrange for a formal assessment by an educational psychologist and base an ISSA on those recommendations.

UK students who are formally assessed as dyslexic can apply to their LEA for funding from the Disabled Student Allowance (DSA): see Bridging the Gap leaflet. We can advise on documentation, help with applications and deployment of resources.

What 'anticipatory measures' do we have in place?

• information systems with clear guidelines
• resources and material made available in alternative formats
• Students' Union society for students with dyslexia
• a on going programme of staff awareness training
• Disability & Diversity Consultative Forum meeting once a term
• students can access information in advance, from the public folders and in some departments, course packs
• electronic communication is widespread within the school
• there is a weekly study skills support programme during the term from the Teaching and Learning Centre
• access to the formal complaints procedures, as set out in the School Calendar

What individual 'reasonable adjustments' can we make?

• additional library services including photocopying and longer library loan periods
• access to specific software in dedicated study room
• special arrangements in exams and assessment, including up to 25% extra time and the use of a word processor or amanuensis
• support from a Community Service Volunteer (CSV)
• study support from students and staff in the Circles Network to provide readers, note takers and scribes, if necessary.

How can students help?

Students are encouraged to contact the Disability & Well-being Office as soon as possible, with current medical documentation in order to discuss any necessary support arrangements. Working together on producing an appropriate ISSA gives an opportunity to departments and the School to meet additional needs in good time.

Students with disabilities are also invited to contact the LSE Circles Network, the peer/staff system providing mutual support, note-takers, readers, proof-readers, etc. All students can contribute to an institutional culture which recognises and welcomes diversity.

Students should notify the Disability & Well-being Office if they are already funded through the Disabled Student Allowance, or need help in applying to their LEA.

About 40% of dyslexic students are not formally identified as such until after their arrival in HE.
About half of the students known to have a disability at LSE have dyslexia or an associated specific learning difficulty such as dyspraxia.

How can staff help?

• encourage students who have not already done so to contact the Disability Office to arrange an ISSA
• when given an ISSA, staff should check the departments responsibility, initial agreement and put into action the reasonable adjustments, or contact the Disability & Well-being Office
• where possible produce handouts in advance and on public folders - avoid asking students to copy from the board
• use a clear font no less than 12pt and avoid blocks of italics
• use clear, bold headings and present materials in bullet points
• use a cream or pale blue paper to provide a more comfortable contrast than black on white
• avoid asking dyslexic students to read text aloud
• stress strengths - minimise weaknesses
• recap and review points - using a variety of means
• give a clear outline of the topic at the beginning of each session
• provide visual models of new/difficult spellings - glossaries are very helpful
• repeat and rephrase questions posed by others, and if appropriate, contextualise
• when marking, focus on meaning rather than spelling/punctuation errors

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