Abstractband zum 16. Kongress des Bundesverbandes Legasthenie
Abstractband zum 16. Kongress des Bundesverbandes Legasthenie
Abstractband zum 16. Kongress des Bundesverbandes Legasthenie
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<strong>16.</strong> <strong>Kongress</strong> <strong>des</strong> Bun<strong>des</strong>verban<strong>des</strong> <strong>Legasthenie</strong> <strong>Abstractband</strong><br />
Dyslexia at university level: policy, identification and support.<br />
Chris Singleton<br />
Department of Psychology, University of Hull, United Kingdom<br />
Since the publication of a national report on dyslexia in higher education in 1999, there<br />
are now established policies and procedures for identifying and supporting university<br />
students with dyslexia throughout the UK. Dyslexic students are entitled to special financial<br />
support from the government to pay for computer equipment and study skills tuition.<br />
To ensure consistency, there are national guidelines for the tests that should be used to<br />
assess students who may have dyslexia and a national system of accreditation for psychologists<br />
and specialist teachers who are authorised to carry out these assessments<br />
according to a set protocol. Increasingly, higher education institutions are employing<br />
systems for screening for dyslexia and visual stress (Meares-Irlen syndome). However,<br />
there remains lack of understanding on the part of some academics about the appropriateness<br />
of support given to dyslexic students and the fairness of them being given<br />
additional time in written examinations.<br />
This paper will review the current situation in the UK in the light of recent research, and<br />
consider wider implications for university education across Europe.<br />
Korrespondenzautor:<br />
Chris Singleton<br />
c.singleton@psy.hull.ac.uk<br />
++44 01482 465589<br />
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