1. Supporting EAL Students in Midlands HEIs The Challenge for Dyslexia Specialists Karisa Krcmar – Loughborough University Clare Trott – Loughborough University Sally Freeman – Nottingham Trent University Barbara Taylor – Nottingham University Embracing Diversity: ADSHE Networking day 2011

2. Midlands Group 7 universities: Birmingham, Coventry, De Montfort, Leicester, Loughborough, Nottingham & Nottingham Trent Meet 3 times a year Work together: 2 presentations for BDA exchange information about our practice/learn from each other Share our concerns Staff development sessions

3. ADSHE Mission Statement To share knowledge and disseminate good practice, including promoting and developing the understanding of all aspects of dyslexia (now extended to other SpLDs) To clarify and promote students’ entitlement to dyslexia support within individual institutions and throughout the sector

4. Challenges The Background Increasing Numbers Assessment Funding Support

5. And what next? Work in small groups to explore two questions How do students find/ receive support? How can we help each other to develop good practice in a) screening EAL students? b) supporting EAL students?

6. Common challenges facing 7 Midland HEIs Funding, timetabling, equipment (who pays), RAs (evidence required) Language difficulties Students – late arrival, access to service, pillar to post effect

7. Numbers : percentage of EAL students Birmingham: 20% (30125) Coventry :21% (23335) De Montfort :10% (22455) Leicester:23% (17470) Loughborough:21% (16275) Nottingham25% (34120) Nottingham Trent:10% (26445)

8. Assessing International Students Loughborough Screen At risk – EPA Support RAs Not At risk – refer back to Dept NTU Pre Screen for lang level Screen At risk – Support RAs EPA – if appropriate Not at risk – Refer back to Dept Nottingham Screen At risk –EPA Support Ras/Equip

9. Funding – the problems Home DSA, Primary mechanism, SFE or equivalent. Irish Republic Own, goes to HEI not student, International students: right to reside Can claim DSA International students: right to study Do not get DSA, situation various across HE

10. Support – being responsive One to one support Cultural Issues Induction and Transition – culture shock View of neurodiversity/attitude of student and family Accessing support Reasonable adjustments Lecturers/studies

11. Effective 1:1 Specialist Support Seven Key Principles Underpin Specialist 1:1 Support - Meta-cognition - Multi-sensory - Relevance - Motivation - Over Learning - “Little and Often” - Modelling

13. Conclusion Increasing Numbers of EAL student with Dyslexia – link to academic challenges Assessment- screening, EPAs Funding- DSA Support – ADSHE underlying principles EAL student with Dyslexia - link to academic challenges

14. References ADSHE (2009) Guidelines for Quality Assurance in Specialist Support for Students with SpLDs (Revised) and Mind Map Available from www.adshe.org.ukwww.adshe.org.uk Contact: Karisa Krcmar:k.krcmar@lboro.ac.uk Clare Trott:c.trott@lboro.ac.uk Sally Freeman: sally.freeman@ntu.ac.uksally.freeman@ntu.ac.uk Barbara Taylor: barbara.taylor@nottingham.ac.uk