The past five years have seen a significant surge in the number of UK students declaring disabilities, including dyslexia, with a staggering 46% increase. This rise underscores the last five years. Many dyslexic students are reporting insufficient support, resulting in a generalised approach failing to recognise individual needs. Thus, there is a need for further strategic development to offer tailored support.
Dyslexia can impact the student’s ability to read, write and process material, although common adjustments, such as additional time using yellow paper or material in advance, are not enough. Alternative methods, such as assistive technology, could be a way forward. For instance, Microsoft’s built-in natural Reader could assist dyslexic students to access material more efficiently. Having the opportunity to have their work read out to them could help them amend grammar and establish areas of improvement.
Another helpful tool, such as Padlet, provides an opportunity to create a visual aid board, minimising confusion as a clearer presentation can be provided. Students with disabilities may struggle, resulting in them possibly becoming confused or losing track if the information is given too rapidly. Therefore, removing some traditional teaching methods and replacing them with interactive technology teaching could promote inclusivity. Using a tool such as Padlet removes the traditional pen-and-paper method, which some students struggle with in note-taking.
Students who feel unempowered could result in disengagement, leaving their course and university. Thus, the a need to remove additional barriers experienced by dyslexic students. Disabled Students UK explains that students feel unacknowledged, with a lack of investment in digital enhancements by universities. However, it is also recognised that there needs to be a demand for the services sourced by the university. For instance, the Capti tool, which provides students with better accessibility by allowing students to change fonts and amend colours on files, could be helpful; however, many features have a premium cost. Therefore, if one or two students request this tool, it would be unlikely to be purchased as there is limited demand. Additionally, a challenge could be the IT facilities, whether they have the storage space to download the necessary support software or do not meet the graphic data requirements. Thus impacting the ability to run the software to support students with disabilities.
Another tool that could be offered is Wakelet, whereby all information can be obtained in one location without the individual feeling overwhelmed. Wakelet can create an online database separated into sub-areas, streamlining the material for the student. Establishing practical tools to engage students socially and educationally could decrease this rate in education. Introducing assistive technology could improve the reading approaches and strategies of students with dyslexia and further motivate them in their studies Although this is not currently being used at the university, if a high demand for this product occurs, it may be invested in. Technology further develops communication skills. Lecturers who reported using it with students found it beneficial, increasing student productivity and improving grades.
To support accessibility and inclusivity, further investment is needed in technology approaches, including digital pedagogy, to enhance the learning experience. As noted, there are several tools the university currently has access to. Additional tools, such as reading assistive technology, could be another method to support students. Moving forward, staff should receive further supportive training to utilise the current software available effectively to understand these and confidently integrate them into class sessions. Upon reflection, many areas must be enhanced to incorporate inclusivity and accessibility for students. Flexibility with education and integrating different learning approaches prompt discussion on effectiveness. Each student may respond to techniques differently. Therefore, using a wide range of digital pedagogical approaches could be beneficial in supporting/retaining accessibility within a class.
Natalie Quinn-Walker is a lecturer in public health and deputy course lead at Birmingham City South Campus – Seacole.
