Reflective insights from a three-point map
Over the years I have frequently encountered undiagnosed dyslexia during 1-1s. Lately I have been reflecting on my own responses when a piece of writing exhibits traits of dyslexia, breaking them down into three parts. Not that I am an expert. These are purely general observations gleaned through years of experience. A feeling or perception, in other words. In a meeting with a student common dyslexia characteristics may become known from the first or second paragraph. Little signs that might explain the student’s difficulty with writing an assignment, indicating that further exploration is needed and the three-point map is carefully unfurled.
These three steps that I recognise as my approach to signposting students to Wellbeing and advise them about obtaining a screening for dyslexia are a regular reminder that although I am not an expert, or sufficiently qualified to diagnose dyslexia, there are brilliant services available to students at the University helping them to progress in their studies through correct diagnosis. If they are diagnosed with dyslexia, students may receive funding for an accessible laptop or obtain software like Dragon Naturally Speaking.
1st step: Initial signs
When I first met dyslexic students, I was looking for such tell-tale signs as misplaced word order or spelling, but I am increasingly aware that these are not the most common traits. Nowadays, tell-tale signs are more likely to include spending ages on an assignment, difficulty with translating their ideas onto paper, disorganised structure, confusion around capitalisation, and muddled syntax.
These broad observations lead to a short series of leading questions, which might illuminate the path ahead.
2nd step: Leading questions
The second stage in the process of considering signposting a student with potential dyslexia to Student Wellbeing might involve the following:
Q. ‘So, how long did you spend writing this 2000-word essay?’
A. ‘It took me all night to write two paragraphs’ or ‘I spent all day in the Library and produced nothing’.
Q. ‘Have you struggled with writing?’ (i.e. an open-ended question.
A. ‘Yes, when I was at school…’
Then we may comfortably enter into a discussion about screening: ‘have you ever thought you may be dyslexic?’
I would then point out where Student Wellbeing is located on the Brayford campus and their drop-in times.
As I indicated earlier in one of my blog posts, establishing the therapeutic relationship is essential in sensitively handling this discussion and attuned to whatever the student is saying through employing active listening skills (not interrupting, listening not responding, withholding judgement, and so forth). Otherwise, such a discussion might upset the student and discourage them from seeking further help.
3rd step: Learning strategies and signposting
Following on from this stage, we might discuss blue-sky thinking, problem solving, mind maps….getting the student to think visually; exploring ideas, not sentences. LinkedIn has recently championed Dyslexia Thinking as a skill, not as an impediment.
Writing sentences can be a great inhibitor for a dyslexic student. Hurdles in word form. Breaking a sentence up into constituent parts drawn from ideas or images from a mind map is a great way of formulating a sentence. Bullet points can also kick-start an essay; an easy way to get started without worrying about the mental block of paragraphs. Think of small starts, but with big ideas.
It is often a relief for the student to realise that there is an issue where their struggles at school and college could be explained. Such a moment can be life-changing. Dyslexia is often hereditary. One of the student’s parents might be dyslexic. It may be common knowledge that they struggled in school and experience the same issues as their children, but it can be largely unspoken in family circles. Understood, but not officially diagnosed. As society moves on from the notion that dyslexia is an obstacle – as LinkedIn has recently done – students can feel confident at achieving academic success, and look forward to a brighter future.