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Teaching with and supporting teachers with dyslexia in higher education

Hiscock, Jennifer R. and Leigh, Jennifer S. (2021) Teaching with and supporting teachers with dyslexia in higher education. In: Brown, Nicole, ed. Lived Experiences of Ableism in Academia Strategies for Inclusion in Higher Education. Policy Press, London, UK, pp. 249-264. ISBN 978-1-4473-5411-6. (doi:10.2307/j.ctv1nh3m5m) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:81414)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL:
https://doi.org/10.2307/j.ctv1nh3m5m

Abstract

Dyslexia is the specific learning disability that is most often disclosed by students at university, and much of the literature focuses on their support and experiences. In this chapter we are reflecting on academics with dyslexia, particularly those with teaching responsibilities. We consider common coping strategies such as setting aside extra time, getting a colleague to check work, writing down and preparing material in advance, and disclosing to students that are used and suggested to those with this neurodiversity. We have brought together our perspectives of personal experience and as an educational developer and parent of a child with severe dyslexia.

Item Type: Book section
DOI/Identification number: 10.2307/j.ctv1nh3m5m
Uncontrolled keywords: Dyslexia; teaching; higher education; coping strategies; educational development
Subjects: H Social Sciences
L Education
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Jennifer Leigh
Date Deposited: 27 May 2020 13:12 UTC
Last Modified: 01 Jul 2021 13:17 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/81414 (The current URI for this page, for reference purposes)

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