Pathways 8 Showcase Presentation
Strategies for Success of Students in Higher Education and Training
Sandra Cotton

Strategies Successful for Students with Specific Learning Disabilities
“They’re coming” Lavoie (2006)
8 -13% increase of students with learning disabilities entering training and higher education since 2000 
Source: DEST (2003) and National Centre Vocational Education Research (2004) 

Definitions of Dyslexia
Lyon, Shaywitz & Shaywitz (2003)

Characteristics Vary
CHARACTERISICS					
Reading 							
Writing							
Spelling						
Left to right scanning					
Memory							
Speed of processing					
Directional ability
Time management
Self esteem (anxiety, low self worth etc)		

Effective responses to types of dyslexia
Understanding of the specific nature 
Range of interventions
Inclusive approaches to reduce disability discrimination in learning

Strategies used by students
note taking
study skills instruction
software packages
extra time for processing
counselling support
peer mentoring
relaxation techniques
visual supports

Emma Case 1 –University Graduate
Responses from some academics disadvantaged Emma 
Adjustments to compensate for Emma’s difficulties with spelling & writing   

Chris-Case Study 2
Chris, a successful business man with dyslexia has:
difficulties with reading, writing and
resultant self esteem problems

Dyslexia Course
Chris completed the course for Adults with Dyslexia and now has advantages of:
software packages for writing and spelling 
stress management techniques and
study skills strategies

He wishes to enrol in a business course 
Disadvantages of packages

Discrete Model 
Foundation Studies for people with dyslexia offered by TAFE WA Central
Part-time certificate

Louis Case Study 3
TAFE employed nursing graduate 
Poor decoding and fluency problems
difficulty scanning left to right 
Transposing from whiteboard to work pad 
Self esteem problems

Self esteem and fragility of adult learners
“Individuals with learning difficulties face the same adult issues as others but they face these with more risk because of their fragile emotional status”
Mercer and Mercer (2005) 

Anissa-Case Study 4
Completed first year of nursing at TAFE
spelling difficulties
Math problems with number reversals
Performance anxiety

Information is accessed through visual presentations and academic interventions-skill orientated instruction 

Learning Resource Centre-A College Response
The learning resource centre combines the qualities of effective programs outlined by Mercer and Mercer (2005) as having skill and content orientated instruction as well as providing counselling and technical support.

Features of inclusive approaches to overcome disability discrimination in learning consist of a variety of responses:
Skill and content instruction
Counselling and mentoring support 
Technical know how
Raising of lecturer awareness and understanding
Creating a culture of acceptance