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Dr David A. Alexander, Politics & International Relations, School of Social & Political Sciences, University of Glasgow

The student with dyslexia, a specific learning difficulty, is a growing cohort within higher education (HE) (Higher Education Student Statistics, 2023). The challenges of dyslexia can be diverse, and severity can vary, but, typically, increase the effort required to read and/or write with high accuracy. Yet, despite there being a good chance at least one student in every class could be dyslexic (1 in 10 in the UK are estimated to display signs (British Dyslexia Association, 2019)), you will rarely find mention of this group in general discussion of active learning. In this blog I reflect on some considerations to be aware of when engaging students with dyslexia in active learning, drawing on my experience as a dyslexic academic and former student.

Gin et al (2020, p1), considering the engagement of students with a disability, note that, ‘active learning significantly changes the classroom structure in ways that could create challenges for some students, potentially introducing inequities that are not present in traditional lecture courses.’ Dobson Waters & Torgerson (2021) in review of interventions to support students with dyslexia, providing overview of practice and validity, also, account that students with dyslexia frequently express poor engagement with academic staff as common occurrence, reporting reasonable adjustments are frequently ignored in classroom activities.

As a first step, it is important to consider the engagement of students with dyslexia, and any student with a disability, at the design stage of proposed active learning, to avoid compromising pedagogical benefit and to proactively mitigate the risk the student may have to disclose to fully participate, which can be uncomfortable, if they do not wish (See: disclosure of a condition for further guidance). Complex needs require developed responses, however, there are actions that can be adopted into the practice of active learning to proactively build inclusivity.

As dyslexia can affect short-term memory for complex information and ability to quickly record directions, I have recognised as good practice to provide instructions that are available to review across the seminar, rather than only providing an oral account of how the active learning will be run at the beginning. This could be provided in a concise print-off, but practically I would provide a digital copy made available before class with instructions, and then set this out again in class, with an accessible PowerPoint (see: UoG Digital Accessibility) that remains readable across the session.

Some active learning techniques could also involve students reviewing and assessing each other’s work (e.g. peer review and assessment), however, this can be intimidating for the student with dyslexia. It can be difficult to fully participate and draft text with accuracy if preparation time is restricted. If I have applied an active learning mechanism of this nature, I will attempt to design it to avoid physical worksheets or provide an alternative and editable digital document that the student is able to use with assistive technology, with extra time available for checks. Alternatively I will, usually, operate with a group discussion and reporting format, to avoid singling out any individual to perform a written action before others (e.g. writing on the whiteboard).

Inclusion and equality of learning are evolving topics in the higher education sector. It was a lack of understanding I have encountered personally and in the literature, however, that motivated my own recently published agenda call setting out the need to explore dyslexia and neurodiversity in academic culture (see: Alexander, 2023). Still, by highlighting some of the challenges (I have only scratched the surface here), and opening a discussion, we can start to design active learning that is increasingly inclusive from its foundations.

Key Points

• Dyslexic students – and other students with a disability – often find academic staff unprepared to provide an inclusive active learning experience.
• Consider disabling barriers early in the design of active learning sessions.
• Provide accessible instructions before class to allow students time to prepare.
• The provision of digital documents/materials can allow students to apply assistive technology to better support their inclusion in active learning activities.

Reference List

Alexander, D. A. (2023). The dyslexic academic: uncovering the challenges faced as neurodiverse in academia and establishing a research agenda. Disability & Society, 39(11), 3036–3041. https://doi.org/10.1080/09687599.2024.2312227

British Dyslexia Association. (2019). Dyslexia. Available at: https://www.bdadyslexia.org.uk/dyslexia

British Dyslexia Association. (n.d.). About dyslexia. Available at:https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia

Dobson Waters, S and Torgerson, C. J. (2020). Dyslexia in higher education: a systematic review of interventions used to promote learning. Journal of Further and Higher Education, 45(2), 226–256. https://doi.org/10.1080/0309877X.2020.1744545

HESA. (2023). Higher Education Student Statistics: UK, 2021/22 – Student numbers and characteristics. Available at: https://www.hesa.ac.uk/news/19-01-2023/sb265-higher-education-student-statistics/numbers

Gin, L. E., Guerrero, F. A., Cooper, K. M and Brownell, S. E. (2020). Is active learning accessible? Exploring the process of providing accommodations to students with disabilities. CBE—Life Sciences Education, 19(4), es12. https://doi.org/10.1187/cbe.20-03-0049

Select Committee on Education and Skills. (2006). Memorandum submitted by the Dyslexia Institute. Available at: https://publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/6031504.htm

University of Glasgow. (n.d.). Disclosure of a Condition. Available at: https://www.gla.ac.uk/schools/cancersciences/athena/neurodiversityresourcehub/disclosureofacondition/

University of Glasgow. (n.d.). Digital Accessibility. Available at: https://www.gla.ac.uk/myglasgow/digitalaccessibility/