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West Suffolk College is one of the country's leading further education and apprenticeship providers. Our apprenticeship results have consistently remained above the national average. We offer many degrees, HNCs and HNDs at our focused and inclusive University Studies Centre. We have around 13,000 students including nearly 2,000 apprentices studying with us.

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Click here to read an important statement for suppliers

With effect from Monday 23rd March 2020, all College sites will be closed with the exception of the Humanities, Arts and Health campus located in Out Risbygate Street Bury St Edmunds (IP33 3RL) which will be open from 09:00 until 17:00 hours Monday- Friday.

A skeleton staff team will continue to operate during these hours at this location and therefore deliveries must be taken to the University Studies Centre on the site where a temporary reception has been established. It is the College's intention to continue to operate as best as it can in these unusual circumstances and therefore it is intended to continue to issue purchase orders to suppliers.

In the event that government measures are extended to a complete lockdown, the College may then have to close its premises completely and deliveries will not be possible.

Please watch the website for further details of this because as you will appreciate it is a fast changing situation. For any queries please send these directly to This email address is being protected from spambots. You need JavaScript enabled to view it.

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Dear students,

As you continue with your second week of virtual learning, I would like to extend my sincere thanks to you all for the phenomenal way in which you have responded to this transition. I do not underestimate just how big of a change this has been for you all and I wanted to say well done on the progress made so far; and for continuing to put an impressive amount of effort into your work.

When it comes to the grading of exams and assessments, we are working with our awarding bodies as normal and it is therefore essential for you to continue with and to submit coursework because this will be used when determining your final grades. As soon as we have the final confirmation of how grades are going to be awarded for your course, your Course Director will be in touch.

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The Eastern Colleges Group, comprising of Abbeygate Sixth Form College specialising in A Levels, One Sixth Form College specialising in A Level and Vocational qualifications and West Suffolk College Sixth Form specialising in vocational qualifications alongside the West Suffolk College Apprenticeship service; are committed to guaranteeing every Year 11 student a place for your Post 16 education from September 2020.

We know that everyone is an individual, with their own dreams and aspirations and our purpose is to have you at the heart of everything we do. We want to reassure you that regardless of what you would like to study, be it A Levels, Vocational qualifications or an apprenticeship we have the expertise to support you to ensure you are enrolled on the programme that is tailored to you and your needs.

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Contact The Careers and Connections Service at WSC

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Contact The Careers and Connections Service at WSC

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Teaching for Neurodiversity A Guide to Specific Learning Difficulties

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Teaching for Neurodiversity A Guide to Specific Learning Difficulties

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Dyspraxia

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Dyslexia

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Specific learning difficulties, or differences (SpLD) is an overarching term for a number of associated learning differences. The term 'neurodiversity' is increasingly used as it focuses on the positive qualities of thinking and learning differently.

All classrooms are neurodiverse and will include learners who learn differently. All teachers will encounter pupils who are gifted as well as those who have particular learning challenges; some pupils have both gifts and challenges. It is essential that teaching meets the needs of all learners, using appropriate methods to support weaknesses while also recognising and developing strengths and abilities.

It's important to remember that a learner does not need to have an official 'diagnosis' in order to receive support in the classroom.

We have produced and collated resources to enable teaching staff to identify the areas of need learners may have and we provide examples of teaching strategies and techniques that can be used to support all your learners.

You can also click here to view the Primary Neurodiversity Profiler.

You can also click here to view the Secondary Neurodiversity Profiler.

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Teaching for Neurodiversity - British Dyslexia Association

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Specific learning difficulties, or differences (SpLD) is an overarching term for a number of associated learning differences. The term 'neurodiversity' is increasingly used as it focuses on the positive qualities of thinking and learning differently. All classrooms are neurodiverse and will include learners who learn differently.

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 Specific Learning Difficulties - What Teachers Need to Know

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 Specific Learning Difficulties - What Teachers Need to Know

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a comprehensive source of information, strategies, and activities for working with learning disabled

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Getting around my dyslexia: A personal evaluation of coping strategies

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Getting around my dyslexia: A personal evaluation of coping strategies

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By Neil Cottrell
British Dyslexia Association Young Achiever of the Year 2010 & Founder of LexAble Ltd.
This article was first published in the PATOSS Bulletin, Volume 23 No. 2 (Winter 2010). Click here for a printable PDF version.
I am severely dyslexic. I was identified at the age of 10 and had a statement of special educational need by age 12. At 15 my reading speed was 7 years 3 months and my spelling age was 8.5-9 years. I had brilliant support from my parents and teachers, without which I am certain I would have failed many of my GCSEs and left school at 16. I relied completely on a laptop with assistive software throughout secondary school, and was always devising and adapting coping strategies to put me on a level playing-field with my peers. In 2009 I graduated top of my class, with a first-class degree in psychology from Cardiff University. Now I am the director of a successful business that develops assistive software for people with dyslexia. And in June of this year, at the age of 22, I was named the British Dyslexia Association's Young Achiever of the Year, for my contribution to the dyslexic community.

In this article, I will take a personal perspective, reflecting on and briefly evaluating some of the coping strategies that have helped me in education and beyond. Please feel free to skip through the headings and focus on any bits that interest you. I hope you will find some useful ideas to adapt and pass on to your students.

Why I needed coping strategies

It is a sad cliché that people with dyslexia think they are stupid. Though obviously wrong, it is a logical conclusion for us to come to. We do not just struggle with the skills directly affected by dyslexia, but everything that relies on those skills. We cannot critically analyse a poem if all of our brainpower is spent on decoding the phonetics. We cannot be the best at sport if we always forget to bring our P.E. Kit. And we cannot express our thoughts coherently while we are trying to work out how to spell each word.

I worked so hard on my difficulties, with help from great teachers. But although my skills improved significantly they could never keep up with the level my mind was thinking on. I knew I had the ability to understand concepts and articulate them verbally, and I did not want my dyslexia holding me back. I used a whole range of coping strategies - some that I was taught and some that I devised or adapted myself. These strategies reduced my stress levels and helped me to focus on higher level tasks, so that I could achieve my full potential.

Being open and honest

Being open and honest was my overarching coping strategy, and it was the most important one I learned. There were two main reasons for this:
Specific coping strategies helped me to get around specific difficulties, but sometimes I just needed someone to help. When there was a notice that needed reading, I quickly needed to know how to spell a word, or for some reason I could not use one of my regular coping strategies, I learned to just ask.

Many strategies required me to do something that would seem odd to someone who did not know me. Using a laptop in lessons, for example, is prime bullying fodder. I dealt with this by pre-empting it. If anyone ever asked me why I was using a laptop, I would tell them in a matter of fact and open manner, as though it was usual. Sometimes I felt extremely embarrassed, but I never let this show. I also made sure people did not feel they were asking stupid questions. This allowed them to ask more questions, eliminating any element of the unknown.

Organisation and memory
My problems What I needed
Small notebook
For the first half of secondary school, I carried a small notebook and pen everywhere I went. I always had it easily accessible and trained myself to write down everything that came into my head. I also had a colour-coded school timetable stuck inside the front page. It provided a quick reference and had everything I needed to know: lessons and locations, lunchtime activities and what to bring to school each day (homework, PE kit, etc.). I felt so much less overloaded, and I could periodically check my notebook at appropriate times to sort through my thoughts.

Dictaphone
I tried using a dictaphone to record my thoughts, but I personally found it too conspicuous, and I usually did not want everyone around me to know what I was thinking about. Also, it was much less simple to organise my thoughts, compared to a notebook where I could cross off or highlight certain items. But, of course, as with all of these strategies, it is whatever suits the individual that works.

Mobile phone
Later on in school I started using my smartphone for everything, in much the same way as I had been using my notebook. I would use the calendar to tell me where to be and when. I used the to-do notes to remember anything, and ordered them by urgency/importance so that the things I needed to do soonest were always at the top. Anything I thought of that I did not do instantly went in here, even down to "text Helen back" and "fill water bottle". I also used a different notes feature to make longer notes if for example I suddenly thought of a solution to a problem. This was a better system for me than a paper notebook because the alarms could remind me to do things, and I never forgot to take it anywhere with me. A few things to note:

Some teachers did not like it because it looked like I was writing a text message, so I still kept my notebook with me.

I synchronised my phone with my laptop, so that I could have a large visual overview of the day or week.

Automatic backups are vital.

I preferred phones with a QWERTY keyboard because, unlike traditional predictive text, I could enter text very quickly without having to spell it correctly. Predictive text only works if you can spell!

Lists
If I had enough time, I could think things through very thoroughly, but in a rush I would always forget something. So I made lists of everything: "Take to school", "Take to band practice", "Take to athletics", "Take on holiday". This way I did not always need to ask my parents to run through things with me - I was more independent.

Reading
My problems What I needed
"Reading pack"
The first line of defence was to improve my reading. Although not technically a coping strategy, my "reading pack" helped me significantly. This pack of cards had letter combinations on the front (e.g. "ea") and examples on the back (e.g. "eat - ē; bread - ĕ; break - ā"). I would run through the reading pack every day, reciting the words and sounds on the back of each card. It really helped me to decode written words much faster. And although I have not looked at it for years, I can still remember some of them (those examples above are from memory!).

People reading to me
My parents, teachers and school-friends would read to me with no objection. In part, this was because I had learned to be open and honest as I described earlier. I still ask people to read things to me today, such as subtitles in a film, but it really is not viable as a primary strategy. I was dependent on everyone around me and I felt self-conscious. And one pet hate of mine was paraphrasing. When someone read to me I would get extremely frustrated if they paraphrased, as though I was not capable of understanding the written text. When I did struggle with a long sentence, I would ask the person to read it again or occasionally to summarise that one sentence. If you read aloud to someone please do not paraphrase without their permission!

Text to speech software
Using text to speech software has been the single most important coping strategy throughout my life. I still rely on it heavily today for reading emails, articles, websites, my own writing - everything. I initially used ReadPlease Plus (around £30) which read aloud everything I copied to the clipboard, essentially converting Ctrl-C to a hotkey to read the selected text. This was great for a basic reader, but I progressed on to Texthelp's Read and Write software (£320) for its more advanced features. The majority of the information I required for my degree was either in PDF journal articles or in textbooks that I scanned to PDF. The combination of click-to-speak and synchronised highlighting made reading PDFs extremely easy and almost instantaneous. In fact, over the years I got so used to the synthesised voice that I could have it (her) reading out loud faster than others could read to themselves! As an aside, I now use a very simple program that I developed for myself, which reads text from any application by pressing F3. It is much more primitive than most of the screen readers out there, but it is slightly faster to initiate reading and I like it because it is mine.

Scanners
Over time, more material became available in electronic form, but for the information that was still locked into the printed word, I needed to use a scanner. Most scanners were incapable of scanning into the spine of a textbook without distorting the image. The words were not recognised, and I got an annoying jumble of letters at the start or end of each line. Text-to-speech could not cope with it and I would have to set it to read slowly, while I concentrated on decoding its jumbled output. I was given the OpticBook scanner (£150 - £180) at university and it solved the problem perfectly. It had a deep edge which fitted into the spine of the book, and scanned right up to that edge, so the text remained completely undistorted. It was a lot more bulky than other scanners, but that was definitely a worthwhile sacrifice, as it saved me a lot of frustration!

Spelling
My problems What I needed
Trying to ignore spelling as I wrote
I am a perfectionist, and I would keep stopping to correct my spelling as I wrote. This was absolutely the worst strategy I could use, as the flow of my ideas was constantly disrupted. I tried turning off the red underline in Microsoft Word, to stop me thinking about spelling. The trouble was that I still knew that what I was writing was wrong, and I would still have nagging doubts about spelling while I was typing. And of course, I would have the long and disheartening process of spell-checking my numerous mistakes at the end. My spelling did not improve either, because with so many mistakes, I did not know which ones to focus on.

AutoCorrect
I tried using the AutoCorrect feature in my word processor, which partially solved the problem. It meant that fewer words would flash up as I was writing, and I could start to focus on my ideas. This really helped me to compose more coherent essays, but there were a few issues. When I wanted to type an email, fill in a web form or produce a mind map, I was back to square one. My ideas could not flow because I was distracted by spelling. Also, my spelling was still not improving as well as it could, because I did not know what mistakes I was making.

Global AutoCorrect
At age 15 I was confused and frustrated because it was so difficult for me to write and my spelling was just not improving. By this time I had significant experience of both using assistive software and developing my own coping strategies. So I created a software tool for myself, to automatically correct my spelling as I typed in different programs. It was very crude at first, but it really did enable me to focus on my ideas, because I was not worrying about spelling.

Over many years, and with a lot of hard work, Global AutoCorrect was born, and became fully fledged assistive software. The software automatically corrects the user's spelling as they type in any program, enabling them to focus on the flow of their ideas. The user can also print a list of their most frequent mistakes, focussing their learning on the spellings that are most important to them. And because there is a constantly expanding list of thousands of spelling mistakes (collected anonymously from users who agree), people using Global AutoCorrect do not have to spend much time adding new corrections.

Global AutoCorrect was released as commercial software in November 2009, and is now regularly purchased through the Disabled Students Allowance (DSA) and Access to Work. It is also used in schools around the UK and internationally, as well as in HE and FE institutions. And as I mentioned earlier, I was named the British Dyslexia Association's Young Achiever of the Year last June, for my contribution to the dyslexic community. All this from what started as my own individual coping strategy.

Conclusions

Many of you reading this article will be directly involved in devising and teaching coping strategies to dyslexic individuals. I hope this article has helped to reinforce how much of a long term difference those coping strategies can make - increasing motivation, reducing stress levels and enabling the dyslexic person to achieve their full potential. But just as importantly, I hope I have given you some ideas to try. I would be really keen to hear any thoughts you have on any of the strategies discussed here, or any that you use yourself!

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Getting around my dyslexia: A personal evaluation of coping strategies - Global AutoCorrect

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By Neil Cottrell British Dyslexia Association Young Achiever of the Year 2010 & Founder of LexAble Ltd. This article was first published in the PATOSS Bulletin, Volume 23 No. 2 (Winter 2010). Click here for a printable PDF version. I am severely dyslexic. I was identified at the age of 10 and had a statement [...]

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Legislation How can I support my dyslexic employees?

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Legislation How can I support my dyslexic employees?

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Legislation - British Dyslexia Association

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From October 1st 2010, disability discrimination issues became covered by the Equality Act. This replaced the Disability Act 1995. The Equality Act 2010…

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Specific Learning Difficulties | Disability Resource Centre

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Specific Learning Difficulties | Disability Resource Centre

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This section contains information on the best ways to support a student who has disclosed a Specific Learning Difficulty. If you are looking for information regarding students seeking a diagnosis, please see the Dyslexia Assessment page.

Key Support Actions

Permit recording of lectures

Provide handouts in advance of lectures

Provide directed reading lists

Extend loan periods for books

Facilitate examination access arrangements (such as extra time, and/or use of a word processor, and/or rest breaks and marking advice to examiners)

What are Specific Learning Difficulties?

Although the term 'Specific Learning Difficulty' (SpLD) can be used as a diagnosis in its own right, it is commonly used as an umbrella term to refer to one of the following diagnoses:

Dyslexia

Dyslexia is an underlying language processing difficulty. 'It mainly affects the skills involved in accurate and fluent word reading and spelling. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed, and the automatic development of skills that may not match up to an individual's other cognitive abilities' ( http://www.bdadyslexia.org,uk)

Dyspraxia

Dyspraxia is a difficulty with motor co-ordination and visual perception and can hinder the efficiency with which the individual can plan and carry out motor tasks. As a result, people with dyspraxia may have difficulty with physical organisation and orientation as well as with fine motor control, visual perception, and spatial awareness. Dyspraxia can be defined as 'an impairment of the organisation of movement and is also associated with problems of perception, language and thought' ( http://www.dyspraxiafoundation.org.uk)

Dyscalculia

Dyscalculia primarily affects the ability to acquire arithmetical skills. 'Students with dyscalculia may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence' ( http://bdadyslexia.org.uk)

Dysgraphia

Dysgraphia primarily affects handwriting. It is the result of difficulties in the processes that are required to assemble the motor codes for writing and is characterised by difficulties with the organisation of fine motor control and/or processing difficulties.

There are common aspects and characteristics that are shared between each of these diagnoses (i.e. it is common for there to be overlaps between the various Specific Learning Difficulties). It is also quite common for an individual to have co-occurring SpLDs or to have an SpLD that co-occurs with other impairments such as Attention Deficit (Hyperactivity) Disorder (AD(H)D) and/or Asperger Syndrome (AS).

How do Specific Learning Difficulties impact on study?

The impact of a Specific Learning Difficulty will vary from individual to individual and will depend upon a range of factors including the time since diagnosis, the range of strategies that have already been developed, and the support that is available. In general, it may take students with a Specific Learning Difficulty significantly longer to read material than their peers due to slow speed of processing. It may similarly take them substantially longer to write essays. This is because students with a Specific Learning Difficulty may experience difficulties in the following areas, particularly under time pressure:

Absorbing information quickly from reading material

Writing concisely

Fluency of written composition

Speed and legibility of handwriting

Planning, organising, ordering, and structuring writing and ideas

Retaining and manipulating long lists of orally given instructions

Formulating and retaining ideas (both for speech and in writing)

Proofreading (ability to recognise own errors)

Sentence structure / grammar / punctuation

Listening and taking notes simultaneously and selecting essential information

Summarising from source material / paraphrasing

Scanning and skimming information rapidly

Maintaining focus & focusing accurately on the text for a sustained period

Task and time management - including planning and structuring time

In addition, students with dyspraxia may also experience difficulties with physical co-ordination and spatial awareness, which can make some practical tasks difficult.

It is important to note, however, that not all students will experience all of the difficulties listed and the range of areas of difficulty experienced will vary from individual to individual. Students with an SpLD will have developed a range of compensatory strategies. However, these strategies may come under pressure in different environments and also during times of increased stress. Therefore, the difficulties may become more noticeable when under time pressure (such as in examinations), where there is an increased burden on memory and the rapid retrieval and organisation of information.

Supporting and teaching students with Specific Learning Difficulties

Inclusive teaching
Supervisions:

Provide guidance with reading lists and/or directed reading tasks

Give adequate time to assimilate information and prepare answers to verbal questions

Provide group discussion materials in advance

Use concise, clear, and explicit language

Break information down if task details are long

Provide instructions in written form if required

Provide assignment deadlines well in advance

Provide exemplars and models of expected work/assignments (e.g. an example of a 1st class essay, a 2:1, a 2:2, etc)

Provide constructive written and verbal feedback

Provide detailed, legible feedback on strong points of the essay or assignment as well as areas for improvement

Lectures:

Give permission to record lectures, supervisions, dissertation tutorials, and guest speakers

Give permission to take notes using a laptop computer

Leave information on the board to allow adequate copying time

Provide copies of PowerPoint presentations, OHTs, handouts, lecture notes, and discussion documents, where available, preferably in advance in electronic format

Provide handouts on yellow or off-white paper to enable the student to access the reading material

Provide PowerPoint presentations on a pastel coloured background where possible

Number PowerPoint slides to assist with referencing during note-taking

Identify essential information

A synopsis at the start of the lectures and effective signposting throughout. At the conclusion of each lecture, review major points

Practicals:

Give permission to record instructions

Break lengthy tasks into stages

Repeat information when necessary

Provide instructions, processes, and protocols in written and verbal form

Reasonable adjustments

These are adjustments which should be available if required to students with Specific Learning Difficulties:
Supervisions:

Allow extra time and flexibility over deadlines, where necessary

Avoid asking the student to read aloud from unseen texts without prior agreement

Offer additional supervisions to discuss subject-specific areas and identify knowledge gaps due to speed of processing difficulties

Extend library loans

Lectures:

Introduce new vocabulary in context with concepts explained

Label diagrams in handouts. If this is not possible, make labelled diagrams available afterwards.

Practicals:

Extend time available

Give clear information in advance about field work and years abroad and offer discussions about ensuring access

A student with an SpLD may also benefit from having access to:

mentoring and study skills support - to enable good planning and efficient working, and to facilitate appropriate coping strategies

Assistive technology

Regular meetings with Tutor/DoS - to keep everyone informed of issues and to enable difficulties to be addressed prior to them reaching a crisis

The Equality Act (2010)

The Equality Act protects people with a diagnosed Specific Learning Difficulty. There will be a legal obligation to make reasonable adjustments and not to treat these individuals less favourably.

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This section contains information on the best ways to support a student who has disclosed a Specific Learning Difficulty. If you are looking for information regarding students seeking a diagnosis, please see the Dyslexia Assessment page. Key Support Actions What are Specific Learning Difficulties? How do Specific Learning Difficulties impact on study?

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a comprehensive source of information, strategies, and activities for working with learning disabled