# data[].attributes.body
identified as having dyslexia

has specific difficulties with memory and speed of processing information

finds the fast pace of lectures hard to grasp and reported major difficulties maintaining concentration

slow speed of handwriting and difficulty writing legibly impedes their ability to take effective notes in lectures

# data[].attributes.body
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# data[].attributes.body
does exceptionally well at individual coursework and exams

shows little enthusiasm for group work; does the least necessary to complete the task

reluctant to get involved in interactive classwork; will avoid such classes if advertised as such

low marks for assessed work that is peer-marked

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new international student

has limited vision

exceptionally good academic record and keen to maintain this

can read using a magnifier, but eyes can get fatigued

finding their way around the campus is proving to be challenging

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has a significant hearing impairment

realises most of the students and staff don’t know that they are deaf

extremely concerned about missing key data and facts that classmates would have no difficulty in picking up, particularly in the interactive sessions

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diagnosed with depression and anxiety

hesitant to contribute to seminars or tutorials; feels out of their depth

fears participating in group activities and projects; thinks this will show themselves as incompetent to classmates

feels dissatisfied with work, further undermining the ability to concentrate, creating a cycle of low-motivation

# data[].attributes.body
badly broken a number of bones in their writing hand

has a crucial re-sit exam approaching

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recognised as having Asperger's Syndrome

difficulties with communication and social interaction

tendency towards literal thinking which can cause misunderstandings

concentration issues: may ‘hyper focus’ on a task, or struggle to concentrate at all

experiences anxiety and frustration

# data[].attributes.body
attends sessions if compulsory

doesn’t appear to have a social group

doesn’t take advantage of obtaining formative feedback, attending revision sessions or taking academic skills training

makes no contact with their personal tutor but replies when contacted

assessed work submitted on time and has achieved high marks

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combines study with caring duties

finds it hard to attend/be on time for early morning sessions

has to leave at a set time each day

tries to use commute as study time

not known to be taking part in any extracurricular activities

knows they need to study more but feels guilty about what time they do spend

# data[].attributes.body
mature student

first experience of HE

left school with no qualifications

several years of work experience; realised they wanted to pursue a new career

entered university through an Access course

# data[].attributes.body
Overly Timor & has social anxiety

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Very common type of student—even without Dyslexia identifier

# data[].attributes.body
Feels very specific, I don’t know that this is relatable for many students

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Students who are technologically challenged and/or are not used to using technology in learning

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home student

lives with grandparent

has a long commute to campus by public transport

in receipt of a bursary

first in their family to attend a university

# data[].attributes.body
working over 30 hours a week in multiple low-wage jobs to pay bills

little time to socialise with other students and feels this effects relationships in class

limited finances makes it difficult to take part in extracurricular activities

shows ability but assessed work appears rushed

feels like they shouldn't really be here