Learning Mentor Documents Used to Record Information

							Developing awareness of the needs
     of students with Dyslexia

                     Autumn 2008
              Sheffield Hallam University
   For Mentors and Students on a Nursing, Social
    Work or Allied Health Professional Education
                     Programme.

                       SMD
Learning Objectives
The mentor will develop an understanding of:
1.The key features of Dyslexia as a
  condition
2.How students with dyslexia are is
  supported academically at Sheffield
  Hallam University
3.How common challenges for individuals
  might be supported in the clinical setting
Web Resources
 Understanding Dyslexia
http://www.hull.ac.uk/disability/downloads/dyswhatunde
  rstanding
 British Dyslexia Association
http://www.bdadyslexia.org.uk/helplinecontact.html
 Bournemouth University Nursing Study Guide
http://www.workingstrategies4u.co.uk/index.htm
Document resources
Each of these titles below are linked to learning resource documents:
To access - , right click on the link and then click open hyperlink. If
using them with a Powerpoint presentation just click on each link in
the usual way



1.   SHU DYSLEXIA GUIDELINES
2.   DYSLEXIA SUPPORT FLOW CHART.
3.   I THINK I MAY BE DYSLEXIC WHAT DO I DO?
4.   GLOSSARY
5.   SUPPORTING STUDENTS - CLINICAL SETTING.
6.   LEARNING TASK - IDENTIFYING STUDENT NEEDS
     AND ANALYSING ACTION PLANS
Peer reviewed reference material
1.    Chih Hoong Sin and FONG, Janice (2008). ‘Do no harm’? professional regulation of disabled nursing students and nurses in
      great britain. Journal of advanced nursing, 62 (6), 642-652.
2.    HUNT, B. (2008). Dyslexia is a problem, but I now feel the worst is over... 'I am not stupid, I have dyslexia' (student life january
      2). Nursing standard, 22 (19), 33-33.
3.    ILLINGWORTH, K. (2005). The effects of dyslexia on the work of nurses and healthcare assistants. Nursing standard, 19 (38),
      41-48.
4.    MORRIS, D. and TURNBULL, P. (2007). A survey-based exploration of the impact of dyslexia on career progression of UK
      registered nurses. Journal of nursing management, 15 (1), 97-106.
5.    MORRIS, D. and TURNBULL, P. (2006). Clinical experiences of students with dyslexia. Journal of advanced nursing, 54 (2), 238-
      247.
6.    MORRIS, D. and TURNBULL, P. (2005). Dyslexia. British journal of nursing (BJN), 14 (2), 63-63.
7.    MORRIS, D. K. and TURNBULL, P. A. (2007). The disclosure of dyslexia in clinical practice: Experiences of student nurses in
      the united kingdom. Nurse education today, 27 (1), 35-42.
8.    SANDERSON-MANN, J. (2006). Understanding dyslexia and nurse education in the clinical setting. Nurse education in practice, 6
      (3), 127-133.
9.    SANDERSON-MANN, J. and MCCANDLESS, F. (2005). Guidelines to the united kingdom disability discrimination act (DDA)
      1995 and the special educational needs and disability act (SENDA) 2001 with regard to nurse education and dyslexia. Nurse
      education today, 25 (7), 542-549.
10.   WHITE, J. (2007). Supporting nursing students with dyslexia in clinical practice. Nursing standard, 21 (19), 35-42.
11.   WRIGHT, D. (2000). Educational support for nursing and midwifery students with dyslexia. Nursing standard, 14 (41), 35-41.
Learning package guidance 1
Using the web links, documents provided and further personal
learning you should be able to undertake learning objective 1:
Develop an understanding of the key features of Dyslexia as a
condition.
TASK
In order to record your learning make a list of the key features of
dyslexia and reflect on your own experiences of how these might
cause challenges for students you have/ may mentored.
Learning package guidance 2
Using the web links, documents provided and further personal
learning you should be able to undertake learning objective 2:
Develop an understanding of how the needs of people with dyslexia
are supported academically
TASK
In order to record your learning summarise the main
recommendations made for academic support of students who are
Dyslexic. Outline how this information can be sued to inform the
way you might support dyslexic students the in the practice setting
Learning package guidance 3
Using the web links, documents provided and further personal learning
you should be able to undertake learning objective 3: Develop an
understanding of how common challenges for individuals with dyslexia
might be supported in the clinical setting
TASK
In order to record your learning, work through the questions given in the
‘LEARNING TASK - IDENTIFYING STUDENT NEEDS AND
ANALYSING ACTION PLANS
Assessment and Action plan scenario document’.
Create a list/menu of the strategies that can be used readily and easily by
all staff to reduce the challenges that students with dyslexia might have in
the clinical setting.
Disability contacts: Sheffield Hallam
University
 Sara Morris Docker              D Reasbeck
 Lead Specialist Learning        Disability Coordinator and
    Needs (Disability)               Admissions advisor: Nursing
    Coordinator: Nursing and         and Midwifery programmes.
    Midwifery programmes.           Faculty of Health and
   Faculty of Health and            Wellbeing
    Wellbeing                       Collegiate Crescent Campus
   Collegiate Crescent Campus      11-15 Broomhall road
   11-15 Broomhall road            Sheffield
   Sheffield                       S10 2BP
   S10 2BP
                                  Tel: 01142252470
 Tel: 01142252257                Fax: 01142252394
 Fax: 01142252394                d.a.reasbeck@shu.ac.uk
 s.morris-docker@shu.ac.uk