A personal reflection exploring the support offered to post-registration nursing students with dyslexia in a higher education setting
DOI:
https://doi.org/10.47408/jldhe.vi38.1526Keywords:
dyslexia, higher education, inclusive education, nursing studentsAbstract
This reflection will examine my professional practice in relation to the support offered to post-registration nursing students with dyslexia in a UK higher education (HE) setting. Pedagogic theory, policy and practice will be analysed in relation to inclusive education and the support that is currently offered to students with dyslexia. There will be a specific focus on the mode of delivery, use of lecture recording, and inclusivity of assessment. Dyslexia is a specific learning difficulty that predominantly impacts individuals’ reading and writing skills. The number of students with dyslexia attending UK HE has increased significantly in recent years. Although improvements in practice are evident, further improvements are required. This reflection demonstrates several positive aspects in relation to the inclusive support that is offered to students with dyslexia, and the benefits such support can have on all students. However, there are areas for improvement to enhance the inclusivity of the learning environment and learner experience.
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