If You Have Any Questions About the Information Included Within This Document, Or Concerning

This Student Support Document has been developed after analysis of specialist evidence and is designed to advise Colleges/Departments/Faculties of recommended support and adjustments for individual disabled students. This document is sent to you with the student’s consent and should be distributed on a ‘need to know’ basis only. It is acknowledged that the support and adjustments recommended herein may already be part of existing policy and practice.

If you have any questions about the information included within this document, or concerning the support which has been recommended, please do not hesitate to contact Helen Duncan (Disability Adviser) at [email protected]. Further information on support and adjustments is located at: http://www.admin.cam.ac.uk/univ/disability/support/ , and for training courses, and resources at: http://www.admin.cam.ac.uk/univ/disability/support/teaching.html Student Name/D.O.B. Jane Email address College/Tutor Department/Faculty

Course/Year Engineering / yr1 HESA Disability Category Dyslexia Disability Adviser Helen Duncan: [email protected] Details of student’s disability/difficulty and impact on study This student has a diagnosis of dyslexia. This is characterised by problems with working memory, auditory discrimination and the speed with which she processes information. This diagnosis can negatively affect this student’s ability to read texts, take notes, produce written work & complete tasks under time pressure, and thus makes deadlines difficult to meet and exam situations particularly stressful, due to difficulties with:

 Reading and absorbing information at speed ( this student reads slowly and needs to re- read frequently to absorb information)  Accuracy with reading deteriorates when under time pressure (can lead to this student misunderstanding questions in a time pressure situation)  Recalling what she has just read & recalling information during verbal questioning  Planning, organising & structuring written work (especially under time pressure)  Listening and note taking simultaneously  Summarising information from texts at speed  Scanning quickly for information  Spelling, sentence structure & punctuation  Writing speed  Written expression may not reflect ability  Completing exams in the time allocated

Please note, however, that this student has excellent verbal, spatial and abstract reasoning skills, which act as a compensatory strength. Her difficulties are exacerbated by timed conditions. She benefits from a multi sensory approach to learning e.g demonstrations, discussions, associated visual information & hands-on practice where possible.

Jane’s difficulties will be ameliorated by following the best practice guidance on teaching and learning. See Best Practice sheet below. Student’s recommended disability-related academic support Disability Resource Centre Tel: +44 (0) 1223 332301 Email: [email protected] Lectures Please follow the recommendations for lectures contained in the Best Practice sheet below, plus the following:

 Where handouts take the form of diagrams, these diagrams should be fully labelled, or, fully labelled diagrams should be made available to the student via the intranet.  This student may need to take notes using a laptop computer Supervisions Please follow the recommendations for lectures contained in the Best Practice sheet below, plus the following:

 This student may need to use a laptop computer to take notes and produce written work  Seek prior permission if this student needs to read aloud from unseen texts  This student may need to contact you in order to clarify assignments. This student may need to e-mail a re-phrased version of the assignment. Please confirm that the student has understood the assignment or correct misunderstandings. Practicals Please follow the recommendations for lectures contained in the Best Practice sheet below, plus the following:  In practical work, give details of the brief or task in advance of the session and read through practical briefs with Jane. Allow he to type up her notes or reports from practical sessions.  The department should consider smaller group tuition when providing training for specialist software and equipment used on the course, or make provision for a limited amount of follow-up, one-to-one training for this student Libraries Please follow the recommendations for lectures contained in the Best Practice sheet below, plus the following:  please provide receipts for printing & photocopying to enable the student to reclaim the costs Examination and assessments The educational psychologist has made the following recommendations:  25% extra time in examinations  The option of using a word-processor

This student should not be disadvantaged by an over-emphasis on writing style over content when written work is assessed

This information is for advisory purposes only and does not constitute an application for examination access arrangements. Support provided by the DRC 1:1 Study skills support is anticipated Evidence received by the DRC Educational Psychologist, dated: dd/mm/yyyy Please circulate this document to the following parties: (as agreed with the student) Senior Tutor, College Tutorial Office, Tutor, Departmental teaching staff, Supervisor(s),Library staff, DoS, College tutor, Lab manager Date of Student Approval: Version: 1 Last updated: dd/mm/yy

Disability Resource Centre Tel: +44 (0) 1223 332301 Email: [email protected]