The premise of the screening and assessments for dyslexia and other Specific Learning Differences (SpLD) is to confirm a positive diagnosis which is carried out by an external assessor.

 

Scenario:

 

Shelly is an associate lecturer (in training) and found that she was having increased difficulty in completing online tasks and work preparation that required long amounts of screen-time. She had been struggling for some time and decided to contact Student Support Services who forwarded her onto the Disability Services. She was hesitant as she feared she would struggle to relay her symptoms to the Disability Advisor, but after a 45-minute consultation, Shelly was told that she is a strong candidate for full Diagnostic Assessment for dyslexia and other Specific Learning Differences (SpLD).

 

Shelly found the experience useful in verbalising the difficulties she was having with her vision in preparation for the upcoming Diagnostic Assessment.

 

A short time late, Shelly underwent assessment and the diagnostic report concluded that Shelly scored highly for Visual Impairment (Visual Stress) and that she needed to seek further support through Disability Services in order to access temporary support and adjustments whilst working (teaching) and studying and was assured that the Coordinator will explain what kinds of support may be available, as well as how to access this.

 

Shelly was relieved that she finally had a diagnosis for the difficulties she was struggling with and that it had been completed prior to her beginning her postgraduate degree which required her to teach as well as complete assignments throughout the duration of her course of which she felt that she would need adjustments.

 

“The advisor informed Shelly that while Visual Stress is considered a ‘visual impairment’, the University was unable to assist her further in regards to adjustments and that she did not qualify for further support for students with sensory impairments.”

 

As part of the Recommendations / Onward referrals contained within her report with regard to visual difficulties, it was recommended that she undergo a comprehensive eye examination with a registered optometrist.

 

Following her assessment, it was noted that whilst she scored highly on suffering from visual (stress) difficulties, she did not have a diagnosis of dyslexia or Specific Learning Difficulty (SpLD) as defined under the Universities remit, but she was again put in contact with Disability Adviser who discussed some of the options open to her in regards to access and support needs.

 

The advisor informed Shelly that while Visual Stress is considered a ‘visual impairment’, the University was unable to assist her further in regards to adjustments and that she did not qualify for further support for students with sensory impairments.

 

“Shelly was told to consider booking an optometrist appointment costing hundreds of pounds in order to seek further assistance…”

 

Shelly was told to consider booking an optometrist appointment costing hundreds of pounds in order to seek further assistance in regards to the severity of her condition, and that the University has no way (budget) of facilitating this to happen.

 

They similar recommended that she seek workplace adjustments from her department but could offer no more information about this process.

 

“From this experience, Shelly felt that the Disability services lacked empathy in regards to her diagnosis as a duty of care’ and was deeply disappointed…”

 

Shelly qualifies as both a staff and student at the University and was shocked that in either capacity Disabilities services were unable to offer her any help in regards to her impairment or signpost where to find further assistance. From this experience, Shelly felt that the Disability services lacked empathy in regards to her diagnosis as a duty of care’ and was deeply disappointed with the referral outcome as she was left to conduct her own research in order to seek reasonable adjustments with no further assistance from the university.