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  • Inclusive Support Service - Information for staff supporting dyslexic/SpLD students

    The Inclusive Support Service offers students who believe they may be dyslexic/SpLD, an initial screening appointment. Where appropriate, we can arrange a full diagnostic assessment with a freelance assessor at Brookes and explore funding options with the student. We also support eligible students with their application for DSA (Disabled Students' Allowances).

    Team members

    • Dyslexia/SpLD Administrators - Mary Drennan, Suzanne Tyler
    • Dyslexia/SpLD Team Manager - Fiona Kelner
    • Dyslexia/SpLD Tutors - Smriti Ashraf, Catherine Black, Jenny Blair, Lara Bosley, Alison Coulter, Janet Godwin, Stacy Hewitt, Kate Lewis
    • Dyslexia Advisers - Fiona Watkins, Lorraine Collett, Ricky Kiggins

    For advice about supporting a dyslexic/SpLD student, please email dyslexiaspld@brookes.ac.uk.

    The legal context

    In October 2010, the Equality Act became law. This follows previous legislation: SENDA (2002) and the DDA (1995) which required Higher Education Institutions to provide reasonable adjustments to enable disabled students, including dyslexic/SpLD students, to access the curriculum.

    The Equality Act extends and strengthens the previous legislation with regard to disability. The legislation states that it is ‘illegal to treat a disabled person less favourably than others for a reason that relates to their disability without justification, and in some cases, it may be legitimate to treat a disabled person more favourably’. If a student is at a substantial disadvantage, the educational provider is required to make reasonable adjustments. The UK Quality Code for Higher Education advises that:

    "Equality of opportunity involves enabling access for people who have differing individual requirements as well as eliminating arbitrary and unnecessary barriers to learning. In addition, disabled students and non-disabled students are offered learning opportunities that are equally accessible to them, by means of inclusive design wherever possible and by means of reasonable individual adjustments wherever necessary." (Part B, Chapter B3, 2015)

    Moreover, universities must make provision for future students and therefore they often cannot rely on existing infrastructures, but must put systems into place to address the needs of students with a range of disabilities, including dyslexia/SpLD.