Dyslexia Support in Further Education
In the UK, support in these settings is underpinned by legal frameworks—specifically the Equality Act 2010. This legislation requires educational establishments to make “reasonable adjustments” so that students with disabilities, including specific learning difficulties (SpLD) like dyslexia, are not placed at a disadvantage.
This comprehensive guide focuses exclusively on how to access support within Further Education (FE), covering sixth form colleges, vocational courses, and general FE colleges up to Level 3 qualifications.
1. Disclosing Your Dyslexia: The Essential First Step
The most critical action you can take is to be proactive. Disclosing your dyslexia—or even a suspicion that you might have dyslexia—to your college provider as early as possible is the key to unlocking support. Ideally, this should happen during the application process or upon accepting your place.
Who Should You Contact?
Navigating a large college campus can be daunting, but there are specific professionals dedicated to your success:
- Special Educational Needs Co-ordinator (SENCo): This is the lead individual responsible for overseeing support for students with additional needs across the institution.
- Additional Learning Support (ALS) Team: Also known as Student Support Services, this department manages the day-to-day delivery of learning difficulty provisions.
Pro-Tip: If you are unsure who to speak to, start at the main college reception or the admissions team. Simply ask to be put in touch with the “Learning Support Team.”
2. The Needs Assessment Process in FE
A common misconception is that you need an expensive, formal diagnosis from a private psychologist to get help in college. In Further Education, receiving support does not legally require a formal, post-16 diagnostic assessment. The college has a statutory duty to assess your needs internally.
A. Reviewing Your History
The college support team will typically begin by looking at your “evidence of need.” This often includes:
- Previous school records or SEN support plans.
- An Education, Health and Care Plan (EHCP), if you have one.
- Access Arrangements (AAs) used during GCSEs (e.g., if you were allowed extra time).
- Any previous diagnostic or screening reports you may already possess.
B. Internal College Assessment
If you don’t have a formal report, don’t worry. The college will conduct its own informal assessment. This is a collaborative process where you are the central figure. You will discuss:
- Reading Speed: Do you struggle to finish texts in class?
- Note-taking: Is it hard to listen and write at the same time?
- Organization: Do you struggle with deadlines and structuring essays?
Colleges may also use internal screening tools to identify specific areas of literacy difficulty and processing speeds to better tailor their help.
C. Creating the Support Plan
Following the assessment, the college will formulate an Individual Support Plan (sometimes called a Learning Plan or SEN Support Plan). This document outlines the specific adjustments they will provide. These provisions are funded directly through the college’s Additional Learning Support (ALS) budget, meaning there is no direct cost to the student.
3. Core Support Provisions: What to Expect
The support provided in Further Education is varied and designed to help you master your specific curriculum, whether you are taking A-Levels, BTECs, or NVQs.
Specialist Tuition and In-Class Help
- One-to-One Support: Many colleges offer scheduled sessions with a specialist dyslexia tutor. These sessions don’t just teach the subject; they teach how to learn, focusing on memory techniques, time management, and proofreading.
- Learning Support Assistants (LSAs): In some cases, an assistant may be available in class to help with organization or to act as a note-taker.
Assistive Technology (AT)
Technology has revolutionized dyslexia support. Colleges often provide access to:
- Text-to-Speech (TTS): Software that reads digital text aloud, reducing the “cognitive load” of reading.
- Speech-to-Text (Voice Recognition): Tools that allow you to dictate your essays, which is life-changing for those who struggle with spelling and handwriting.
- Mind-Mapping Software: Visual tools to help you brainstorm and structure assignments before you start writing.
Note: Many colleges have “equipment loan schemes” where you can borrow laptops pre-loaded with this software or digital recorders for capturing lectures.
4. Exam Access Arrangements (EAAs)
For formal qualifications, colleges must apply to the relevant exam body (such as the JCQ) for arrangements. Crucially, these arrangements must reflect your “normal way of working.” You cannot ask for extra time on the day of the exam if you haven’t been using it in your classroom assignments and mocks.
Common arrangements include:
- 25% Extra Time: Providing more time to read questions and process thoughts.
- Word Processor/Laptop: Allowing you to type your answers (usually with spell-check disabled unless specifically permitted).
- Reader or Computer Reader: To help you access the text of the exam paper.
- Rest Breaks: Supervised breaks that do not count toward your total exam time.
5. Apprenticeships and Vocational Training
Support isn’t limited to the classroom. If you are pursuing an apprenticeship, the Equality Act 2010 follows you into the workplace.
- The Training Provider: If your apprenticeship includes “off-the-job” training at a college, they are responsible for your Support Plan and Exam Access Arrangements for Functional Skills tests.
- The Employer: Employers are legally required to make “reasonable adjustments.” This could mean providing instructions verbally rather than in long emails or allowing the use of assistive software on work computers.
6. Mastering Self-Advocacy: Tips for Students
As you move into Further Education, you are treated as an adult learner. This means self-advocacy is your most powerful tool.
- Be Specific: Instead of saying “I find English hard,” say “I have a slow processing speed, so I need handouts 24 hours in advance to pre-read them.”
- Communicate with Tutors: Don’t assume your subject teacher has read your support plan. Send a brief, polite email at the start of the term explaining your dyslexia and what helps you most (e.g., using Arial font or off-white paper).
- Regular Reviews: Your needs might change as the course gets harder. Attend your review meetings and give honest feedback on what is—and isn’t—working.
By understanding the support structures available in Further Education, students with dyslexia can navigate their college years with confidence. By being proactive and using the tools available, you can ensure your academic results reflect your true potential rather than your reading speed.
