During recent years there have been increasing levels of support for the issues of dyslexia, and there has been increasing levels of support for students. Yet even with this increasing number, it is still likely that staff have experienced teaching a dyslexic student who is unknown to them.

Even with this increased awareness there are many differing perceptions and miss-conceptions about how or what it is. This has even resulted in people wrongly perceiving dyslexia as the modern ‘bad back’ excuse for lack of application.

For the undiagnosed dyslexic it is likely that the experiences and conditioning of early childhood may create a psychological legacy to deter them from entering higher education, not through any lack of ability, but the trauma sustained trying to survive their schooling, or alternatively by their withdrawal from the education process preventing them gaining adequate grades to ensure entry into higher education.

Most dyslexic students will actually work harder to obtain the same grades, hardly surprising when you consider not only do they have to study, but they have to ‘translate’ the learning to meet their individual needs. Often additional support may be informal such as proof reading.

With appropriate support and understanding, and training methods suitable for dyslexics and non-dyslexics alike, the dyslexic can thrive in the higher education environment, not because it is made easier for them, but because with adjustment and support it is now a level playing field for them.

Remember dyslexics given the opportunity often excel in their field – higher education should be no different.