Identifying dyslexia: students' experience, the role of Academic Support and what tutors might see.

	How do students know they are dyslexic? "…I struggled to produce half a side of A4 whereas the rest of my class…were producing two sides of A4 with ease…" (6 min 48s video by Michael Shaw et al.)

	What is the first step for students being screened for dyslexia? "…it's a carefully structured conversation and we're working on it together trying to find out where the difficulties are…" (3 min 57s video by Barbara Taylor et al.)

	How might staff identify when dyslexia is affecting a student's work? "…With me, if you see what I write in an exam or if you see what I write in an essay, it's not the same person that's speaking to you face to face…" (8 min 54s video by Barbara Taylor et al.)

	After an initial screening, how is dyslexia formally identified? "…the process itself is not that comfortable…screening with the psychologist was actually quite fun…" (2 min 33s video by Barbara Taylor et al.)

• Dyslexia as a cognitive difference (document download).

Disclosures: How do tutors get to know and what are the issues for students?

	How do academic staff get to know a student is identified as dyslexic? "…so officially I'll get a letter and also the students will just identify themselves as well…" (2 min 34s video by Christine Carter et al.)

	What students consider in deciding to disclose their dyslexia. "…they've come to a good university knowing they're able and they're having to take this label of being disabled…" (3 min 0s video by Barbara Taylor et al.)

Inclusive teaching:

• Multi-sensory: Use auditory, visual and kinaesthetic modes to maximise connections and memory.
• Help students to identify processing strengths and to apply them to study requirements. For example, mind maps for giving an overview of a topic or project, for planning an essay, revision or note making from reading.
• Clear structure, often with a 'top down' approach: placing what is to be learned within a clearly identified framework, giving the 'big picture' first.

	Dyslexic students choose subjects to suit their strengths. "…If I could have done it again I would have done a practical based project…it would be nice for them to let you know what's involved in the literature based project…" (3 min 13s video by Joe Cornfield et al.)

• Dyslexia and context (document download).

Reasonable adjustments:

• Be aware of the possible effects of dyslexia and recognise where adjustments are needed: more time for reading and writing (nearly always), time management (sometimes), concentration (sometimes, but effects can be severe), maths (sometimes).
• Be prepared to check whether work that looks 'careless' may actually be the product of much effort.
• Be sensitive to when a dyslexic student may need to learn differently from the majority rather than assume lack of ability or effort.

• Affective factors (document download).