Annually 45,000 new entrants to UK HEIs report having at least one disability, SpLDs being the most common (QS, 2019). This does not include those diagnosed once HE studies have commenced.

As of 2019, what is the estimated proportion of UK HE students with dyslexia?

1.5 million people in the UK have a learning disability (Public Health England, 2016 & Office for National Statistics, 2019).

Between 33% and 50% of those with dyslexia also have visual stress (British Dyslexia Association, n.d.).

1 in 10 students require additional support provisions including for SpLDs (Office for Students, 2019).

Which of the following is a common adjustment made for students with SpLDs in UK higher education institutions?

There are 195 countries in the world, each with its own culture. Cultural views on SpLDs are complex, with influences from different factors including: general awareness, government policies, teacher training, historical influences, teacher training, availability of assessments and interventions (Mather, White & Youman, 2020). Unfortunately, some cultures stigmatise SpLDs and this can dissuade students from seeking diagnosis or assistance at a UK university. Inclusive learning can help.

According to Dr Binu P.M. in his book, it is estimated that there are 5-15% of schoolchildren suffering from scholastic backwardness or slow-learning difficulties.

According to a 2017 report by the Department of Education and Culture in Kutai Kartanegara, East Kalimantan, Indonesia, there were at least three slow learners in a classroom with 30-45 students failing classes and even being dropouts. Nevertheless, most parents, teachers, institutions were unaware because slow learners look as healthy as ordinary children. They are not different in appearance and can function normally in most learning situations. It is only through good observation and proper assessment that educators can identify them.

Most researchers and psychologists agree that slow learners only have 75-90 per cent of intelligence of an average student of their age. They achieve the ability to read only one year later than most children, and their rate of learning is about 4/5 to 9/10 of the standard rate. They can be really slow at spelling, memorising, reading, counting, writing, and/or articulating without effective learning strategies and teaching methods. In fact, slow learners require extra time, repetitions, and resources from their teachers.