A guide to work-based placements for students with dyslexia

This guide has been developed in consultation with the Disability Advisory Service, CQSD and Technology Enhanced Learning. It draws from the voices of students with dyslexia and those who mentor them during their work-based placements. It has been designed to support both student and mentor, recognising that no student with dyslexia is the same.

The guide can be used to help develop a student’s Individual Learning Plan or support discussion of any reasonable adjustments needed in advance of a work-based placement in consultation with the Disability Advisory Service. It has been designed to be used in a flexible way, positioning students at the centre of decision-making.

Specific challenges experienced by some students with dyslexia are often related to language and literacy, for example:

  • information processing
  • working memory
  • spelling (phonological processing)
  • reading and writing
  • sequencing

Strengths

Sharing strengths and challenges is encouraged at the outset of any work-based placement to ensure the best ways of working can be developed, allowing students to flourish. Recognising strengths as well as challenges will have a direct impact on student wellbeing and resilience in the workplace.

Strengths identified by trainee teachers with dyslexia:


Being creative, tenacious and resilient


Possessing high levels of self-awareness


Planning strategically and thinking holistically


Being over-prepared and adapting working practices


Having empathy for others with additional needs


Inspiring children and raising their self-esteem


Creating a positive learning environment


Predicting or recognising when a child is struggling


Modelling a growth mindset to pupils

Raising self-esteem and maintaining wellbeing

Despite the strengths identified, challenges faced by students can impact their self-esteem and sense of wellbeing during placements. Having a supportive mentor was identified as a key factor impacting the success of a placement. Feeling supported by experienced colleagues in school alongside the following factors contribute significantly to student wellbeing, efficacy and overall success:

Knowledgeable and empathetic mentors

  • Early disclosure of strengths and challenges
  • Open and trusting professional relationships
  • Shared development of support strategies
  • Time for questions and clarifying expectations
  • Learning from experienced teachers with dyslexia
  • Avoiding direct comparison with others

Acknowledgements

We would like to thank the Disability Advisory Service, CQSD and Technology Enhanced Learning for their guidance at the outset of the project. We extend a special thanks to the students and teachers who gave their time to share experiences and review the guidance developed.

Guidance for students Guidance for mentors