Dyslexia in Higher Education: an abuse of the system?

Following on from a previous article which examined concerns regarding the growing demand for public examination concessions on the basis of specific learning difficulties, this article further argues against the much used one-off psychometric assessment procedure. The appropriateness is queried of a process which does not take into account such other factors as anxiety and emotional disturbance, inappropriate teaching, parental pressure, and socio-cultural opportunity, all of which can produce a very similar pattern of failure. The nature of specific learning difficulties is also examined, plus a comment on differing assessment techniques. It was concluded that the 'specific' needs to be put back into an assessment of 'specific learning difficulty'. So-called dyslexia should be identified as the student's major special educational need and not merely as part of a more general learning problem. To do otherwise leaves the system open to abuse, and the long-term interests of the students concerned will not be best served. The article does not necessarily reflect the views of Carolyn Blyth's employing authority.