Specific Learning Difficulty Support

This is an area of undoubted strength at Ruskin, with the Ruskin tutorial system and specialist learning support services adding up to comprehensive and highly individualised support for students. The Learning Support Team, overseen by the Dean, has been expanded to include a Learning Support and Dyslexia Co-ordinator, a Study Skills Tutor and an Adult Literacy and Numeracy Tutor.

We are highly fortunate to have full diagnostic assessment for specific learning difficulties available in-house, so that students who emerge as needing it are able to apply for financial help with appropriate educational aids through the Disabled Student’s Allowance or access bursary. This is an enviable provision as compared with students elsewhere, who not infrequently go from pillar to post trying to obtain a diagnosis before they can get adequate help (part of the reason why so many reach us with their needs having been missed).

Every HE student at Ruskin, including from Youth and Community Work, undergoes an initial assessment of their basic skills and learning needs. This is particularly important in view of the typical lack of formal educational qualifications and prevalence of past underachievement. Many more seek support when they encounter problems at some point during the year or are encouraged by tutors to do so, using an open-access appointment system operated by the receptionists at both sites.

Overall, over 100 study support appointments relating to dyslexia were accessed in one year alone, with a further 180 general study support and over 167 study skills appointments. In the same year, 15 students disclosed a disability other than dyslexia, with recent examples including two profoundly deaf students (one a Deaf activist) and several with mobility access requirements. Large flat screens have been installed in the Reference Library and computer rooms for the use of visually impaired students.

For a College the size of Ruskin, with fewer than 300 full-time students, it can be seen that learning support is disproportionately heavily used and, consequently, is reflected in the College’s Strategic Aims as a priority area for continuing development. Resourcing is reviewed annually and the student body highly values this provision.