Level 5 Course – More Information

Awarding body: OCN London

Teaching body: PASSHE

Programme Title: PASSHE Level 5 course in Teaching Students with Specific Learning Differences in FE & HE

Mode of delivery: Blended learning; online learning with 3 days of taught sessions (compulsory attendance), together with 20 hours of teaching practice. You will be allocated an online tutor who will be there to guide, advise and support you.

What the course is about

This course will provide participants with sufficient knowledge to become Specialist SpLD tutors working with dyslexic/SpLD students within FE and HE. Successful completion of the course will enable them to be placed on the Quality Assurance register of PASSHE tutors, which means that they will be eligible to work with students in receipt of the Disabled Students’ Allowance (DSA).

Participants will gain an understanding of the different specific learning differences (SpLDs) and how they might impact on students studying in post-16 educational establishments.  They will look at how adults learn and potential barriers to learning that SpLD students can face.  Using the PASSHE 7-Principles® as a guide, strategies to support adult learning will be examined and participants will be able to help students they are working with develop their own personal strategies.

Participants will learn how to interpret assessment reports as well as gathering initial information about students’ needs. Participants will need to arrange to undertake 20 hours of teaching with two students within their own institution or another appropriate educational setting. Participants are responsible for finding students to support, and you will be asked to provide evidence of how you will do this at application. During this part of the course, participants will have access to their tutor who will be able to offer some guidance in the preparation and evaluation of some support sessions. 

Participants will be required to submit two 30-minute videos of a 1-hour support session with a student, together with accompanying notes. Videos must not be password protected and must be available to the PASSHE course team and OCN London for six months after the end of the course.  Participants will be required to complete a detailed portfolio throughout the 20 sessions, giving details of the specialist support provided, evaluations and student feedback.

Throughout the units there will be a variety of short activities to help participants check their understanding of the topics and reflect regularly on what they have learnt. Each unit also has summative assignments in the form of academic essays or reports.

Benefits for those working in further education (FE)

Although the course is primarily based on the higher education (HE) sector, it will be of benefit to those working in FE:

  • Many professionals working in the FE sector are teaching adults and need to know about the theories underpinning adult support teaching as well as the different approaches to support. These are applicable to specialists in FE, HE or workplace settings.
  • The specialist knowledge gained will benefit the institution, the tutor and the student.
  • The course will provide the FE tutor with knowledge to advise their students on the complex DSA application process. 
  • Many FE colleges now also have HE sections with DSA students. It may enable a FE tutor to move into DSA-paid work in HE.
What does a Specialist Tutor need to know?

1.  A broad understanding of current legislation and how this impacts on the support the specialist teacher provides

  • Knowledge of The Equality Act; Data Protection; Special Educational Needs Code of Practice
  • Understanding of inclusive education and how far this supports SpLDs
  • Knowledge of current funding and how this impacts on specialist tuition provision

2.  An understanding of dyslexia and other SpLDs

  •  The difference between the different learning conditions
  • How dyslexia/SpLD is identified
  • How to interpret information from formal diagnostic reports and needs assessment reports
  • How to recognise and ‘screen’ for possible indicators of dyslexia/SpLDs
  • How to use this information to inform support sessions and other professionals

3.  Possible challenges for students with SpLDs in post-16 education

  • An awareness of how adults learn and how SpLDs impact on the learning process.
  • An awareness of how SpLDs can impact on all areas of study and academic subjects
  • An awareness of the potential emotional impact of SpLD e.g. on self-esteem and confidence
  • How a specialist tutor can work with students to develop individualised strategies to help overcome these challenges

4.  An understanding of the difference between specialised support and generalised support

  • The role of the specialist tutor
  • PASSHE model of support – based on the PASSHE 7-Principles®
  • Becoming a reflective practitioner, following PASSHE Quality Assurance procedures
  • Ethical considerations – working within the sector
  • Professional practice in the HE/FE sector
Course Structure
Introductory Unit

The short introductory unit provides a brief overview of the purpose of reflection in learning and its relevance to the SpLD practitioner.  Participants are encouraged to reflect on their own learning. They are introduced to PASSHE’s model for reflective learning and the principles of Professional Peer Supervision® (PPS®) which forms part of PASSHE’s Quality Assurance process for specialist SpLD tutors.

In addition, participants will be required to attend a mandatory 2-day Study Retreat on Thursday 11th and Friday 12th  February 2027 and a one day Study Retreat on Friday 4th June 2027, via Zoom.

Participants will be allocated a tutor to help guide them throughout the course.

Unit 1: Understanding the Impact of SpLDs on Learning Within the Context of Post-16 Education

Unit 1 presents foundation knowledge and understanding of the nature of SpLDs: current research and developments, set within the context of post-16 education. Participants will be expected to critically examine the term SpLD, the nature and impact within the context of post-16 education; barriers to learning, and issues surrounding the identification and assessment of SpLD.

Participants will be able to recognise the difference between the different learning conditions and understand the challenges each brings for adults in education.  They will recognise how dyslexia/SpLD is identified; be able to interpret information from formal diagnostic reports and needs assessment reports; and use this information to inform their support sessions.  They will be able to recognise possible indicators of dyslexia/SpLD in students, and make further recommendations on additional action to take.

Unit 2: Understanding Teaching Strategies and Approaches for Adults with SpLDs

Unit 2 provides participants with background knowledge of the current theories of learning and the development of literacy and numeracy skills. Participants will examine theoretical concepts surrounding the development of these skills and the implications for students with SpLDs. 

The course will develop the participants’ understanding of the cognitive and emotional differences experienced by students with SpLDs, and the impact these might have on study within the context of post-16 education. The participants will be able to gain knowledge and understanding of a variety of methods and approaches to support the development of higher order skills and metacognitive skills.  The unit focuses on linking theory to practice, enabling participants to develop the skills needed to be able to support students’ learning.

Unit 3: Understanding Educational Policy and the Development of Professional Practice within the context of post-16 education

Unit 3 provides participants with a background knowledge of educational policies and how they impact on adults studying within post-16 educational establishments.  They will gain a knowledge of: SEN Code of Practice; Equality Act; funding post-16; professional and ethical frameworks; PASSHE; Non-Medical Helper Quality Assurance Framework; the Data Protection Act (GDPR) and its impact on specialist SpLD tutors.

It examines the role of the specialist tutor in post-16 education. Participants will be encouraged to critically evaluate and explore guidelines and principles, and to reflect on their own learning and professional practice.

Unit 4: Understanding the Design, Delivery and Evaluation of a Programme of Learning which meets the Support Needs of Post-16 Learners with SpLDs

As part of this unit, participants will be expected to arrange 20 hours of support sessions with two students within a post-16 educational setting.

The unit provides them with the knowledge to be able to identify individual support needs, produce a profile of learners and plan support sessions. They will produce a case study of two students using the information available, design and deliver a series of support sessions. They will be able to evaluate their own sessions and the progress of the students. They will be expected to evaluate their own practice as an important part of professional development. They will be encouraged to reflect on what they have learnt from the course as a whole and use it to inform teaching practice.

Teaching methods used

Participants are expected to take responsibility for their own learning, with some support from their course tutor. Participants will be able to arrange online tutorials with their tutor. The course is delivered by blended learning.  The majority of units 1 to 3 are delivered online.  Each unit has a series of lectures on specific topics with a variety of learning activities developed to test understanding and aid reflection on learning.  

Unit 4 involves 20 hours’ teaching practice (students will be arranged by participants) with two post-16 learners. Participants are responsible for finding students to support, and you will be asked to provide evidence of how you will do this at application. The participants will have access to their online tutor who will be able to guide them in the preparation and evaluation of the support sessions.  Participants will complete a teaching practice portfolio which will provide information on the students, documentation about the support provided and reflection and evaluation.  Participants will need to submit 2 x 30 minute videos of a teaching session, which will be assessed.  PASSHE’s access to these videos will be via a safe link participants will set up and this link will stay available for up to six months after the end of the course.  These links must be accessible to OCN London external quality assurance – they cannot be accessed only through a password sent by email.

Assessment methods used

Each lecture has a variety of activities to help students to test their own understanding and reflect on their own learning. Students will be encouraged to keep a journal to reflect on their understanding of the different issues covered in the course, and to summarise what they have learnt from each section of the course.  This helps self-learning and will not necessarily be marked.

At the end of Units 1-3 formal written assessments will be undertaken and externally moderated by OCN. The teaching portfolio and videos in Unit 4 will also be assessed and externally moderated by OCN. A participant will have to pass all parts of the course in order to complete.  Participants will complete each unit consecutively (e.g. they cannot submit work for Unit 2 until Unit 1 has been passed by PASSHE).

Entry requirements
  • You are responsible for determining if this course is suitable for your career progression. If in doubt, please discuss with your line manager (or equivalent).
  • Ideally, applicants should be qualified learning or adult support tutors and be currently (or recently within the last two years) employed to work with learners in an educational setting, such as FE/HE. If this does not apply to you, please contact us for an informal chat.
  • Applicants may also be working with students in a support capacity.
  • Level 5 is equivalent to completing a Foundation Level degree, and therefore it is a requirement to be educated to degree level. There is an academic requirement to be able to complete extended essays at this level and work independently.  If you do not hold this, please send in a rationale that supports your ability and desire to take part in this course. Candidates may be invited to an online-interview.  Candidates will be invited to a short online presentation/ question and answer session about the course in September. This session, along with a possible interview, offers candidates the opportunity to look more closely at the course and ask questions. If English is your second or additional language you must have a minimum English language ability level, such as IELTS 6 or TOEFL 60-78 points.
IMPORTANT INFORMATION **PLEASE READ CAREFULLY**
  • You will need to be a member of PASSHE to enrol on the course. If you aren’t currently a member, we will register you as a Student Member at no extra cost. 
  • This course follows the DSA regulations, but at this stage it does not provide a general teaching qualification to work with students with autistic spectrum conditions, or that for which some HEIs require for DSA-funded work.
  • Participants will be required to attend a mandatory 2-day Study Retreat in February 2027 (Thursday 11th and Friday 12th)  and a one day Study Retreat on Friday 4th June 2027 via Zoom.
  • Participants are responsible for finding students to support, and you will be asked to provide evidence of how you will do this at application and interview level.
  • The course will require a minimum number of participants in order to run.

As you will be working with people aged 16+, you will need to have an enhanced DBS check. This will be carried out by a third-party organisation and is included in your course cost. All applicants will be required to have a new DBS check, regardless as to whether you are part of the Update Service or have a certificate within the last 3 years. 

Course costs 

The full price of the course is £2,500. 10% non-refundable deposit (£250) due within three weeks of an offer being made.  You have a statutory right to a full refund within 14 days of your acceptance onto the course.

Bursary

A small bursary may be available for those facing financial hardship.  For more information, please click here.

Registration

Please note: Registration closes on Thursday 15th October 2026. The course starts on Monday 11th January 2027, and will run until the end of March 2028. 

To book, please email level5@passhe.org.uk as soon as possible as places are strictly limited. Application forms can be downloaded here.

All course fees must be paid by 30th November 2026 in full, otherwise your place on the course is not guaranteed.

Timetable for refunds

The following applies regarding refunds for the course:

Up to 4th December 2026 – 90% of course cost

5th December 2026 up to 8th January 2027 – 80% of course cost

From 9th January up to 5th February 2027 – 70% of course cost

From 6th February up to 12th March 2027 – 60% of course cost

From 13th March 2027 – no refunds will be given

PASSHE bears no responsibility for any loss incurred in withdrawing from a course.  A £75 admin fee applies to all refunds.

By undertaking this course, you are bound by PASSHE’s Terms and Conditions and the policies and protocols as set out in the handbooks, which you will have access to before the course begins.

7-Principles® and Professional Peer Supervision® are Registered Trademarks of PASSHE.

Mindfulness, Mental Health,

and Successful Learning


The mental health of students in higher education is increasingly of concern to
specialist tutors. This online CPD course offers a brief outline of some of the ways
that poor mental health affects learning and suggests how developing mindfulness
practice with your students can build their resilience.  Mindfulness helps students
with strategies to overcome adversity and develop perseverance; it builds self-
knowledge and self-esteem to help towards a proactive attitude that learns.  You will
be invited to take part in mindfulness exercises and consider a range of mindfulness
and specialist study support strategies that will help you help your students.
This course is presented by Karisa Krcmar. Karisa is QA Officer for PASSHE and
headed up a team of specialist tutors at Loughborough University. She developed
mindfulness for study workshops with Tina Horsman and they later produced a book
Mindfulness for Study based on their programme. Karisa has since edited two more
books: The Inclusivity Gap about inclusive learning and teaching in higher education
and Helping Penguins to Swim which highlights a range of innovative practice
already happening in HE to help build resilience and good mental health among
students.
This course counts as 1-hour of PASSHE Accredited CPD.

Metacognition


Arguably, the driving force behind all learning. It is one of the most important of the
PASSHE 7-Principles®. This course will cover the basics of metacognition, the
theory as well as how it applied to Specialist one-to-one Study Skills and support
sessions. The course includes a step by step explanation and history of Flavell’s
theory. It goes on to discuss the guiding principles of the theory in practice. This
course is a starting point for your learning and contains material for you to follow up.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Cognitive Load Theory


This is one of the most important theories for us to consider in our one-to-one tuition.
It comes into almost everything we do and a great many of the strategies that we use
are based on it. This course will examine Sweller’s Cognitive Load Theory and
propose a Cognitive Load for Tutors model. Sweller proposed that working memory
is small and finite; he said that the way material is presented to students puts
considerable unnecessary load on the working memory. This course looks at the
theoretic factors he has proposed over the last 30 years, and goes on to examine the
biological and environmental factors that unnecessarily impinge on working memory.
As most students we work with have a smaller working memory, it is vital that we
remove these extraneous factors to allow the student to work at their best.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Building Students’ Confidence


This course is designed to build students’ academic confidence. Having self-
confidence is vital for academic success, and all too often students lack this. Building
a student’s confidence is a large part of our work. This course will give you ideas on
how to redress the problem of lack of confidence. As well as some practical ideas, it
is designed to act as a starting point for you to look into other theories to improve
your practice.
This course is presented by Elaine Doffman. Elaine is a Training and Development
Officer on the PASSHE Exec, and is a joint Regional Coordinator. She has been a
Study Skills Tutor for 16 years, working all over the country via distance support and
locally in the North West. Previously to tutoring, she was a teacher for many years
and qualified to teach people with dyslexia 30 years ago. She loves teaching and
tutoring, as well as producing resources and teaching materials.
This course counts as 1-hour of PASSHE Accredited CPD.

Blurry Borders: Mentoring Tips

for Specialist Tutors


This online course introduces a range of skills which support and give confidence to
specialist tutors as they work with the, often complex, needs of their students.  It
does not propose to offer training that would equip someone to become a mentor; it
aims, instead, to examine the role of a study skills tutor which encompasses some of
the basic tenets of mentoring which would fit within the boundaries of a study skills
session.

The course is written by Anne Betteridge, who has been an PASSHE member for
many years, and is presented by Karisa Krcmar. Karisa is QA Officer for PASSHE
and headed up a team of specialist tutors at Loughborough University.

This course counts as 1-hour of PASSHE Accredited CPD.

Kate Connery

Kate has an MSc from Queens University, Belfast, a PGDip in SpLD FE/HE from Edgehill University and qualifications in Adult Literacy and TESOL. After working for many years as a Careers Adviser she moved into Higher Education, working as an Education Adviser at Sheffield Hallam University and the University of Liverpool where she was responsible for inclusivity and internationalisation of the curriculum. Working with individual students she became increasingly interested in overcoming barriers to learning and became a qualified dyslexia teacher and assessor. Kate retired from her role as Specialist Support Tutor at the University of Sheffield in 2023 but continues to support students in a freelance basis. She has also worked as a TESOL teacher in HE and once owned a campsite in France. 

Tanya Zybutz

Tanya was there at the beginning when ADSHE was founded and has been part of the Executive for many years, designing and implementing the QA process with Janet Skinner and has been involved with all the working parties that devised and updated the PASSHE 7 Principles and our Profession’s Handbook. She has recently just finished working with Karisa Krcmar and Stella Klein on updating the PASSHE Handbook for 2025. Tanya has worked in the sector at a variety of HEIs most recently with The Royal Central School of Speech & Drama for over 20 years. Tanya currently works with ND academic staff and PhD students at Central.

Emily Adams

Emily Adams has been supporting students at the University of Hull for over 17 years, focussing on improving student success, experience, engagement, and support. She is employed as an SpLD Tutor, following study on ADSHE’s Level 5 qualification to become an ADSHE Quality Assured Specialist SpLD Tutor and she gained Accredited Tutor Status (ATS FE/HE) of the British Dyslexia Association (BDA) in 2022. She previously achieved Fellowship of the Higher Education Academy (FHEA) through her work around student experience and engagement. Prior to joining PASSHE in 2020, she held the position of Communications Coordinator and Executive Committee member of the UK Advising and Tutoring group (UKAT), 2014-16. Emily also represented the UK on the Global Initiatives Committee (GIC) for the Global Community of Academic Advising (NACADA), 2015-17. She has contributed to the Journal of Neurodivergent Learning and Teaching (2022), and has recently served as a Governor for a local primary school. Emily has an active interest in supporting and advocating for neurodivergence, and developing peer communities within higher education. She co-ordinates a Neurodivergent Staff Network providing peer support and advice, as well as facilitating an SpLD Community and other group opportunities for students. As Institutional Membership and Accreditation Officer, Emily is exploring a package to enable PASSHE to offer Institutional Memberships, promoting the role of Tutors and expanding the reach of PASSHE. Alongside this, she is developing a self assessment framework for HEI’s to evaluate, promote, and increase their provision for Neurodivergent Students across the full Student Experience, and possibility to gain PASSHE accreditation or high standards of provision.

Dr Dionysios Kyropoulos FHEA

Dionysios is a professional coach and trainer specialising in ADHD. He is a Fellow of the Higher Education Academy (FHEA) and holds the European Mentoring & Coaching Council (EMCC) Global Individual Accreditation (EIA) at Practitioner level. Before training as a coach, he developed a diverse portfolio career spanning performance, stage direction, teaching and research, with graduate studies at Cambridge and Oxford and a research fellowship at Harvard. Dionysios is an experienced educator with over 15 years of experience training individuals from aspiring professionals to established experts across diverse academic and professional contexts. For seven years he was Professor of Historical Performance and Academic Studies at the Guildhall School of Music & Drama, and has taught courses and workshops at institutions including Newcastle University, Shenandoah University, the University of Oxford, the University of Cambridge, the University of Burgos, City University London and Shanghai Jiao Tong University. Alongside his coaching and teaching practice, he serves as Co-Chair and Director of PASSHE and leads the organisation’s coaching training programme. For more information visit: www.kyropoulos.com

Kassandra Clemens

Kassandra Clemens is a transformational coach, trainer and educator with deep experience in working with neurodivergent professionals. She is autistic, dyslexic, dyspraxic and attention-different, and brings a rich, lived understanding to her teaching. A Level 7-qualified Specific Learning Differences Specialist and trained transformational coach, her work focuses on supporting neurodivergent adults to overcome psychological blocks and build confidence in their own judgement. With 19 years of experience supporting neurodivergent adults, Kassandra works at the intersection of trauma-aware practice and coaching. She is the founder and executive director of Heal Your Confidence Community Interest Company, where she integrates her knowledge of the nervous system and adult neurodevelopment into her coaching framework. She hosts monthly events exploring the lived experience of neurodivergence, and her approach is strengths-based, reflective and highly attuned to the needs of clients who struggle with self-doubt, inner criticism and fear of failure.

Jill Harris

Jill is an experienced Chartered Accountant and Fellow of the Higher Education Academy (FHEA). She worked in audit for a Big Four firm and in finance within the oil and gas industry prior to following her passion and moving to work in higher and professional education.

Cheri Shone

Cheri has been a PASSHE member since she first qualified as a Specialist Support Tutor. She deeply committed to developing her own understanding of neurodivergence and raising the awareness of neurodivergence based on that understanding. Cheri herself is Dyslexic. Her particular interest is how to navigate the intersections of the neurodivergent profile by centring and supporting the neurodivergent person themselves to develop this insight. Cheri has engaged with this work herself in both a personal and professional capacity. Her professional interest is focused on how to create a tutorial space that will facilitate this exploration. To that end Cheri has developed the VLR® Model that creates an effective scaffolding for that exploration and is the basis for the work she loves.

Stella Klein

Stella joined the Executive in 2020 with an interest in promoting and sharing innovative professional practice across its membership.
A PASSHE member and SpLD Tutor in Higher Education since 2007, Stella has provided individual and group support to students with SpLDs and other neuro-differences at several London universities including UCL, SOAS, Kings, Birkbeck, Central School of Speech and Drama. In addition to her freelance SpLD tutoring, she also continues to work in this role at Central St Martins, University of the Arts, London. With a background in Linguistics (BA), Education (PGCE, PGDip in Specialist Education) and Creative Writing (MA), Stella loves learning and developing her practice with her students, creating individualised tools for language development, critical reflection and writing from Foundation to PhD level. She is an Advance HE fellow, and has contributed to the Journal of Neurodiversity in Higher Education as well as to the Resources for Professional Practice section of the PASSHE website.

Bob Burwell

Bob is Specific Learning Differences Tutor who has been working at the University of Hull for the last 12 years. Bob has 25 years’ experience in Further and Higher Education. He has been an active member of ADSHE since 2008 and was PASSHE NE Regional Coordinator for 4 Years.  He has a Post Graduate Diploma in Dyslexia and Literacy, and a MA in Education, specialising in inclusion and assessment.  He also has been a teacher for many years with a PGCE. Bob’s particular interests are working with academic departments to develop inclusive curriculum practice. Bob is also keen on developing and protecting professional standards.

Diane de Villiers

Diana joined PASSHE when she started working in HE in 2008. As she has worked as a freelancer for a number of years, Diana feels passionately about endorsing the role of the freelancer and took up the PASSHE role of Freelance Officer in 2018. The role of the freelancer in this sector has become more demanding, providing opportunities as well as challenges. Diana came from teaching into SpLD support. She is a Specialist Teacher Assessor and Director of a company providing NMH support to students. In addition, Diana works as a Dyslexia Advisor at the University for the Creative Arts.

Kris Grainger

Kris Grainger is a Specialist Study Skills Tutor based in Staffordshire. Holding a BA (Hons) in Film and an MA in New Media Technologies, he has engaged in research within the audio and film industries, collaborating with renowned companies such as Lucasfilm, Pixar, and Dolby. A lifelong enthusiast of audio, Kris runs his own small studio, where he produces his personal podcast, as well as offering podcast production and professional audio services to various health and educational organisations. With a PGCE (FE/HE) and over 25 years of teaching experience across the FE, HE, and Adult Learning sectors, Kris is a dedicated advocate for inclusivity and support for students with Specific Learning Difficulties (SpLDs). In 2024, he completed the PASSHE Level 5 Course in Teaching Students with SpLDs in Further and Higher Education. Outside of his professional work, Kris is a passionate bass player and musician, with a particular interest in vintage synthesizers, many of which he uses to create jingles for his podcasts.

Jackie Hatfield

Jackie has been supporting neurodivergent students, in a one-to-one setting, at Loughborough University for 14 years. In this role, she engages with students ranging from those beginning their learning journey in Higher Education through to those pursuing the challenges of researching and writing their PhDs. Jackie supports neurodivergent students from across the range of disciplines at Loughborough. This experience has made her aware of the frustrations they encounter with academic writing. As a predominately visual learner she has become increasingly interested in investigating visual and creative strategies. This journey has led Jackie to discover Lego Serious Play, and prompted her to become a trained facilitator of Lego Serious Play methodology, to support her neurodivergent students (and potentially the wider student population) to reach their potential in a text heavy environment. In 2015, Jackie became one of the Regional Coordinators for the Midlands Regional Group, along with her Loughborough colleague, Tina Horsman. In September 2019, she became the Regional Officer of PASSHE.

Dr Dylan Griffiths

Dylan offers almost 20 years of experience supporting neurodivergent individuals in education and the workplace, with expertise in dyslexia, dyspraxia, dyscalculia, ADHD, autism, and physical or sensory impairments.

He provides two core services: neurodiversity screenings and needs assessments. Screenings explore indicators of specific learning differences and neurodivergent profiles, offering a cost-effective way to better understand individual needs without the commitment of a full diagnostic assessment. Needs assessments provide tailored, practical recommendations - ranging from assistive technology and one-to-one support to team awareness training and low- or no-cost adjustments. All strategies are person-centred, sustainable, and aligned with organisational goals.

Dylan's approach is grounded in both academic and professional expertise, drawing on his mathematics PhD, specialist qualifications in Dyslexia and Dyspraxia, and role as a certified Mental Health First Aid Champion. He also contributes to national policy and practice as co-chair of PASSHE and a board member of SASC, shaping standards in assessment and support.

Dr Dylan Griffiths

Dylan has been supporting neurodiverse students and staff since 2006, offering one-to-one support sessions, neurodiversity screenings, and needs assessments. Over the years, his roles have spanned across higher education, the full DSA system, and the workplace, giving him a broad understanding of how best to provide effective support in different settings.

His specialist area is numeracy, but he also brings a strong focus on integrating Study Skills with Assistive Technology. As a keen advocate of technology, Dylan believes that the right tools can make studying and working not only more effective, but also more empowering. His sessions are designed to build confidence, encourage independent learning, and help people work smarter and more efficiently.

Irina Staneva

Irina brings extensive experience of leading multidisciplinary services across disability, wellbeing, counselling and DSA-funded provision, with a strong focus on inclusive practice and strategic service development. She has held senior leadership roles in both higher and further education, leading complex safeguarding and Student of Concern processes, strengthening reasonable adjustments systems to improve access, and embedding preventative mental health within institutional strategy. Irina previously managed a regional DSA Assessment Centre and has contributed to sector policy and practice through representation at the Disabled Students’ Stakeholder Group. Her work is underpinned by a commitment to equity, professional standards and evidence-informed improvement.

James Bramley

James leads digital development across PASSHE’s services, streamlining processes, managing complex information, and helping shape systems that support the organisation’s future growth. With a background in music, languages, and politics, he brings a broad interdisciplinary perspective. Alongside his role at PASSHE, he maintains a portfolio career as a freelance musician and inclusive music educator with the leading participation organisation Live Music Now.

Tony Smith

Tony started as a Senior IT Support Assistant at Cardiff Metropolitan University in 2009 before becoming their first Assistive Technology Trainer in 2010. In March 2011, Tony attended a five-day course Understanding SpLD and Strategies for Support. He met Sandra Hargreaves, who supported Tony’s application to attend London Metropolitan University and undertake the Post Graduate Certificate: Teaching Adult Dyslexic Learners in Higher and Further Education. In September 2011, Tony became the Specialist Study Skills Co-Ordinator and the only Tutor at Cardiff Metropolitan University, so he had no problem finding students for his teaching practice as he had over 100 students requiring support. In November 2011, Tony established a small team of Tutors who remained with him until his departure in 2020. He ensured meetings occurred once a term to share best practices and participate in CPD and Professional Peer Supervision (PPS)®. During the same period, Tony was a tutor on the PASSHE Level 5 course. However, he has decided to retire from supporting students. Still, being the eternal opportunist, he is not fading into the background but continues to support the profession now as Treasurer.

Fran Stanton

Fran has worked in Marketing and Recruitment roles at the University of North London and in the Business and Law Faculty at De Montfort University, Leicester.  In 2006 she became International Student Support Coordinator within the Student Support Office at University of York and subsequently, College Administrator at Halifax College, University of York.  On leaving York in 2015, she took up administrative roles within the Anglican Diocese of York and then the Catholic Diocese of Leeds.

Suzanne James

Suzanne is an experienced Administrator with a wide experience within the educational sector. Prior to joining PASSHE in 2018, she worked for the University of Reading Study Advice and Counselling services.  She has a background in corporate public relations and marketing.

Tina Horsman

Tina Horsman is a specialist tutor at Loughborough University, renowned for her expertise in supporting neurodiverse students. With over twenty years of experience in assessing and aiding students with specific learning differences (SpLDs), Tina has co-authored the book Mindfulness for Study: From Procrastination to Action, which provides valuable insights into applying mindfulness techniques to academic contexts. At Loughborough, Tina co-developed the "Mindfulness for Study Programme", designed to help students with SpLDs such as dyslexia and dyspraxia to manage stress and improve their study skills. This programme has received significant recognition for its positive impact on student performance and well-being. Tina's recent work includes the publication of the article "Navigating the Essay: Making Writing Multi-Sensory", which explores innovative methods to enhance students' writing processes by incorporating multisensory approaches. A long-time member of PASSHE, Tina became a Director in March 2024.

Dr Karisa Krčmář

Karisa has an MBA from Glasgow, an MEd and PhD from Birmingham.  After working in a variety of commercial sectors ranging from shipping to ballet, she changed direction, went into teaching adults and became fascinated with why learners don’t learn.  She undertook dyslexia teaching and assessor training, followed by CPD focussing on ADHD and Mental Health and became a Specialist Tutor at Loughborough University. Karisa is a Mindfulness practitioner, and with one of her colleagues, developed and ran mindfulness workshops culminating in the publishing of Mindfulness for Study: from procrastination to action.  She was the first editor of the Journal of Neurodiversity in Higher Education (ADSHE) and has edited books about inclusive learning and teaching (The Inclusivity Gap) and successful projects for building students’ mental health resilience (Helping Penguins to Swim).  Karisa is a Senior Fellow of the Higher Education Academy and has a black belt in Shotokan Karate.