The specialist support offered for neurodivergent learners by PASSHE members is underpinned by our 7-Principles®, each of which can be used to improve a student’s learning experience.
1. Metacognition: This principle involves helping students become aware of their own learning processes and strategies. In the context of teaching adult learners with dyslexia in FE or HE, metacognition can be particularly valuable, as it can enable them (and their tutors) to understand their particular way of thinking and responding to different learning strategies, as well as their own strengths and weaknesses, allowing them to implement tailor-made strategies that are continuously honed and improved.
2. Motivation: The principle of motivation refers to the importance of engaging learners and creating a sense of purpose for the learning process. In the case of adult students with dyslexia in FE or HE, motivation can be particularly important, as these learners may have a long history of frustration and failure in traditional educational settings. To promote motivation, tutors could provide opportunities for choice and autonomy, and celebrate successes and progress.
3. Overlearning: This principle involves practising skills beyond the point of initial mastery to reinforce learning and promote long-term retention. For learners with dyslexia, who may require additional practice and repetition to solidify learning, overlearning can be particularly valuable. Tutors can provide opportunities for them to practice skills repeatedly, and to receive feedback and reinforcement.
4. Modelling: This principle involves demonstrating skills and behaviours for learners to imitate and emulate. In the context of teaching adult learners with dyslexia in FE or HE, modelling can be particularly effective for demonstrating effective study skills and strategies. Teachers can model strategies, such as using graphic organisers or taking effective notes, and provide opportunities for learners to practice these strategies themselves.
5. Little and Often: The principle of little and often involves breaking down learning into small, manageable chunks, and providing frequent opportunities for practice and reinforcement. For adult learners with dyslexia in FE or HE, who may struggle with processing and retaining large amounts of information at once, little and often can be an invaluable approach. Tutors can break down learning tasks into smaller components and provide frequent opportunities for repetition.
6. Multisensory: The principle of multisensory learning involves engaging multiple senses in the learning process to promote deeper understanding and retention. For adult learners with dyslexia in FE or HE who may benefit from alternative modes of learning, multisensory approaches can be particularly effective. Tutors can incorporate a variety of tools, such as visual aids, hands-on activities and auditory cues to enhance learning and comprehension.
7. Relevance: The principle of relevance involves connecting learning to students’ prior knowledge, experiences and goals, in order to promote engagement and understanding. Many adult learners with dyslexia in FE or HE could benefit from connections to real-world experiences and practical applications, as relevance can be particularly valuable. Tutors can emphasise the practical applications of the material being taught and encourage their students to apply what they have learned to real-world situations and problems.
