Papers by Victoria Mann
International students who have dyslexia can find that they are disadvantaged through both the dy... more International students who have dyslexia can find that they are disadvantaged through both the dyslexia and the experience of studying at a higher level in a second language. Equally, international students who have undiagnosed dyslexia will be unable to access the additional support that would enable them to reach their academic potential. This paper discusses the experience of a second language student with dyslexia and considers the impact of a diagnosis of dyslexia and the subsequent support made on the student’s progress. It finds that the student’s account highlights that dyslexia can contribute to a student having a negative learning experience, and becoming anxious about their ability to learn; conversely, a diagnosis of dyslexia, which results in teaching support and additional resources, can provide students the opportunity to fulfil their academic potential.
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MSOR Connections, 2017
Maths anxiety is a situation-specific anxiety condition which is particularly prevalent in mature... more Maths anxiety is a situation-specific anxiety condition which is particularly prevalent in mature students. Previous negative learning experiences with maths condition the brain into maths avoidance behaviours which impacts on students’ choices, their self-efficacy, and their curriculum progression. Otherwise-capable students find themselves unable to study effectively and put-off studying until the last minute. This paper discusses some of the strategies implemented as part of an ongoing collaborative project between the Department for Lifelong Learning (DLL), the Mathematics and Statistics Help centre (MASH), and the Specialist Learning Difference (SpLD) service at the University of Sheffield, the aim of which is to reduce anxiety and engage students to the learning of university mathematics.
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Effective feedback can be useful in supporting a student's academic development and in suppor... more Effective feedback can be useful in supporting a student's academic development and in supporting students to identify strengths and areas for improvement. This paper combines literature about feedback with students' experiences to consider effective and less effective feedback and discusses how effective feedback can provide a basis for improving international students' academic performance. Students' experiences were elicited via a small scale investigation which comprised of a series of three interviews. The first was conducted when the six participants (students) received feedback, the second a week after receiving feedback and the third was when they were starting a new assignment. This was to gauge both the immediate impact of feedback and the extent to which feedback is utilised in future assignments. Working from the perspective of students currently studying in Higher Education, the paper has found that the structuring of feedback can be crucial in ensuring ...
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Assistive technology supports people with disabilities to work, learn and communicate. In higher ... more Assistive technology supports people with disabilities to work, learn and communicate. In higher education, students with disabilities are frequently provided with assistive apps to support them in their studies. This can include mind mapping software, text to speech software, and time management apps.
This paper proposes that there is a strong case for the use of apps to be extended to the wider student population. It suggests that free educational apps could be useful in supporting ESL students with both study skills and English language skills. Finally, it provides examples of how apps can be used to integrate learning.
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International students who have dyslexia can find that they are disadvantaged through both the dy... more International students who have dyslexia can find that they are disadvantaged through both the dyslexia and the experience of studying at a higher level in a second language. Equally, international students who have undiagnosed dyslexia will be unable to access the additional support that would enable them to reach their academic potential.
This presentation will discuss the experience of a second language student with dyslexia and consider the impact of a diagnosis of dyslexia and the subsequent support made on the student’s progress.
In terms of practical suggestions, it will outline the role that an EAP tutor can have in identifying dyslexia indicators and signposting support by comparing a dyslexic profile with an EAP profile. Finally, it will conclude with a review of classroom teaching strategies to support EAP students with dyslexia.
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Conference Presentations by Victoria Mann
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Dyscalculia is estimated to have a prevalence of 3-5% of the population and is defined as a condi... more Dyscalculia is estimated to have a prevalence of 3-5% of the population and is defined as a condition that affects the ability to acquire mathematical skills. This presentation will provide an introduction to dyscalculia in higher education. It discusses key concepts and how dyscalculia impacts students, for example, number concepts and relationships, and discusses resources and strategies to support concepts and relationships, to support students in the maths element of their course
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This presentations considers the impact a dysexia diagnosis has on students in higher education, ... more This presentations considers the impact a dysexia diagnosis has on students in higher education, utilising Armstrong and Humphry's resistance-accommodation model. Further, it considers permeability of self, private and public reactions and positive reframing.
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Whilst dyslexia is a recognised and widely acknowledged learning disability, there are a number o... more Whilst dyslexia is a recognised and widely acknowledged learning disability, there are a number of different learning difficulties which impact on students’ learning. These difficulties can often go unrecognised and subsequently affect a student’s progress throughout their course. This presentation will focus on the hidden disability of dyspraxia; it will consider how the theory of dyspraxia and a student's experience of dyspraxia can inform support for higher education students, providing a bridge between theory and practice. This presentation will consider what dyspraxia is and how it impacts students' performance, and will discuss support strategies
How colleagues will benefit:
This presentation will provide colleagues with a definition of dyspraxia and a clear understanding of the disability and how it impacts on students’ learning. It will support lecturers in identifying indicators of dyspraxia and effectively supporting students in meeting the demands of the course.
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The acquisition of academic writing skills is often considered to be a key component of achievin... more The acquisition of academic writing skills is often considered to be a key component of achieving academic success. Whilst this is traditionally translated as undertaking essay based assignments, diverse tasks are often a feature in higher education, for example creating posters or journal based reflective accounts. This paper considers the specific demands that poster and presentation based assignments make on students with dyslexia and considers ways that tutors can support students in developing effective presenting skills.
The paper has adopted a mixed method approach, to determine the differing requirements of diverse practices, marking criteria for posters and presentations has been collated and analysed. To investigate how students meet these challenges and how tutors can support the acquisition of the skills required, students with dyslexia have been interviewed. The students were drawn from different academic disciplines and from different years. The interviews were semi-structured and focused on how students met the challenge of responding to diverse assignments with in their subjects.
The paper has found that posters and presentations are a feature of many courses, with presentations being particularly prevalent. The diversification of task does; however, increase learning load, requiring students to respond to different tasks with different assessment criteria. Presentations and posters can present a real challenge to students, especially those with a disability, as they are required to multi-task. Teachers can play a role in supporting students to develop skills necessary for giving presentations, such as structuring the presentation, use of notes and Power Point, and oral delivery skills. By treating presentations and posters as a genre requiring the acquisition of specific skills, teachers can support students in responding effectively to diverse assignments.
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Papers by Victoria Mann
This paper proposes that there is a strong case for the use of apps to be extended to the wider student population. It suggests that free educational apps could be useful in supporting ESL students with both study skills and English language skills. Finally, it provides examples of how apps can be used to integrate learning.
This presentation will discuss the experience of a second language student with dyslexia and consider the impact of a diagnosis of dyslexia and the subsequent support made on the student’s progress.
In terms of practical suggestions, it will outline the role that an EAP tutor can have in identifying dyslexia indicators and signposting support by comparing a dyslexic profile with an EAP profile. Finally, it will conclude with a review of classroom teaching strategies to support EAP students with dyslexia.
Conference Presentations by Victoria Mann
How colleagues will benefit:
This presentation will provide colleagues with a definition of dyspraxia and a clear understanding of the disability and how it impacts on students’ learning. It will support lecturers in identifying indicators of dyspraxia and effectively supporting students in meeting the demands of the course.
The paper has adopted a mixed method approach, to determine the differing requirements of diverse practices, marking criteria for posters and presentations has been collated and analysed. To investigate how students meet these challenges and how tutors can support the acquisition of the skills required, students with dyslexia have been interviewed. The students were drawn from different academic disciplines and from different years. The interviews were semi-structured and focused on how students met the challenge of responding to diverse assignments with in their subjects.
The paper has found that posters and presentations are a feature of many courses, with presentations being particularly prevalent. The diversification of task does; however, increase learning load, requiring students to respond to different tasks with different assessment criteria. Presentations and posters can present a real challenge to students, especially those with a disability, as they are required to multi-task. Teachers can play a role in supporting students to develop skills necessary for giving presentations, such as structuring the presentation, use of notes and Power Point, and oral delivery skills. By treating presentations and posters as a genre requiring the acquisition of specific skills, teachers can support students in responding effectively to diverse assignments.
This paper proposes that there is a strong case for the use of apps to be extended to the wider student population. It suggests that free educational apps could be useful in supporting ESL students with both study skills and English language skills. Finally, it provides examples of how apps can be used to integrate learning.
This presentation will discuss the experience of a second language student with dyslexia and consider the impact of a diagnosis of dyslexia and the subsequent support made on the student’s progress.
In terms of practical suggestions, it will outline the role that an EAP tutor can have in identifying dyslexia indicators and signposting support by comparing a dyslexic profile with an EAP profile. Finally, it will conclude with a review of classroom teaching strategies to support EAP students with dyslexia.
How colleagues will benefit:
This presentation will provide colleagues with a definition of dyspraxia and a clear understanding of the disability and how it impacts on students’ learning. It will support lecturers in identifying indicators of dyspraxia and effectively supporting students in meeting the demands of the course.
The paper has adopted a mixed method approach, to determine the differing requirements of diverse practices, marking criteria for posters and presentations has been collated and analysed. To investigate how students meet these challenges and how tutors can support the acquisition of the skills required, students with dyslexia have been interviewed. The students were drawn from different academic disciplines and from different years. The interviews were semi-structured and focused on how students met the challenge of responding to diverse assignments with in their subjects.
The paper has found that posters and presentations are a feature of many courses, with presentations being particularly prevalent. The diversification of task does; however, increase learning load, requiring students to respond to different tasks with different assessment criteria. Presentations and posters can present a real challenge to students, especially those with a disability, as they are required to multi-task. Teachers can play a role in supporting students to develop skills necessary for giving presentations, such as structuring the presentation, use of notes and Power Point, and oral delivery skills. By treating presentations and posters as a genre requiring the acquisition of specific skills, teachers can support students in responding effectively to diverse assignments.