Dyslexia/reading and writing difficulties

Dyslexia is a learning disorder that primaly affects reading and writing skills and have no connection to intelligence, and there are large variations in how these impairments are expressed in students. More information is available at the Dyslexiförbundet (Dyslexia Association) FMLS.

Students with reading and writing difficulties / dyslexia may need:

• access to course literature and course material in electronic form for the use of speech synthesis.
• access to lecture material in advance, preferably in digital form.
• clear reading instructions.
• various adaptations during the examination, for example extended writing time and oral re-examination.
• time to discuss tasks with teachers both during learning activities and during examination.
• larger text in printed material (at least 14 points).
• hear what is written on writing surfaces. Therefore, always read aloud what you write on the board.
• information and instructions given both orally and in writing.
• to record lectures and photograph presentations and notes on writing surfaces.
• alternative forms of examination.

Neuropsychiatric Disability (NPF)

Neuropsychiatric disabilities can manifest themselves through diagnoses such as ADHD / ADD or autism. The reductions in neuropsychiatric diagnoses are very individual, but there are also many similarities.

ADHD / ADD
Students with ADHD / ADD often have difficulty shielding sounds and other impressions, which can make it very difficult to focus on a task or sit still for long periods of time during a lecture.

Students with ADHD / ADD may need:

• access to course literature and course material in electronic form for the use of speech synthesis.
• extra time during examination.
• information and instructions given both orally and in writing.
• frequent and regular breaks.
• clear reading instructions and schedules. It is especially important to state place and time well in advance of the learning activity.
• continuous summaries during the teaching session.
• repetition of what was raised during the previous teaching session.
• concrete question options. Open questions that require descriptive answers can be difficult for these students.
• alternative forms of examination.

Autism spectrum disorders
The autism spectrum is a collective term for several different conditions, such as autism and Asperger's syndrome, which express themselves very differently for different people. The inpairment often concern relationships and communication with others. These students also have difficulty perceiving communication and information if it is not extra clear, in social contexts this requires a lot of energy from the student.

Students with Autism Spectrum Disorder may need:

• clear overall structure throughout the education.
• flexibility in the date of submission.
• frequent and regular breaks.
• information and instructions given both orally and in writing.
• concrete examples. Avoid metaphors and parables.
• clear guidelines and concrete descriptions of what specific group work and labs will entail.
• clear reading instructions and schedules. It is especially important to state place and time well in advance of the learning activity.
• alternative forms of examination.

Physical disability

Physical disability is often due to a congenital or acquired disease or injury. Neurological diseases (movement, vision and hearing impairments) are examples of physical disabilities that can affect the student's study situation.

Visual impairment
Visual impairment can be both congenital or occur later in life and often means that you have difficulty reading text and orienting yourself with the help of vision.

Students with visual impairment may need:

• access to course literature and course material in electronic form for the use of speech synthesis.
• course literature in Braille, e-textbook.
• note-taker support.
• recordings from teaching sessions
• examination assignments loaded or enlarged.
• good contrast and logical layout in all text.
• course literature in digital form  during examination occasions when students are given access to the literature.
• access to lecture material in advance, preferably in digital form.
• various adaptations during examination, for example extended writing time.
• use digital aids such as reading magnification programs
• alternative forms of examination.
   

Hearing loss / deafness

Having impaired hearing or deafness affects students negatively because it requires increased concentration and effort to listen and try to keep up with the teaching. There is also a great risk of misconceptions.

Deaf students have sign language as their first language, which means deafness is only a disability in environments where people lack sign language skills. Disability thus arises in communication with people who use another language. In order for deaf people to be able to study, access to sign language interpreters is therefore required.

Students with hearing loss / deafness may need:

• sound amplification. Therefore, always use a microphone and hearing loop where available.
• get questions and comments repeated during a teaching session.
• to sit facing the lecturer, the interpreter, the turntable and at the same time have contact with the group. Many students with hearing impairments read on their lips, so it is important that they see the faces of those who speak.
• contact the teacher before the lecture begins to draw their attention to their needs.
• hear what is written on writing surfaces. Therefore, always read aloud what you write on the board.
• frequent and regular breaks.
• subtitling or transcribing of films and other course material containing audio.
• a calm work environment for group work.

Chronic pain

Many students with physical disabilities also experience chronic pain conditions that can adversely affect their studies. Medication for these pain conditions can also lead to fatigue.

Students who experience chronic pain may need:

• extra time during examination.
• frequent and regular breaks.
• access to height-adjustable desk and ergonomically adapted chair.

Mental illness

Mental illness is something that can be experienced in a variety of ways. It is not uncommon for the symptoms to be long-lasting and recurrent, such as obsessive-compulsive disorder, social phobia, self-harming behavior and eating disorders.

Students with mental illness may need:

• special attention to needs and opportunities.
• to be involved in the decisions that are made regarding what support is needed.
• clear overall structure throughout the entire education.
• frequent and regular breaks.
• opportunity for self-study or individual study plan.
• clear instructions on group work and labs.
• extra time during examination.

Speech difficulties

Speech difficulties are often due to a congenital or acquired disease or injury. Students with speech difficulties often need to plan what to say to minimize the impact on performance. Speech difficulties, such as stuttering, can make it difficult to participate in discussions or oral examinations and presentations. More information is available at Stamningsförbundet (The Stuttering Association).

Students with speech difficulties may need:

• special attention to needs and opportunities.
• longer time for oral presentation or presentation.
• alternative examination, preferably in a small group, individually for the teacher or recorded in a calm and safe environment.
• alternative form of examination where oral assignments are replaced by written assignments.