Case study 1: Kathryn

Scenario

Kathryn has dyslexia and she has profound difficulties in writing. She discloses this to you at her interview. She uses voice-activated software, but the whole process of writing takes considerable length of time. The software does not recognise a lot of the technical language involved in her research area. She tends to panic about getting behind with her work.

Suggested actions

• Discuss with Kathryn the nature of the difficulties. Is it a planning issue? Is it a writing issue? Is it a terminology issue? It is easier to make adjustments when the challenges are clearly defined by both supervisor and researcher
• If anxiety is an issue and it is hindering the researcher's recognition of goals reached. Reassure Kathryn that she is making timely progress - if she is. Anxiety can make the symptoms of dyslexia much worse
• Ensure that she is in touch with the Disability Service and is receiving appropriate learning support
• Seek advice from  the Disability Service about dyslexia and to identify  types of appropriate support you could provide  
• Give Kathryn a glossary of essential terminology so that she can ‘teach' her software the words
• Help her to structure and break down the writing into manageable pieces
• Encourage her to start writing from day one, beginning with what will be easier for her so that confidence will grow