Case study 1: Karen

Scenario

Karen is dyslexic and has used assistive software throughout her PhD to read the literature. The symptoms of her dyslexia are heightened by stress.

Suggested adjustments

It is essential that Karen is consulted about what she would find difficult in an extended oral examination. A 3-way conversation several months before the viva between supervisor(s), Karen and a disability adviser would help to clarify the nature of difficulties, if any, and how they might be addressed.

Karen is concerned about locating sections within her thesis to prove her point.

Some possible actions in the months leading up to the viva are:

-       the learning support tutor works on techniques with Karen for signposting significant sections of the thesis - visual clues to help her locate key passages and relate them to themes;

-       the supervisor organises at least one practice viva where Karen's strategies for managing the materials are monitored and reviewed;

-       peer support is provided by recent PhD graduates to coach Karen for the viva.

If preparation and support are effective, then it may be unnecessary to make adjustments to the viva. This will need to be determined in a discussion with Karen.  If Karen is still likely to be disadvantaged, then her supervisor and the disability adviser will need to talk through with Karen what would help. With the researcher's permission to pass on details of her disability to the examiners, some possible adjustments are:

-       having access to a computer during the viva;

-       the external examiner is asked for written questions a few hours before the viva and, under exam conditions, Karen prepares her answers and the evidence held in the thesis;

-       the examiners allow short breaks in the viva for Karen to rest and refocus.