They can provide advice on funding, free productivity tools and a one-to-one dyslexia induction appointment.

The Team will be hosting an awareness stand on the ground floor of Augustine House from 11am to 2pm on Thursday, 6 October if you want to pop along and find out more.

Kirsty’s story

I am a 33-year-old Nursing student with a diagnosis of dyslexia. I was told I had dyslexia when I was a child, but that didn't mean I received much support or compassion regarding any difficulties I faced. I have always accepted that I am dyslexic; still, it wasn't something I was quick to share. I didn't want to tell people, mainly because I wouldn't gain anything other than them assuming I was stupid or incompetent.

When I decided I wanted to go to university, a family member advised that I have an assessment for a formal diagnosis as the University provides a lot of support. There was also the chance I would get funding for a laptop – and I won't lie, that alone was appealing.

Before applying for my chosen course, I contacted the University. They told me everything I needed to know and do to get all the help and support that the Student Disability Team provides.

I was worried about having the assessment because I didn't want someone to sit there and determine if I was stupid or not, but that was far from what happened. Throughout the test, which was a 1:1 assessment with a professional, each aspect of the assessment was explained to me. 

For the first time, I was not made to feel stupid or embarrassed for being dyslexic.

Entering University, although I was more able to be open about being dyslexic, I was far from being confident in my reading and writing abilities. I was initially reluctant to speak to anyone for support and was just waiting to fail. My PAT (Personal Academic Tutor) gave me the contact information for the Student Disability team, which brought me in contact with Dyslexia Tutor Kim Rocks. We quickly made an appointment where she shared lots of tips, tricks, and support; however, more significantly, for me, at that moment, she spoke to me as an equal.

Some of the tools she provided were really helpful, and some were not quite right; but, that didn't mean she wouldn't keep supporting me. Instead, she was committed to exploring different options to find what was best for me as an individual.

I was also put in contact with further ongoing support provided by the team, who developed a Learning Support Plan with me to ensure all academic assessors were aware of my individual needs. The Learning Support Plan included guidance on how to support me, which can be amended to ensure it helps me to attain the grades I need to progress throughout my studies.

The support I have received has benefited my studies due to the team's holistic approach. Of course, supporting me with different abilities alone is good. However, they also understood the impact of the challenges dyslexia can have on your mental health, which made me feel respected and understood.

Having dyslexia is challenging; it has made me feel angry, frustrated, sad, alone, and even depressed. And yes, I still face challenges, but I am learning how to face them with the support of the Disability team. But I couldn't have done that without having that initial assessment and being open about being dyslexic.

Oh, and one last thing, please never ask me to read in front of anyone; that is one challenge I'm still working on!