Karen Welton – Supporting students with dyslexia
Karen Welton, HE Learning Development Advisor at Arts University Plymouth, has published an article about Dyslexia in Higher Education in the ‘Journal of Learning Development in Higher Education’.
Within her role at Arts University Plymouth, Karen Welton works to break down educational barriers to learning and works in partnership with students to find individualised strategies that align with their specific requirements.
Karen is a co-facilitator of the Association for Learning Development in Higher Education (ALDinHE) Neurodiversity and Inclusivity Community of Practice. Its 40-plus regular members meet bimonthly and are in the process of collating information concerning good practice and institutional training to create Open Educational Resources (OERs) that will benefit the wider community.
Karen said of her newly published paper: “Feeling that they belong is a crucial part of a student's learning journey which impacts enjoyment, attainment and retention. Dyslexic students can often feel isolated within their diagnosis and do not openly discuss their inherent challenges and strengths, often due to previous educational and/or social misconceptions.”
“To help like-minded students share ideas to help others whilst also developing their own skills and confidence, I initiated a community of practice. After a year of fortnightly meetings, a group of empowered individuals, who had a much deeper understanding of what being dyslexic meant, emerged with newfound confidence, having connected and collaborated with neurologically similar people.”
Karen provides academic support to students throughout Arts University Plymouth via 1:1 and small group sessions. She regularly co-delivers short courses on The Art of Writing, The Art of Research, and Creative Writing.
She is a member of our Making Learning Research Group and Neurodiversity Action Group and facilitates the Neurodivergent Staff Network and Dyslexic Students’ Community of Practice.
Read Karen’s full paper in the ‘Journal of Learning Development in Higher Education’ Issue 26: Special EDI Issue here: https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/933/711