49 
751QNR respondent #87564798 said:
-
'In approaching my studies I often look for the positives and try not to focuss on the negatives - I want to increase my capabilities of learning and the work that's produced from that - so challenging work is good but I've got to be really careful that it's not too difficult (in reference to question 2.2-6). Nevertheless, I do have to battle with elements of doubt and self deprivation; particularly influenced by bullying at primary and secondary school - to do with 'stupidity' 'slowness' and my seemingly unrelated comments to topics at the time - this, I believe has influenced an initial lack of positivity when voicing my ideas and also writing them down, this lack of positivity has seemed like climbing Mount Everest to overcome; many tears have been shed but now that I'm enthusiastic a nd thinking positivley when it comes to most work I can say it's all been worth while.
When I approach writing I find it hard initially because I'm trying to find a throughline into an essay or topic that will be both interesting and worthwhile for me to write and for an examiner to read. I do a basic few paragraphs of notes - writing whatever comes to my head and then I try and organise it into sections - I may use a mind map to help me with this. Then it's time for research, which is an essential part because I'm using other people's academic words and ideas to help my original ideas sound more interesting and to also see something from a different perspective - building the blocks and points of my essay. This process can take two whole days if I devote my time fully to it - I find I can't work an hour on one thing and then hop to the next - I have to do things one at a time, which can result and affect time I spend on other things (practical things at home) it seems that if I take something up or decide to devote time to something new it affects everything e lse I have to do. Once, research is complete I join the dots or points of my essay together and write - I like to have a break of maybe a day or two from an essay if I have time - this helps me look at it with a fresh mindset.
Spelling and my vocabulary has greatly improved due to listening to speakers or audieo books, reading information and highlighting the words that I don't understand, finding their definitions or synonyms and re-reading the sections again to understand fully what was meant.
It's difficult to pin down what university could help me with further - I really enjoyed the double-o video for this questionnaire - perhaps more videos on strategies and tictacs (:D) could assist people that have unique learning qualities - a video for each step that's friendly and easy to understand (steps for essays, how to approach things - like seminars or lectures or group projects [working with people] - how to manage time etc. all the practical day-to-day stuff to to help people feel more confident and not alone when working towards their furture).
From my experience universities provide support with tutorials geared at helping the individual with learning, but somehow they seem to expect that a person understands what they find difficult, but a person may not be able to pin point what they find difficult on a practical level with tasks, activities, assignments etc. because they have been living with it their whole lives and can't see objectivley what is 'wrong' or [in a better way of saying it] what can be 'improved' and make their approach easier, also they may not know what they want to achieve out of this support because they've never done it before or haven't experienced a 'better' way of working. Bellow is an idea that may help this or highlight another way of approaching how individuals can be supported:
Group discussions with poeple who have learning difficulties like a support group, mentoring group or focus group (not dissimilar to group counselling sessions - but with a focuss in helping eachother and learning new tactics or ways of developing an approach to tasks together - a supportive environment that encourages people to move forward together and highlights ways to tackle work as individuals too [this individual work is important because when an individual needs to work on an essay they need to understand how to manage things on their own] the group should be like a security blanket [for want of a better phrase] because it can be really difficult without that support network).
I hope this has helped your study and that I have been clear in saying what I mean.'
| Dyslexia Index | Dx Factor 1 | Dx Factor 2 | Dx Factor 3 | Dx Factor 4 | Dx Factor 5 |
| Reading, Writing, Spelling | Processing | Organization & Time Management | Thinking & Scoping | Working Memory | |
| Dx = | 840.86 | 850.23 | 712.43 | 510.94 | 648.78 |
| Academic Behavioural Confidence | ABC Factor 1 | ABC Factor 2 | ABC Factor 3 | ABC Factor 4 | ABC Factor 5 |
| Study Efficacy | Engagement | Academic Output | Attendance | Debating | |
| ABC = | 39.29 | 40.00 | 58.00 | 76.67 | 52.50 |