The Tutors offer one to one sessions for students with specific learning difficulties including Asperger’s Syndrome. These sessions cover a range of study skills including:

• organization
• reading
• mind mapping
• writing essays, scientific reports or dissertations
• spelling, grammar, punctuation
• proof reading
• revision, examination techniques
• stress management and relaxation techniques

Support for written work – the role of the Specialist Tutor

• The Specialist Tutor may help a student with analysing questions, planning, structuring, written expression, referencing, and proofreading exercises, but WE ARE NOT A PROOFREADING SERVICE.
• When working with a student, the Specialist Tutor does not ‘touch the content’ of an assignment, nor re-write a student’s work but aims to clarify what the student is trying to say, using the student’s words and phrases.   Work on an assignment does not include rewriting or assisting with content but does include discussion and advice on expression and structure.
• It is important to note that once the Specialist Tutor has identified any errors in a written script it is the student’s responsibility to make the corrections. 
• As students are often working under pressure (which exacerbates their SpLD) errors may persist in a piece of work and this should be taken into consideration when assignments are marked (see Guidelines for marking).  

The student’s role/responsibility for written work

1. Students who need support from the Specialist Tutor must make an initial appointment to discuss their study skills.  Please contact the Disability Office on disability@swansea.ac.uk or phone 01792 513000 or drop in to the reception in Student Services in the Kier Hardie Building.
2. Students will follow the Policy on Non Attendance of Appointments for Specialist Tuition.
3. Before a student submits a piece of work to the Specialist Tutor they must have checked it themselves for errors using assistive technology (which is available on every PC in the main campus library).  Students should not expect the Specialist Tutor to correct errors that are easily picked up by specialist software.
4. The Specialist Tutor works with a student to identify errors in written work and develop strategies to become more independent. However, the student has sole responsibility for any work submitted for assessment to his/her department.
5. The student can either hand in written work at the reception desk in Student Support Services, the Assessment Centre or by prior agreement with the Specialist Tutor send work via email.
6. Every effort will be made to send an email within 24 hours during the working week confirming safe receipt of any work sent electronically by a student.  If students email work over a weekend, an email confirmation will be sent on Monday (apart from Bank Holidays or vacation time).  If the student does not receive an email confirming receipt of their work, it is the student’s responsibility to resend the email and/or attachment.
7. The student must also make an appointment with the Specialist Tutor to discuss the corrections to his/her written work.
8. An assignment must be submitted to the Specialist Tutor well before the deadline date (a minimum of one week before the deadline is suggested) given that students will have to make corrections to the text after meeting the tutor.
9. Whilst the Specialist Tutors will try to look at all the work handed into Student Support Services, during busy times no guarantee can be made that every essay will be seen.

Each session is tailored to the student’s needs and strengths to achieve success in their chosen discipline.

In addition to one-to-one tuition, small and large group study skills sessions are available.

E-learning Study Skills Book for Students with Dyslexia/Specific Learning Difficulties

A European funded TEMPUS project for the Identification and Support in Higher Education for Dyslexic Students (ISHEDS) co-ordinated by Professor Angela Fawcett, Swansea University, Wales and involving partners in Bosnia-Herzegovina, Croatia, Hungary, Serbia and Slovenia and Dr Ian Smythe (UK) to address inequalities of provision for university students in Central Europe and the Western Balkan Higher Education Systems. 

 The project aims to make an impact on policy and legislation because Bosnia-Herzegovina Hungary, Romania, and Serbia have no laws or guidelines or support for the child or adult with dyslexia.

 Assessment of dyslexia, ICT support, human support and self support for students with dyslexia studying at university are also aspects of the project and the study skills self-help e-learning book can be found here.