Considering the impact of dyslexia

Abstract

This article will consider the impact of dyslexia in the clinical learning environment and how students with dyslexia can be best supported in their clinical placements, in order to meet the learning outcomes of their programme and provide safe and effective care. There is an excess of literature supporting the notion that the number of students with disabilities entering higher education increases each year. Therefore, the number of health practitioners with a specific learning disability (SPLD) entering higher education to commence on academic programmes is also increasing. This can present complex challenges for academic staff and clinical mentors. It is evident throughout the literature, that support is often inadequate to develop competence. However, registered practitioners have an ethical, moral and legal obligation to support their students. Higher education providers and clinical mentors need to be aware of their responsibilities toward students with SPLDs, supporting their needs in a non-discriminatory manner.