Students with Disabilities in Higher EducationI chose to look at students with dyslexia. I chose this topic because this disability affects a large number of people and has become much more recognizable over the last fifteen years. It is not known how many people have dyslexia, but "Thomson (1984) gives a 'conservative estimate' of 5%." (Wolfendale and Corbett 1996). Many students used to struggle without any help or simply drop out of higher education, not knowing what was wrong and why they found the work so difficult. “Dyslexia literally means 'difficulty with language'.” (Wolfendale and Corbett 1996). People with dyslexia usually have difficulty spelling, pronouncing, and keeping track of what they have heard, said, read, or written. The main goal is to teach each dyslexic student to become an independent learner; teachers need to gain a clear understanding of students' specific difficulties and learning styles. Then it is possible to design teaching strategies. When teaching students with dyslexia it is important to set clear goals. “In an ideal world, those who feel they are struggling with their studies would be offered assistance regardless of label or level of difficulty. Their progress would be monitored, care modified to suit their needs or learning style and, if difficulties persisted, they could be referred for more expert guidance or formal assessment if necessary. (Wolfendale and Corbett 1996). Special needs departments have grown in higher education, but this area still suffers from low status value. Since many of the staff working in this department are often lower level, it is often difficult for them to obtain the necessary resources. "It was the Warnock Report that drew attention to the need to develop further education opportunities. Although limited provision had previously been made for some students with physical and sensory disabilities, the development of higher education was one of the three priority areas of the relationship..