University had always been my dream. I’d worked incredibly hard to secure a place studying History at a prestigious Russell Group university. But by the end of my first term, that dream had turned into something of a nightmare. My name is Emma, and this is the story of how proper support transformed my university experience.
Like many students with dyslexia, I’d developed excellent coping strategies throughout school. I was always the one staying late in the library, spending holidays catching up, and working twice as hard as my peers. When I received my acceptance letter, I thought the worst was behind me. I couldn’t have been more wrong.
University presented challenges on a completely different scale:
The reading lists seemed endless. While my classmates breezed through articles and textbook chapters, I found myself spending entire weekends struggling through material that others finished in hours. Often, after all that effort, I’d still miss key points.
During lectures, I faced an impossible choice: either listen attentively to understand the concepts, or frantically try to take notes. Doing both simultaneously was simply beyond my capabilities. My notebooks became a jumbled mess of half-finished thoughts and misheard references.
Seminars were even worse. The expectation to have read, understood, and formed opinions on complex texts filled me with dread. I’d often remain silent, terrified of revealing how little I’d managed to absorb despite my efforts.
Then came the essays. Despite understanding the historical concepts and having genuinely interesting perspectives, my written work failed to reflect my knowledge. My marks rarely exceeded a low 2:2, with feedback often focusing on structure, clarity, and referencing errors rather than my actual historical analysis.
By December of my first year, I was seriously considering dropping out. The gap between my efforts and results seemed insurmountable. I felt like an impostor who didn’t belong in higher education.
It was my personal tutor who first mentioned DSA (Disabled Students’ Allowance). “You’re clearly bright,” she told me during a tearful meeting where I’d finally admitted my struggles. “But you’re working within a system that wasn’t designed for your brain. There’s support available, but you need to actively seek it out.”
She recommended PDC as specialists who could guide me through the process. Still sceptical but desperate, I made the call that would ultimately change my university experience.
My first meeting with PDC was eye-opening. Until then, I’d never fully understood what DSA was or how it could help me. My PDC advisor explained that DSA isn’t charity – it’s a government-funded grant designed to level the playing field for students with disabilities, including specific learning difficulties like dyslexia.
What surprised me most was the range of support available. This wasn’t just about extra time in exams (which I’d had at school). DSA could provide:
However, the application process seemed daunting: needs assessments, evidence requirements, and navigating university systems. This is where PDC’s guidance proved invaluable.
PDC’s support went far beyond simply helping me apply for DSA. Their approach was comprehensive:
My PDC advisor guided me through getting my dyslexia assessment updated to meet DSA requirements. They helped me complete the application forms accurately and supported me through the needs assessment process, ensuring I could articulate my challenges clearly.
Rather than offering generic “dyslexia tips,” PDC worked to understand my specific learning profile. Through detailed discussions and assessments, they identified:
This personalised approach meant the strategies we developed were tailored to my particular strengths and weaknesses.
Once my DSA funding was approved, I received several pieces of specialist software. However, PDC understood that simply having the technology wasn’t enough – I needed to know how to integrate it effectively into my studies.
They provided in-depth training on:
Technology was only part of the solution. PDC also helped me develop strategic approaches to university study:
Perhaps most importantly, PDC taught me how to advocate for myself within the university system. They helped me:
The changes didn’t happen overnight, but by the middle of my second term, the difference was becoming clear.
Using text-to-speech software, I could process readings at nearly the same pace as my peers. More importantly, I was retaining and understanding the material better. The recording pen meant I could focus on understanding during lectures and review the content later at my own pace.
Essay writing, which had been my biggest challenge, improved dramatically. Using mind-mapping software to organise my thoughts, dictation for first drafts, and editing tools for refinement, my written work began to reflect my actual understanding. My marks improved from low 2:2s to solid 2:1s, with occasional firsts.
Seminars became opportunities to contribute rather than ordeals to endure. With better preparation and notes, I could participate confidently in discussions. Several professors commented on the improvement in my contributions.
Beyond academics, my confidence grew. The constant exhaustion from inefficient studying lessened. I had time for societies and social activities. University became the enriching experience it was meant to be, rather than an endless struggle.
By the end of my second year, I was achieving consistent 2:1 grades and had begun considering postgraduate study – something that would have seemed impossible during my difficult first term.
The benefits extended beyond my personal experience. Armed with knowledge from PDC, I became an informal ambassador for DSA within my course:
My dissertation supervisor has even incorporated some of the study strategies I shared into her general guidance for all students, noting that techniques developed for dyslexic students often benefit everyone.
What made PDC’s support so effective wasn’t just their knowledge of DSA and assistive technology. It was their holistic, student-centred approach:
As I enter my final year, I’m no longer just surviving university – I’m thriving. I’ve secured an internship at a museum, where I’ve been able to transfer many of the organisational strategies I learned through PDC.
My dissertation proposal received enthusiastic approval, and I’m considering PhD applications – something that would have seemed utterly unattainable during those dark days of my first term.
If you’re a student with dyslexia or another learning difference struggling at university, please know that support is available. DSA isn’t just about getting extra time in exams – it’s a comprehensive system that can transform your entire university experience.
PDC can help you:
University should be challenging intellectually, not because you’re fighting against a system that doesn’t accommodate your learning differences. With the right support, you can demonstrate your true academic potential.
Contact PDC today for a free initial consultation about how we can help you achieve your university goals.
While this blog reflects the real experiences of PDC clients, names and specific details have been changed to protect privacy.
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That's why we offer support for Exam Access Arrangements to help them succeed in their exams. Our team of experts will work closely with you to determine the best adjustments for your students, ensuring that they have a fair chance at demonstrating their knowledge and skills. Rest assured that all of our arrangements are compliant with relevant guidelines and regulations. With PDC by your side, you can feel confident that your students will have the support they need to excel in their exams.
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