By Michelle Grappo M.A., Ed.M. and Rebecca Grappo, M.Ed.
In February we had the privilege of attending—and presenting at—the IECA Global Symposium in Glasgow, Scotland. We were honored to lead a session alongside our friend and colleague Sandy Furth, M.S., exploring how UK universities support students with learning differences. It’s a topic close to our hearts, and one that sparked rich conversations with professionals from around the world.
Our work with students who have unique learning profiles has taught us just how critical it is to understand not only a student’s needs, but also the systems and supports available to them. The UK offers a different educational landscape from the U.S.—in some ways more structured, in others more flexible—and understanding those nuances is key to helping students thrive.
Learning Differences Across the Pond: Language Matters
One of the first things to know is the difference in terminology between the US and the UK. What we call “learning disabilities” in the US are often referred to as “learning difficulties” in the UK. These include diagnoses, such as dyslexia, dysgraphia, and dyscalculia, that affect specific skills but don’t imply global intellectual impairment. Meanwhile, “learning disabilities” in the UK may refer to more pervasive cognitive impairments. It’s a subtle but important distinction.
The same goes for support terminology. In the U.S., “accommodations” is a catch-all for supportive academic alterations; in the UK, that term typically refers to housing. Instead, universities use the term “adjustments” when referring to academic support. Understanding these language differences helps ensure that families are asking the right questions and receiving accurate information.
Support That Goes Beyond the Classroom
As we dug deeper into the UK system, we explored how students with learning differences can access meaningful, practical support—through a program called Disabled Students’ Allowances (DSAs). What stood out most was the broad scope of what’s covered: assistive technology, ergonomic furniture, academic mentors, study skills tutors, even financial help with additional expenses related to a student’s condition.
Crucially, these allowances are available not only to domestic students but, in many cases, to international students as well. The application process can vary from one university to the next, and eligibility requirements aren’t universal—so early planning makes a big difference.
What Conditions Qualify for Support?
The list of conditions that UK universities support is both comprehensive and inclusive. Students with ADHD, anxiety, autism, dyslexia, dyspraxia, epilepsy, chronic illnesses like diabetes or IBS, and many others can qualify for adjustments.
That said, each university has its own approach. Some have robust, centralized support centers, while others rely more heavily on departments or individual tutors. That’s why we always encourage families to look closely at how support is delivered on each campus—not just whether it’s listed in the brochure.
A System Built for Strengths
There are aspects of the UK university system that can be uniquely beneficial for students with learning differences. For example, some institutions (like Oxford and Cambridge) use a tutorial system—a model built on one-on-one or small-group teaching that naturally lends itself to more personalized learning.
UK students also specialize earlier. Instead of navigating general education requirements, they dive deeply into their subject of interest right from the start. For students who know their strengths and want to focus, that structure can be a real advantage.
And for students who aren’t quite ready, a foundation year can serve as an academic bridge, giving them time to build skills and confidence before starting a full degree.
The Consultant’s Role: Guiding the Journey
One of the most meaningful parts of our work is helping students and families find environments where they’ll feel seen, supported, and successful. In the UK context, that means being proactive—reviewing recent testing, helping students understand their own learning needs, and preparing them to speak up for themselves.
Self-advocacy is a big part of the student experience in the UK. Universities expect students to initiate requests for support, which makes early preparation essential. As consultants, we often coach students on how to communicate their needs clearly and confidently—skills that serve them well far beyond the university setting.
Knowing What to Ask
We always encourage families to do a deep dive when exploring UK universities. That means reviewing disability support policies, speaking directly with staff when possible, and asking very specific questions:
- What types of academic adjustments are available?
- How are they implemented?
- Who coordinates the support?
- What kind of coaching or mentoring is offered?
Equally important is evaluating the student’s own academic profile. Where have they thrived? What’s been difficult? Those patterns can help identify which environments will offer the right kind of scaffolding.
Timing Is Everything
One of the most significant differences between the UK and the U.S. systems is when students disclose their learning differences. In the U.S., students often wait until after admission. In the UK, early disclosure—at the time of application—is critical. Doing so allows universities to assess needs, coordinate support, and make the necessary adjustments before a student ever steps foot on campus.
Pro-tip: Don’t Miss Fresher’s Week!
We can’t stress enough the importance of Fresher’s Week, the UK’s version of orientation. For students with learning differences, this week is an opportunity to:
- Get familiar with academic expectations
- Locate support services
- Start building relationships with tutors or mentors
- Begin navigating campus life with confidence
Encouraging students to engage fully during this time can set the stage for a much smoother transition.
We can’t stress enough the importance of Fresher’s Week, the UK’s version of orientation.
Real Stories, Real Insight
Our session concluded with a panel discussion featuring experts from UK institutions, including Louise Martin and Debbie Duncan from the University of Strathclyde, Bill Hoare from the University of Glasgow, and Raluca Pasare from the University of Huddersfield. Through case studies, we explored how different universities might respond to the same student profile—showcasing the diversity of approaches and the importance of matching a student’s needs to the right institutional fit.
Final Thoughts: Start Early, Ask Often, Support Self-Advocacy
Navigating the UK university system can be empowering for students with learning differences—especially when families start early, ask the right questions, and encourage students to advocate for what they need.
If you’re considering UK universities for your student and want help charting the course, we’re here. This is what we love to do.
