Roger had been a valued employee. He had a real way with animals and was a reliable worker, but now he had been made redundant from the farm where he used to work after it had to be sold following the death of the owner. On the advice of the job centre he enrolled on an ICT course to extend his range of skills in the hope of making himself more employable.

When the tutor first saw Roger outside the room where the ICT his course had just started, he was not impressed. Roger was late. Dressed in jeans and a crumpled stained shirt underneath a cardigan that was done up in such a way that there remained a spare button at the top and a spare hole at the bottom, he was carrying a folder that he dropped when he tripped as he entered the class. Grappling to collect his paperwork and knocking over one of the stools at the workbench, Roger mumbled an embarrassed apology and thrust a letter into the tutor’s hands.

As the tutor read the letter, a reference from his former employer, the light dawned! The glowing reference explained that Roger had dyspraxia and, in addition to extolling Roger’s virtues as a farm-worker, also listed some of his difficulties. Roger’s main difficulties were with fine motor control – his handwriting was illegible and he found using small implements like scissors impossible. He also frequently experienced problems with self organisation, memory and concentration; on the farm these difficulties had been overcome by establishing fixed routines and printed schedules of work that were ticked off daily.  The farm owner was happy to make these small accommodations as Roger was so good with livestock - though he wasn’t allowed in the shearing shed!

From previous experience, the tutor knew that Roger might also have some difficulties with using a keyboard and mouse due to his poor fine motor control. Other dyspraxic learners in the past had shown difficulty copying information from the board, were somewhat disorganised in managing their resources, and were often slow to finish their work.

Roger quickly became a well liked member of the group. His quick wit and easygoing personality won everyone’s hearts. He was quite happy for the tutor to share information about his condition with the rest of the group; this meant that they all understood his needs and were happy to support him. Together they put in place the following:

• An appropriate dedicated work space;
• Use of a tape recorder to avoid having to write notes – though his colleagues on the course were happy to photocopy their own notes for him too;
• Use of a roller ball mouse;
• Ergonomic key board;
• Assistance with the use of the course related equipment such as staplers etc.;
• Clear written instructions on how to use photocopier were handed out  - all the students benefited from this.
• The group was taught how to use keyboard shortcuts which reduced the need to use the mouse.

Two people with the same disability can experience different effects. Furthermore, the effects of one disability can be similar to the effects of another (for example, deaf learners and learners who have autistic spectrum disorders may both experience difficulties in using abstract language).