Specific learning difficulty tutors: direct supports for navigating disabilities and the university environment

Abstract

The United Kingdom’s system of higher education disability services has recently undergone significant reform and continues to evolve. It traditionally relied heavily on direct support workers. However, since 2016, government policy has reduced funding for such support, instead encouraging the use of technology and universal inclusive practices. Given this policy direction, it is critical to examine the role and value of the direct support workers that remain and to place them within the current support system. Specialist one-to-one tutors who work with individuals with specific learning difficulties are one such professional. This qualitative study examined how these professionals describe and conceptualize their work.