Student experience | Suzanne on studying with DLD

Extra time gives space and peace of mind

Because of my DLD, it sometimes takes me more time to process information and understand questions properly. In high school, that’s why I already had extra time on tests and a wider margin for language errors. That need has actually always remained the same. Extra time during exams helps me to read the questions calmly and formulate my answers carefully. As a result, I experience less stress. When I applied for my studies, I indicated that I have a DLD. I didn’t do this during my premaster, because I thought I would manage without extra time. In practice this turned out to be more difficult than expected. After that I applied for my provision. Since then I can use extra time for exams again.

Information and facilities well arranged

When I indicated on my application that I study with DLD, I received an email at the beginning of the academic year with information about the possibilities. Through the student portal you can then go to the Studying with a disability tile. There you will find an overview of facilities you can request, for example extra time for exams. With such a request you must add a statement from an expert. In addition, you can contact student advisors if you have questions or need help arranging facilities. For me, this process worked nice and clear. I knew what I needed and was able to arrange my provision fairly easily.

Sometimes need more time to process knowledge

During my studies, I especially notice that my processing speed is sometimes a little slower. This plays out especially when I have to absorb new knowledge. This takes me more time. Also during exams I often read questions two or three times to understand what exactly is being asked. In study groups or lectures it is sometimes expected that you can apply knowledge directly to a case. For me, that conversion is not always possible right away. As a result, I am sometimes more reserved or less active during such moments. Perhaps a little more preparation time would help with these kinds of assignments, although I also wonder if I would always actually use that preparation. In the end, I learned mostly to give myself the time I need.

Good planning helps me move forward

Besides my exam provision, I do not need any additional support during my studies. By planning well and giving myself enough time to process the material, I manage to follow my studies well. Applying for my test provision went smoothly and took little time. In addition, I know I can always contact a student advisor if I run into something. What is especially nice with answers to questions via email is that you can read it back again.

Online education works just right for me

I experience online education as very pleasant. It allows me to be busy with fewer things at once. Presentations are often online in advance. This allows me to prepare better and think about possible questions. During a lecture I am usually less able to do that. I also notice that lecturers often give more extensive answers via e-mail than during a lecture. That helps me to process the information better.

Internship: working and learning my way

During my internships, both in the Netherlands and abroad, I experienced few obstacles. What makes a big difference for me is that there are no exams. In practice, you don’t always have to give an answer right away. If I am faced with a difficult issue, I can come back to it later after thinking about it calmly. That fits well with how I work. I can also act well in ad hoc situations. In my work as a teacher in special education, where I also did an internship, I notice that my DLD limits me little in my daily actions. Besides my work I follow a master. Only with more complex choices do I sometimes need some extra time to process information and come to a decision. This is something I consciously take into account.

Openness helps in contact with others

I don’t readily mention that I have DLD. Usually it only comes up when someone notices that I need a little more time to process information, for example. In a few situations, people have mentioned it, and then I briefly explain what DLD is and what it means to me. That helps. Explaining it often creates understanding and people take it into account. At the same time, I consciously choose not to be open about it right away. I don’t want DLD to determine how people see me. I think it is important that people get to know me as a person first. Only later, when it is necessary or feels right, do I tell more about it.

Together you will get further

My main message to education professionals is: be open and collaborative. Together you often get further. To students with similar support needs, I would say: contact your teacher if you run into something. Most teachers are open to thinking with you. If that doesn’t work, you can also contact a student advisor or dean. Sometimes all you need is a little extra time.