Even when support is structured into teaching, there are always some students who require more focused individual attention. This is particularly true of students from ‘widening participation’ backgrounds. The overwhelming majority of students referred for additional support through the Learning Development Unit at the University of East London (UEL), for example, are mature students. Even within categories such as ‘dyslexic’, mature students and those from unusual study backgrounds require much more intensive input than students from ‘A’ level backgrounds.
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