Ms Vikki Anderson

School of Education
Teaching Fellow (Language, Literacies & Dyslexia)

Contact details

Telephone
+44 (0)121 414 8820
Email
v.anderson@bham.ac.uk
Address
School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Having begun her career as a teacher of German and English, Vikki went on to specialise in the field of learning difficulties and disabilities, teaching in mainstream, special, further and higher education. She is currently also a member of the University’s Learning Support Team where she works with a range of students with specific learning difficulties and delivers  Continuing Professional Development (CPD).

Qualifications

  • RSA Diploma for Teachers of Learners with Specific Learning Difficulties (Primary, Secondary and FE/HE AMBDA).
  • MEd Education and Child Psychology.                      

Biography

In the role of Learning Support Advisor, Vikki screens students for dyslexia, dyspraxia, and/or dyscalculia; assists them in interpreting diagnostic assessment reports and provides follow-up support. She works together with individuals with specific learning difficulties (SpLDs) to create bespoke Reasonable Adjustments Plans and liaises with key stakeholders to ensure that reasonable adjustments are made. She collaborates with other service providers in and outside of the University (e.g. funding bodies, SENCOs, mental health and other medical professionals, Careers Network,) and with parents and carers where required to ensure that students with SpLDs experience equality of opportunity. Vikki also delivers staff training both within Student Support Services and across the University.

Previously, Vikki worked in HE as a Senior Lecturer in Special Needs and Inclusion Studies at the University of Wolverhampton.   

Teaching

MEd/Postgraduate Diploma Dyslexia and Learning Difficulties (SLD) 

Research

Vikki’s research interests include inclusive learning and teaching as well as listening and responding to the student voice.   

She has recently carried out two studies with a colleague in the Medical School – the first focusing on the impact of lecture recording on the attainment of  students with and without SpLDs and the second on the responses of students with SpLDs to ‘lecture flipping’. 

Publications

Nightingale, K.P. and Anderson, V. (2019) Establishing the evidence for inclusive curricula: is supplementary lecture capture an effective approach to supporting students? In Krcmar, K. (Ed.) The Inclusivity Gap. Aberdeen, UK: Inspired by Learning.

Nightingale, K.P., Anderson, V., Onens, S., Fazil, Q. and Davies, H. (2019) Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)? Computers and Education, 130, pp. 13-25.

Anderson, V. and Lyn-Cook, L. (2016) ‘Teaching Assistants working with Teachers.’ In Richards, G. and Armstrong, F. (Eds.) Key Issues for Teaching Assistants, 2nd edn. London: Routledge.

Anderson, V. and Lyn-Cook, L. (2015) ‘Teachers Working with Teaching Assistants.’ In Richards, G. and Armstrong, F. (Eds.) Teaching and Learning in Diverse and Inclusive Classrooms. Key Issues for New Teachers, 2nd edn. London: Routledge.

Anderson, V. and Onens, S. (2012) ‘How Well Are Students with a Specific Learning Difficulty prepared for Higher Education?’ In Brunswick, N. (Ed.) Supporting Dyslexic Adults in Higher Education and the Workplace. Chichester: Wiley. 

Anderson, V. (2011) ‘Teachers working with Teaching Assistants.’ In Richards, G. and Armstrong, F. (Eds.) Teaching and Learning in Diverse and Inclusive Classrooms. Key Issues for New Teachers. London: Routledge. 

Anderson, V. and Finney, M. (2008) ‘‘I’m a TA not a PA!’ teaching assistants working with teachers.’ In Richards, G. and Armstrong, F. (Eds.) Key Issues for Teaching Assistants. London: Routledge. 

Finney, M., Richards, G. and Anderson, V. (2007) How to make better use of teaching assistants. Special Children, 177: 27-31. 

Richards, G., Drury, P. and Anderson, V. (2007) Responding to Learners’ Views. London: LSC. 

DfES (2004) A Framework for Understanding Dyslexia. London: DfES (author of 'Theories of Dyslexia'). 

Anderson, V, Faraday, S., Prowse, S., Richards, G. and Swindells, D. (2003) Count Me In FE. London: LSDA.