Skip to content

Information & Advice

...for Students

...for Staff

...on Assistive Technology


Staff video and audio gallery

The voice of university staff is an important part of the BRAIN.HE project work.  This section includes video and audio extracts of interviews with neurodiverse staff and support staff.

Please click here to download VLC player so you can view WMA and WMV files on Mac OSX.

"WEB VIDEOS" page.

Staff interviewed


Name Age Discipline Types of Neurodiversity
Adam 27 Lecturer in Life Long Learning Depression
James 33 Head of Disability Unit Dyslexia, Dyspraxia
Hermione 48 Professional Development Co-ordinator Dyscalculia
Leah 49 Interactive Design Lecturer Dyslexia, Dyspraxia, Dyscalculia
Robert 46 Design Management Dyslexia


Video extracts

(Figures in brackets are times in minutes and seconds) If our streaming media quota is exceeded, please try again in a few moments.


James was interviewed about his life with dyslexia and dyspraxia.  He was the Head of the Disability Unit of a University.
James_1 (wmv): labels and Identification (2:51) James_7 (wmv): employment and support (1:36)
James_2 (wmv): dyslexia as a disability (0:59) James_8 (wmv): disclosure (1:38)
James_3 (wmv): education system (3:35) James_9 (wmv): problems with diagnosis (1:39)
James_4 (wmv): learning strategies (3:28) James_10 (wmv): Lecturers and ND ( 2:37)
James_5 (wmv): FE and HE support (2:40) James_11 (wmv): changes to courses and the DSA (3:01)
James_6 (wmv): strengths and employment (3:19) James_12 (wmv): mental health and the media (5:10)



Robert was interviewed about his life as a dyslexic course leader.
Robert 1 (wmv): His label and its meaning (1:40) Robert_7 (wmv): reading and reading material (1:46)
Robert_2 (wmv): how his view of dyslexia has changed (1:56) Robert_8 (wmv): strengths that help his career (2:13)
Robert_3 (wmv): school and identification (3:05) Robert_9 (wmv): self disclosure (2:19)
Robert_4 (wmv): industry and disclosure (3:28) Robert_10 (wmv): changes to teaching styles (2:57)
Robert_5 (wmv): industry and legislation (3:16) Robert_11 (wmv): dyslexia identification stickers (3:19)
Robert_6 (wmv): strengths and weaknesses (2:52) Robert_12 (wmv): publication in dyslexia (3:59)


Audio Extracts

(Figures in brackets are times in minutes and seconds) If our streaming media quota is exceeded, please try again in a few moments.


Adam was interviewed about his depression.  He experienced this as an undergraduate, a post graduate and as a lecturer at the same university.
Adam_1 (wma): Depression and sexuality (3:33) Adam_7 (wma): Strategies and methods (1:48)
Adam_2 (wma): Medical Intervention (4:18) Adam_8 (wma): Future career (2:01)
Adam_3 (wma): Experiences of depression (1:15) Adam_9 (wma): Counselling (2:41)
Adam_4 (wma): Self harm (1:31) Adam_10 (wma): PhD confidence (1:49)
Adam_5 (wma): Antidepressants (3:46) Adam_11 (wma): Disclosure and tutor support (3:06)
Adam_6 (wma): DDA and employees (2:14)  



Hermione was interviewed about her role as a developer of good learning and teaching practice.
Hermione_1 (wma): edited discussion of terminology (2:00) Hermione_5 (wma): the future of academic assessment (1:55)
Hermione_2 (wma): assessment, accommodations, assistive technology and scribes (3:35) Hermione_6 (wma): copywrite laws and audio books (2:10)
Hermione_3 (wma): disclosure in exams and projects (3:10) Hermione_7 (wma): assessment and tools (2:35)
Hermione_4 (wma): advantages and disadvantages of viva examinations (5:15)  



Leah was interviewed about her role as a Lecturer in Interactive Design.  She is dyslexic and has also identified herself as dyspraxic and dyscalculic.
Leah_1 (wma): Labels and identification (1:29) Leah_6 (wma): Voice activated software (1:10)
Leah_2 (wma): Difficulties from late identification (2:55) Leah_7 (wma): Writing_email and difficulties (2:33)
Leah_3 (wma): Disability unit (2:11) Leah_8 (wma): Supporting students as a dyslexic lecturer (3:36)
Leah_4 (wma): Faculty support (1:24) Leah_9 (wma): Disclosure and spelling (1:03)
Leah_5 (wma): How the faculty responds to dyslexia (3:11)