At the risk of sounding negative, it is a breach of funding to enrol into
higher education a student who has correctly been diagnosised with
'generalised learning difficulties', and it would be misleading to suggest
such a student is capable of achieving a higher educational award.


In rough and ready terms we are talking about someone who, on  a full
psychological assessment, has achieved scores of below 70 on all major
measures of reasoning ability.  That is, someone whose scores paces them
within the bottom 5% of the population in reasoning ability - verbal and
well as visual.


Whilst the relationship between IQ and achievement on a degree/HND programme
is inexact, for factors such as motivation come into play, the award of a
degree or diploma at the end of the day is build on the premise the
successful individual is intellectually capable.  I know the boundary is
vague about were this line is drawn, but the award of a qualification has to
be arrived at by a judgement based on academic integrity.


A psychologist will draw a distinction between competence and performance,
and this distinction lies at the heart of DSA funding.  In the case of a
student with a disability such as blindness, dyslexia or depression, the
provision of support is made on the basis that the student has the
intellectual competence to succeed, but will be hindered by performance
limitations.  By making suitable adjustments, and providing appropriate
support, these performance limitations can be bypassed,and the student
enabled to demonstrate their competence.

In the case of a person with generalised learning difficulties that
competence is not present.

Students are enrolled into higher education on the basis permise that 'they
are likely to benefit' from their course of study.  That is not about
personal or social benefits.  That is about being convinced that the student
has the intellectual competence to succeed.


Those cases I have encountered of students with generalised learning
difficulties in higher education have all occurred because of a serious
failure at some point [e.g. at admissisons].  It is not a comfortable
experience to advise such students that the reason they are desperately
struggling is because they lack the level of ability that is reqired - but
it is the only honest appraoch.

I support fully the widening of access to higher education policy, but
remain committed to the concept of academic integrity.  That requires taking
decisions of exclusion as well as inclusion.

Regards

David Grant, PhD., Chartered Psychologist
dyslexia diagnosis - a specialist service for students
3 Rosebank Road
Hanwell
London W7 2EW

Tel: 020 8579 1902

e-mail:  [log in to unmask]

----------
>From: Clare Davies <[log in to unmask]>
>To: [log in to unmask]
>Subject: DSA for "general learning difficulties"
>Date: Wed, Dec 20, 2000, 10:38 am
>

>Does anyone have experience of applying for DSA for a student who has been
>diagnosed as having "general learning difficulties"?
>
>Thanks, Clare