Although I can see a need for a book allowance if it becomes more cost
effective than ending up photocopying loads of separate sections of a
book, the issue regarding copyright needs to be addressed. The Copyright
Licensing Agency has provided guidance on this matter on their website.
Unfortunately for some screenreader users, this is a PDF file so -
ironically - might be inaccessible. Refer to
http://www.cla.co.uk/copyrightvillage/vpguidelines.pdf
for full details.

The definition of 'visually impaired' is quite wide, and includes the
following 'blind and partially sighted ... those who's sight cannot be
improved through the use of corrective lenses ... those who through
physical disability are unable to hold or manipulate books or to focus or
move their eyes or are otherwise physically unable to use available
published formats'.

I wonder if this could reasonably include people who's 'disability'
related to visual processing issues (e.g. dyslexia) as these 'cannot be
improved through use of corrective lenses' (though maybe filters?). I
think it'd probably help if a psychologist made a statement to this
effect in effect in his/her report? Or maybe an ACCESS Centre report
could make such a statement, especially for a student who has a physical
disability.

Ian Francis



On 29 Jul 2002 at 12:02, Unit Info wrote:

> To get back to the original issue behind this otherwise useful debate on
> copyright definitions....
>
> If LEA's were willing to provide an allowance for Essential Texts, along
> the lines I proposed previously (see below), then copyright is not
> infringed, and the dyslexic student has the whole text at his/her
> fingertips instead of photocopying "one chapter"
>
> Catherine
>
>
>
> >I think the principle behind 2-24hrs loan is not because a student needs
> >it for only that amount of time but because there are likely >to be
> >dozens of students wanting it for the same few weeks. In that way, it
> >isn't hogged by one or two individuals but every >student gets it for a
> >short time and can then come back a few days later and borrow it again
> >for the next session of reading and >note-taking. In contrast, a
> >dyslexic student cannot absorb a similar amount of information in one
> >sitting, and probably needs to >read over and over again, highlight text,
> >mark sections, needs more breaks, handles shorter reading sessions etc
> >and so can never >make proper use of the library facility. Consequently
> >they are not able to work on an equal footing with their non-disabled
> >peers. CG
>
>
> >>How much can a student without any disability be expected to read and
> >>absorb in 2 hours? or even 24 with lectures to attend? It would seem
> >>that photocopying/scanning etc would be more appropriate and that the
> >>amount of text involved would fall within the legal limit?
>
>
>
> >There are very strict limits on photocopying (except for the visually
> >impaired) usually no more than one chapter of a book or one article of a
> >journal. The same applies to scanning if you scan a photocopy you are
> >supposed to destroy the photocopy afterwards. You are also not allowed to
> >copy one chapter one day and another day!
> >
>
>
> >Quote from DfES, earlier this year, on matter of Book Allowances for
> >dyslexic students:
> >
> >"...It is necessary to demonstrate that the student's disability
> >necessitates additional expenditure on course books. ... Dyslexic
> >students are unable to make equal use of their institution's library
> >facilities when books are only available on short-term loan for the
> >reasons cited by CG (see below)... In such cases we agree that a payment
> >could be made from the DSA to purchase these books...
> >
> >CG's comments: <Most dyslexic students take much longer than the average
> >to absorb information from texts and find it necessary >to buy books from
> >which they will work at their own speed..> and <...because they need to
> >mark and refer at length to the contents. >The majority of non-disabled
> >students do not buy books because they can use the library effectively.
> >The purpose of a book >allowance therefore is to make them on an equal
> >par with other students...> and <With the newer degree structure, a
> >module only >lasts 10 weeks and then the subject is generally not studied
> >again, so that the concept of a "text" book is perhaps somewhat
> >>outdated. Essential texts are intended more as something to refer to
> >briefly for one course, and then move on to a new module with >new texts
> >- hence the reason why these books are placed on short loan for students
> >to refer to during the short period of the >particular course>
> >
> >It is my understanding that the word "Essential" in relation to texts,
> >means essential reading not essential purchase, hence the >concept of
> >books on short loan (ie sometimes only 2hours, more often 24hours), so
> >that they are made available to as wide an >audience as possible.
> CG
>
>
>
>
>
>
> _____________________________________________________________
>
> Please note: I work part-time - Monday, Tuesday and Thursday
> _____________________________________________________________
>
>
> Catherine Griffiths
> Student Administrator
>
> Dyslexia Unit
> University of Wales, Bangor
> Bryn Deiniol
> Penrallt
> Bangor
> Gwynedd
> LL57 2DG
>
> tel : 01248 383620
> fax : 01248 383614
> email : [log in to unmask]
>