Hi
Try
http://www.hesa.ac.uk/
Then: Statistics/Free Online Statistics/Student/Didability
Regards
Peter Hill
Emma J Price wrote:
> Hello all
>
>
> Does anyone know where I could look at statistics which show how
> the figures relating to dyslexic students entering HE have changed in
> recent years?
>
> Many thanks and happy holidays!
>
> Emma
>
> On Fri, 29 Nov 2002 13:02:54 +0000 Peter Hill <[log in to unmask]>
> wrote:
>
>
>>Hi
>>
>>As you know, Dyslexia is a common condition. Estimates re incidence
>>commonly vary from 4% to 10% of the population. The incidence in HE, I
>>believe, is lower than 1.5% (according to HESA stats), which suggests
>>that we have a good way to go to achieve 'equal opportunities'.
>>
>>It's easy to cite 'widespread abuse' when you're unlikely to be required
>>to provide evedence to support your claims. They simply sound emotive
>>to me. You say that you are not 'anti-dyslexia', However, I'm afraid
>>your rhetoric (diatribe?) implies precisely the opposite.
>>
>>I am aware that a small number of students do abuse the system. There
>>are more abuses linked to dyslexia than other disabilities simply
>>because there are far more students with dyslexia.
>>
>>Maybe I've led a sheltered existence - but as an ex-disability
>>coordinator, dyslexia support tutor, dyslexia assessor and disability
>>needs assessor, I have yet to witness dodgy practices on anything like
>>the scale suggested in your (and other) emails.
>>
>>Regards
>>
>>Peter Hill
>>
>>
>>Skeates,St.John DEAL Awards Tm wrote:
>>
>>
>>>Well it's hard to be cool when something I believe is fundamental in
>>>ensuring equal opportunities for all is subject to such widespread abuse,
>>>especially when such abuse is condoned (and even perpetrated) by the very
>>>people Awards Officers rely on for their expertise. I am convinced that
>>>if the inappropriate use of DSA funding continues unabated, it will be
>>>those students with the greatest needs (dyslexic or otherwise) that will
>>>ultimately suffer.
>>>
>>>I am in no way anti-dyslexia and have never had any qualms in providing
>>>support where a genuine need has been established. I am concerned,
>>>however, that the Disabled Student's Allowance is rapidly becoming the
>>>Dyslexic Student's Allowance and that the definition of a Specific
>>>Learning Difficulty is now "anything that might get me a free computer".
>>>Whilst I can understand this attitude in students, it is distressing to
>>>see it reflected in the attitudes of professionals and am forced to
>>>wonder whether these arguments would be quite so forceful if the funding
>>>came directly from HEI budgets or if total DSA expenditure were to be
>>>capped annually.
>>>
>>>HE funding is once again under the spotlight and I believe it won't be
>>>long before DSA funding comes under close scrutiny. Before that happens
>>>we must ALL ensure that it is genuine needs that are being addressed and
>>>that the provision of such a valuable resource is not threatened through
>>>frivolous use and the "let's use it because it's there" attitude which is
>>>becoming increasing common in many areas of disability support.
>>>
>>>St.John Skeates
>>>Awards Section
>>>Bedfordshire County Council
>>>Direct Line 01234 316300
>>>
>>> -----Original Message-----
>>>From: Peter Hill [mailto:[log in to unmask]]
>>>Sent: Thursday, November 28, 2002 8:35 PM
>>>To: [log in to unmask]; Skeates,St.John DEAL Awards Tm
>>>Subject: Re: Variation to assessment for non-dysl
>>>
>>>
>>>
>>>
>>>Hi John and others
>>>
>>>My apologies if my question sounded like an accusation - it wasn't meant
>>>that way.
>>>
>>>It's possible that I'm being a little emotive in responding to what I
>>>perceive to be a 'let's knock dyslexia' trend. I'd normally be one of
>>>the few to defend St John's right to give vent to his feelings.
>>>However, his email on this thread is hardly a cool appraisal of the
>>>current situation regarding DSA allocation.
>>>
>>>Bernard's response about the discrepancy definition is of course valid.
>>> However, although there will normally be a discrepancy between IQ and
>>>literacy, there will not always be a significant discrepancy between IQ
>>>MEASURES (eg WAIS) and literacy MEASURES (eg WRAT). This is more likely
>>>to be the case where the subject has a low IQ but is well motivated and
>>>has received a few hundred hours good quality specialist support before
>>>entering HE (perhaps at school or privately).
>>>
>>>I agree entirely with those who question the wisdom of encouraging
>>>students to take on courses for which they are not 'intellectually'
>>>qualified. I have myself struggled to support one or two such students
>>>in the past - and still can't imagine how they made it successfully
>>>through the FE system. However, it does happen. Given the government's
>>>drive to widen participation, and the 'bums on seats' ethos (already
>>>common to FE) that is now affecting HE, it is perhaps inevitable that
>>>more students are 'drawn in' from the margins of academic potential
>>>(this applies to other groups, not just those with specific learning
>>>difficulties).
>>>
>>>Of course it's irresponsible of HEIs to admit students who are bound to
>>>struggle - but at least there are disincentives (retention rate data,
>>>etc) to suppress that tendency.
>>>
>>>I also acknowledge that it is right and important for needs assessors,
>>>disability coordinators, support tutors, LEA awards officers,
>>>psychologists, etc to make their concerns known. However, I'd hate to
>>>think that poorly reasoned conclusions and 'solutions' could ultimately
>>>attract the credibility that this forum might afford them.
>>>
>>>Further, there are already some local practices in place that appear to
>>> disadvantage some students (eg the old chestnut - Ed Psych's
>>>assessments only). It would be worrying to see that trend develop
>>>further - as an ad hoc response to the Chancellor's pre-budget speech!
>>>
>>>Cheers
>>>
>>>Peter Hill
>>>
>>>
>>>John Conway wrote:
>>>
>>>
>>>
>>>>Peter,
>>>>I don't want to suggest a minimum, I don't want to exclude anyone on IQ
>>>>alone - especially as full scale values are dangerous averages - but
>>>>
>>>>
>>>most of
>>>
>>>
>>>>all I am concerned that the individual - who admits to struggling
>>>>
>>>>
>>>terribly -
>>>
>>>
>>>>may be setting herself up for a terrible fall. If I was suggesting
>>>>
>>>>
>>>anything
>>>
>>>
>>>>[but rather I was questioning] it would be the need for evidence of the
>>>>chance of succeeding - which would normally be required in the form of
>>>>
>>>>
>>>a
>>>
>>>
>>>>prior degree - from people without such formal qualifications.
>>>>
>>>>John.
>>>>
>>>>
>>>>Dr. John S Conway
>>>>Principal Lecturer in Soil Science
>>>>Royal Agricultural College, Cirencester, Glos. GL7 6JS
>>>>Phone +44 (0) 1285 652531 ext 2234
>>>>Fax +44 (0) 1285 650219
>>>>http://www.royagcol.ac.uk/~john_conway/
>>>><http://www.royagcol.ac.uk/~john_conway/>
>>>>
>>>>Declaration : CONFIDENTIALITY: The contents of this message are the
>>>>
>>>>
>>>views of
>>>
>>>
>>>>the author, not necessarily the views of the Royal Agricultural
>>>>
>>>>
>>>College.
>>>
>>>
>>>>This is a private message intended for the named addressee(s) only. Its
>>>>contents may be confidential. If you have received this message in
>>>>
>>>>
>>>error
>>>
>>>
>>>>please reply to say so and then delete the message. Any use, copying,
>>>>disclosure or distribution by other than the addressee is forbidden.
>>>>
>>>>
>>>> -----Original Message-----
>>>> From: Peter Hill [SMTP:[log in to unmask]]
>>>> Sent: Thursday, November 28, 2002 3:44 PM
>>>> To: [log in to unmask]
>>>> Subject: Re: Variation to assessment for non-dysl
>>>>
>>>> > What is the feeling about minimum IQ levels for dyslexic
>>>>
>>>>
>>>students
>>>
>>>
>>>>- I
>>>> know
>>>> > this is a minefield but an MBA student with a full scale IQ
>>>>
>>>>
>>>of 83
>>>
>>>
>>>>?
>>>> >
>>>> > Dr. John S Conway
>>>> > DO
>>>> > Royal Agricultural College, Cirencester, Glos. GL7 6JS
>>>> > Phone +44 (0) 1285 652531 ext 2234
>>>> > Fax +44 (0) 1285 650219
>>>> > http://www.royagcol.ac.uk/~john_conway/
>>>> > <http://www.royagcol.ac.uk/~john_conway/>
>>>> >
>>>>
>>>> Hi
>>>>
>>>> Are you suggesting that a dyslexia diagnosis should be tied to
>>>>
>>>>
>>>a
>>>
>>>
>>>> minimum IQ, or that a student with dyslexia should have an IQ
>>>>
>>>>
>>>of at
>>>
>>>
>>>> least, say 90, to enter HE?
>>>>
>>>> The former would involve redefining dyslexia (or adhering
>>>>
>>>>
>>>rigidly to
>>>
>>>
>>>>an
>>>> existing discrepancy-based definition). The latter would be
>>>> discriminatory - unless, we test the IQ of all university
>>>>
>>>>
>>>entrants.
>>>
>>>
>>>> A minefield, indeed.
>>>>
>>>> I am a little uneasy about tone and content of some exchanges
>>>>
>>>>
>>>on
>>>
>>>
>>>>this
>>>> issue (on this and other forums). I sense a degree of panic -
>>>>
>>>>
>>>and
>>>
>>>
>>>>what
>>>> could easily be interpreted as prejudice against those with
>>>>dyslexia.
>>>>
>>>> I recognise that there are difficulties and that the pressure
>>>>
>>>>
>>>on the
>>>
>>>
>>>> DSA is likely to increase as demand continues to rise. I feel
>>>>
>>>>
>>>we
>>>
>>>
>>>> should beware though of knee-jerk responses rooted in a sort of
>>>>quasi-
>>>> science based on subjective impressions.
>>>>
>>>> I'd suggest that it is possible to chalk up an IQ of 85 on the
>>>>
>>>>
>>>WAIS
>>>
>>>
>>>>(or
>>>> other measure) and still be dyslexic. Further there are no
>>>>
>>>>
>>>rules
>>>
>>>
>>>> prohibiting a student with an IQ of 75 from taking up
>>>>
>>>>
>>>undergaduate
>>>
>>>
>>>> study. I really don't think it's a good idea - but it is
>>>>
>>>>
>>>certainly
>>>
>>>
>>>>not
>>>> for me (or anyone on this forum) to close the gates on any
>>>>individual.
>>>>
>>>> Regards
>>>>
>>>> Peter Hill
>>>>
>>>>
>>>> --
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>
>>> --
>>>01527 500324
>>>[log in to unmask]
>>>www.study-pro.com
>>>
>>>Dyslexia Consultancy and Resources
>>>
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>>>
>>>
>>
>>--
>>01527 500324
>>[log in to unmask]
>>www.study-pro.com
>>
>>Dyslexia Consultancy and Resources
>>
>
> ----------------------
> Emma Price
> Disability Assessment and Support Officer
> Equality and Diversity Department
>
>
>
>
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