Who is keeping the monitoring record?
mlba
----- Original Message -----
From: Andy Velarde <[log in to unmask]>
To: <[log in to unmask]>
Sent: Tuesday, October 01, 2002 8:51 AM
Subject: Re: Essay extensions for dyslexic studentsExtensions on essays
should be through a process of negotiation and therefore have to be taken on
an individual basis.
> My view is that extended deadlines should be given if there is an
individual
> plan/strategy on how to use that time, A monitoring record should help to
> make sure thaqt the support is really benefiting the student. It sound
> complicated but, a study skills tutor should be able to provide this. Andy
> Velarde, UKC
> ----- Original Message -----
> From: "Mark Boyce" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Monday, September 30, 2002 6:24 PM
> Subject: Essay extensions for dyslexic studentsExtensions on essays should
> be through a process of negotiation and therefore have to be taken on an
> individual basis.
>
>
> > This question has been asked of me by a Tutor at UWCI
> >
> > "I asked the question at the L&T workshop the other day about giving
> > students extensions on essays etc and you advised not to.
> >
> > I have since checked that against the Ed Psych's reports on students he
> > advises extensions for assignments as well as examinations...
> >
> > please help clarify!!"
> >
> > My reply is written below, does anyone have other opinions on this?
> >
> > Mark Boyce
> > Dyslexia Support Tutor(UWIC)
> >
> > Extensions on essays should be through a process of negotiation and
> > therefore have to be taken on an individual basis.
> >
> > Where time-management strategies have been developed through the support
> > given by a Dyslexia Tutor the question should not arise. However, if the
> > student has only received minimal support or if the time between
questions
> > handed out and their completion dates are very short then essay
extensions
> > may be given.
> >
> > What we have to judge is whether reasonable adjustments have been made
to
> > ensure that students are given an equivalent opportunity to demonstrate
> > their knowledge. Ed Psychs generally offer recommendations that may
assist
> > us in doing making these judgements.
> >
> > It is then down to us to decide what would truly benefit the student. As
> > was mentioned at the meeting, extensions can often have a negative
effect
> > for the student, in that the time has to be made up somewhere else,
> > generally to the detriment of other modules.
> >
> > It's a complicated area and one where there are many differences of
> > opinion. Mine is that unless there are extenuating circumstances such as
> > those mentioned above, then an extension will do more harm than good.
> > However, I will explore this further with Dr Richard Cook, our resident
Ed
> > Psych and get back in touch about it.
> >
> > I Hope this helps clear up your point.
> >
>
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