Oh dear. If the EP recommends subject tutorials are provided by the
institution, then that's a good idea and probably the only way things
will work for this student. If the suggestion is that these extra
tutorials will be paid from the DSA (specifically the non-medical
helpers component), then that's out. The guidance specifically
prohibits payment for such support; the institution has to pay or the
lecturers do it for nothing.
I'm just a ray of sunshine today.
On Thu, 28 Nov 2002 16:28:05 -0000 John Conway
<[log in to unmask]> wrote:
> That's the worry - the student entered as a "mature" student with no
> educational qualifications, simply "work experience" - and my concern is
> will she survive. I was alerted by an educational psychologist who rang up
> to ask if it would be in order to recommend one-to-one subject tutorials
> with every lecturer as she felt she couldn't cope.
>
> I appreciate your statistical inferences about averaging two none equivalent
> measures, and I've yet to receive the written report so I can say what
> numbers are being averaged. The educational psychologist gave me the full
> range value and expressed his concern.
>
> Oh, well - time will tell.
>
> 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: Iain Hood [SMTP:[log in to unmask]]
> Sent: Thursday, November 28, 2002 2:07 PM
> To: [log in to unmask]
> Subject: Re: Variation to assessment for non-dysl
>
> Hi
>
> One theory (and practice) runs that if someone is dyslexic then a
> full
> scale IQ will be false: the performance and verbal IQs should be
> irreconcilable due to the discrepancy model of dyslexia, just as if
> you
> are in a room of 12 6 year olds who are all 3 feet high and 12 60
> year
> olds who are all 6 ft tall (coincidences are always possible, I
> guess)
> then you are NOT in any sense in a room full of averagely 35 year
> olds
> who are averagely four and a half feet tall. Guess that's where the
> old
> adage "Lies, damn lies and statistics" comes in. (My numbers are
> wrong,
> by the way: I got a calculator out but then felt I could make the
> point
> as adequately by pandering "plausible" rather than a "true"
> falsehood).
>
> Similarly, or conversely, I can't think which, if this student is
> some
> sort of genius at economic analysis (or something businessy and
> real)
> but can't spell "Tuesday" or "February" (I think we'd all agree that
> might be a dyslexic profile) then 83 might be a reasonable, though
> again I remind myself, completely false full scale IQ.
>
> The proof of the pudding would be: did the student get a degree and
> some other qualifications (A levels or something) before entering
> upon
> this MBA, are there other signs of intelligent life...etc.?
>
> You're right John, 'tis a minefield. Ah well, lunchtime over.
>
> Cheers
>
> Iain
>
>
> On Thu, 28 Nov 2002 13:39:01 -0000 John Conway
> <[log in to unmask]> wrote:
>
> > 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/>
> >
> > 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: Skeates,St.John DEAL Awards Tm
> > [SMTP:[log in to unmask]]
> > Sent: Thursday, November 28, 2002 12:56 PM
> > To: [log in to unmask]
> > Subject: Re: Variation to assessment for non-dysl
> >
> > Conversely I have a student who has phoned me requesting a
> laptop
> > because
> > he has bad handwriting. The author of the report
> recommending extra
> > exam
> > time has stated quite clearly that there is no evidence of
> a
> > Specific
> > Leaning Difficulty yet his university have informed him he
> should
> > have no
> > trouble qualifying for DSA.
> >
> > We seem to be reaching a point where the definition of
> disability is
> > being constantly redefined in order to provide DSA funded
> support.
> > Given
> > the ever expanding boundaries of what qualifies for DSA
> and the
> > plethora
> > of experts willing to provide evidence of such, I'm
> starting to feel
> > that
> > 99% of the student population would qualify for DSA if
> only we
> > probed
> > hard enough! Since the definition of disability varies
> wildly
> > depending
> > on where you look and what you are trying to get out of it
> (try
> > comparing
> > the dictionary definition, DDA, DSA, Social Model etc
> etc), perhaps
> > we
> > ALL need to take a more responsible stance when it comes
> to
> > determining
> > what is and what isn't a disability related need. At the
> moment DSA
> > is
> > seen as an endless supply of ready cash and shoe-horning
> as wide a
> > range
> > of needs as possible into it allows institutions to
> absolve
> > themselves of
> > a large proportion of their own responsibilities towards
> funding
> > disabled
> > students. They can then spend their own meagre funding on,
> what they
> > would consider to be, more worthwhile causes. However,
> given the
> > government's current financial predicament, both generally
> and
> > specifically in the area of Higher Education funding,
> there is a
> > very
> > real danger that if DSA continues to grow exponentially,
> the matter
> > will
> > be taken out of our hands and far more Draconian controls
> introduced
> > at a
> > national level.Do any of us really want to see the
> reintroduction of
> > means-tested DSA?
> >
> > The one problem with gravy trains is that eventually they
> run out of
> > track!
> >
> > St.John Skeates
> > Awards Section
> > Bedfordshire County Council
> > Direct Line 01234 316300
> >
> >
> >
> > -----Original Message-----
> > From: Ekaterina Barakhta [mailto:[log in to unmask]]
> > Sent: Thursday, November 28, 2002 11:40 AM
> > To: [log in to unmask]; Skeates,St.John DEAL Awards
> Tm
> > Subject: Re: Variation to assessment for non-dyslexic
> students
> >
> >
> >
> >
> > Hi Kirsty,
> > I apologize for the late reply. I have a student coming
> for an
> > assessment
> > today who has similar problem that was described by you.
> He was
> > assessed
> > by
> > Chartered Psychologist who clearly stated that 'his
> academic
> > difficulties
> > cannot be ascribed to dyslexia, as he shows good reading
> and
> > spelling
> > skills.' However this student has a specific impairment in
> cognition
> > -
> > namely in the ability to perform even the simpleast tasks
> at speed.
> > Obviously this is an effect of his longstanding epilepsy.
> It is
> > interesting
> > that this student was assessed by Dyslexia Institute.
> However they
> > clearly
> > helped to identify what he would need to successfully
> complete his
> > studies.
> > Therefore the assessment was very useful.
> > My point is, maybe your student has some other health
> problems which
> > are
> > totaly dyslexia unrelated however neurological in nature?
> Because in
> > this
> > case a student definitely requires extra time in exams,
> dictaphone
> > in
> > lectures, maybe voice recognition software etc.
> >
> > Regards
> > Ekaterina Barakhta
> > Development Officer
> > CATER
> > Open University
> > Walton Hall
> > Milton Keynes
> > MK7 6AA
> >
> > -----Original Message-----
> > From: Kirsty Mackenzie [mailto:[log in to unmask]]
> > Sent: 26 November 2002 11:31
> > To: [log in to unmask]
> > Subject: Variation to assessment for non-dyslexic students
> >
> >
> > Hi,
> >
> > How do other HEIs deal with the issue of students whose
> Educational
> > Psychologist states that they do not have a specific
> learning
> > difficulty
> > but
> > do require extra time in exams due to slower writing speed
> (for
> > example)?
> >
> > If you action these recommendations, is there then an
> issue of
> > inequity
> > to
> > (non-dyslexic) students who have not had an EP assessment?
> Are you
> > then
> > in a
> > position where, in fairness you should then be offering EP
> > assessments to
> > all students at the institution? (with nigh on 20,000
> students, I
> > don't
> > think our Hardship Fund could stretch to this, let alone
> our admin
> > systems!)
> >
> > Any feedback or advice would be welcomed!
> >
> > Kirsty
> >
> > Disability Coordinator
> > Student Services
> > University of Brighton
> > (01273) 642885
> >
> >
> >
> *********************************************************************
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> >
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> >
> *********************************************************************
>
> ----------------------
> Iain Hood
> Senior Student Adviser, Learning Support
>
> [log in to unmask]
>
> Student Support Services
> Anglia Polytechnic University
> East Road
> Cambridge
> CB1 1PT
>
> 01223 363271 ex 2316
----------------------
Bernard Doherty
Student Adviser
ACCESS Centre
Anglia Polytechnic University
Tel: 01223 363271 x2534
Fax: 01223 417730
Minicom: 01223 576155
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