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
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www.study-pro.com
Dyslexia Consultancy and Resources
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