Emma
They are available on the HESA website at
http://www.hesa.ac.uk/holisdocs/pubinfo/stud.htm
they are only given one year at a time so you have to fiddle with them
slightly it just so happens I have been messing with them recently for
the Demos Project.
All students
94/95 2359
95/96 3170
96/97 4364
97/98 5381
98/99 6575
99/00 8370
00/01 10430
% increase 342.1
Undergraduate
94/95 2112
95/96 2822
96/97 3854
97/98 4737
98/99 5731
99/00 7280
00/01 9025
% increase 327.3
Postgraduate
94/95 247
95/96 348
96/97 510
97/98 644
98/99 844
99/00 1090
00/01 1400
% increase 466.8
We have recently collated all the statistics for each year into one
table and will be publishing them very shortly on the Demos website.
Will let you know when they are live online.
Mike
Mike Wray
Project Coordinator
Demos Project
http://www.demos.ac.uk
tel: 0161 247 3377
fax: 0161 247 6852
text: 0161 247 3492
>>> [log in to unmask] 12/16/02 01:37pm >>>
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
|