In line with St John's comments: I attended a session run by Iansyst staff
recently - "matching technology to needs" where they were stressing just
this point to assessors - don't simply award a standard package of
technology and software - tailor it to the specific difficulties identified
by the educational psychologist [or equivalent]. I have noticed a surge in
students here successfully gaining a DSA award, taking the computer, but not
necessarily using the software etc - and all too often it does look like a
standard package.
What really worried me was the DSA assessment document that - for a dyslexic
- recommended that the student discussed with me the advisability of
braille printers, BSL etc. Clearly not tailored to that student!!!!
Dr. John S Conway
Disability Officer
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/>
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-----Original Message-----
From: Skeates,St.John DEAL Awards Tm
[SMTP:[log in to unmask]]
Sent: Friday, November 29, 2002 10:06 AM
To: [log in to unmask]
Subject: Re: Variation to assessment for non-dysl
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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Dyslexia Consultancy and Resources
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