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Agreed in principle, but do beware of generalisations about 'students
with dyslexic type difficulties' or the amount of advisory
work/guidance/liaison with departments that may be needed.....
SUE JEPSON wrote:
> All advisory work with students will tend to be time consuming when
> carried out by caring and informed staff. Surely the equation should
> also contain reference to the level and type of advisory work, e.g.
> advising students with a hearing impairment and making recommendations
> to lecturers would be likely to be different in nature and demands on
> time to the on-going advice and guidance for students with dyslexic type
> difficulties.
>
>
>>>>[log in to unmask] 12/4/03 12:01:44 >>>
>>>
> Just to add to Steve's comments re staffing levels quoted below, from
> the
> HEFCE Guidance on Base-Level provision report:-
>
> Bear in mind that these figures were quoted when fewer students
> disclosed a
> disability (therefore the figures based on total student numbers are
> meaningless now). Also, at that time, the DSA was not as widely
> available
> as it is now (ie no pt or pg or diploma DSAs). There was no SENDA. In
> real
> terms, the workload of professionals in HE disability services has
> increased
> dramatically (as we all know). 1 adviser to 200 students is nowhere
> near
> enough - 1:100 might be more realistic.
>
> Wouldn't it be helpful to those of us on the shopfloor if this report
> (or at
> least this part of the guidance) could be updated and more realistic
> figures
> provided - and then sent round to our VCs??
>
> I know from conversations that I have had with colleagues how many are
> finding it difficult to cope with workloads - all the more so as they
> are
> caring professionals who want to provide the best possible service to
> their
> students.
>
> Happy Christmas everybody!
>
> ********************************
> Elaine Shillcock
> Head - Disability Support Office
>
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Steven Metcalfe
> Sent: 04 December 2003 10:56
> To: [log in to unmask]
> Subject: Re: caseload
>
>
> Liz,
> This is now a bit old but may help:
>
> HEFCE Ref 99/04
>
> January 1999
> Guidance on base-level provision for disabled students in higher
> education
> institutions
>
> Dedicated staff
>
> To deliver this base-level provision, institutions will need dedicated
> staff
> resources. As a minimum we believe that each HEI should employ a
> dedicated
> co-ordinator as a permanent member of staff. Given the range of work
> involved, the need to deal expeditiously with individual and personal
> needs,
> and the time-absorbing nature of this work either of the following
> possible
> approaches would be realistic in determining the number of dedicated
> staff:
>
> staffing based on total student numbers
>
> Size of institution FTE posts
> up to 3,000 students 0.5
> 5,000 students 1.0
> 10,000 students 2.0
> 15,000 students 3.0
> 20,000 students 4.0
>
> staffing based student numbers, with a ratio of one co-ordinator to
> 200
> students with disabilities.
>
> Such staffing will allow for a more proactive approach to planning and
> providing services for students with disabilities, and should give a
> greater
> capacity to monitor whether agreed services are actually delivered.
> For
> larger institutions a team of staff, each specialising in the needs of
> particular groups of students, may be most appropriate. This could
> include,
> for example, a general disability co-ordinator, a co-ordinator for
> deaf
> students, a co-ordinator for visually impaired students and a
> co-ordinator
> for students with mental health problems. Some staff resources might
> be
> devoted to IT issues.
>
> The senior co-ordinator needs sufficient authority to be able to
> intervene
> at any level within the institution. We propose that a member of the
> senior
> management team should be responsible for monitoring policies, and to
> whom
> the senior co-ordinator should have access, whatever line-management
> arrangements are adopted by the institution.
>
> We have been struck by the amount of detailed administrative work that
> falls
> to co-ordinators. To function effectively they require administrative
> back-up, which we propose be based on the following
> ratios:
>
> FTE disability posts FTE administrative posts
> 0.5 0.5
> 1.0 0.5
> 2.0 1.0
> 3.0 2.0
> 4.0 2.5
>
> Steve Metcalfe
> Head of DART
> University of Lincoln
> Phone: 01522 886400
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Liz Thompson
> Sent: 02 December 2003 13:04
> To: [log in to unmask]
> Subject: FW: caseload
>
>
>>Dear Everyone.
>>
>>Is anyone aware of recommendations for the size of caseload for
>
> someone
>
>>working with students who have specific learning
>
> difficulties/dyslexia. If
>
>>not, what are your ideas for a reasonable caseload for a full-time
>
> worker?
>
>>I'm thinking of co-ordination of arrangements rather than tutoring,
>
> like
>
>>recommending exam arrangements, referring for tutoring or IT support,
>
>
>>interviewing students, liasing with academic staff and LEAs and so
>
> on.
>
>>Any thoughts appreciated.
>>
>>Liz
>
>
>
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--
--
________________________________________________
Liz Du Pre
Student Tutor
Dyslexia Unit
University of Wales, Bangor
Bryn Deiniol,Penrallt Road,Bangor
Gwynedd LL57 2DG
phone:01248 383843
fax:01248 383614
email:[log in to unmask]
________________________________________________
2003 Bangor Dyslexia Conference 24th - 26th July
www.dyslexia.bangor.ac.uk
________________________________________________
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