Don't take this as a criticism, David, but I want to look at your work
from another angle.
The group you see is selective: they need to see you because they have
no previous assessment, or have a previous, but a more recent or
updated version is needed. An averaged out 70/30 split seems reasonable.
(The gender difference remains, as ever, worrying.)
But students who have a full and adequate assessment from school or
college will go forward for DSA, needs assessment etc with guidance
from someone with a job like mine without reference to someone with a
job like yours.
I'd say that over the years, as the changes in schools have progressed,
there have been more people turning up with better, more responsive,
flexible "school was really good about it" stories than before. This is
my anecdotal experience. Maybe others will disagree.
Hope this different aspect helps balance your views (if you want that).
No doubt you and I will still see enough cases of "no one ever did
anything about it before..." to stay in gainful employment for long
enough to come. Unfortunately.
Iain
On Mon, 3 Mar 2003 09:43:20 +0000 David Grant <[log in to unmask]>
wrote:
> "I just want with help and assistance to endeavour to make a submission to
> government on behalf of disabled student right to fair access into HE. "
>
> Barry.
>
>
> In an ideal world I would not be needed. The proportion of students I see
> who I diagnose as being dyslexic and/or dyspraxic for the first time in
> their life, is very high.
>
> My analysis of students I saw over the academic year 2001-2002 reveals that
> of those students with English as their first language, 83% of female
> students and 59% of male students had not previously been diagnosed as being
> dyslexic/dyspraxic.
>
> For students with English as a second or third language the figure was even
> higher: 85%.
>
>
> The implications are very clear. There is a significant failure by schools
> to recognise significant signs of dyslexia/dyspraxia. When such signs are
> recognised, boys are more likely to be recognised than girls as having a
> specific learning difficulty, and pupils with English as a second language
> are least likely to be picked up. There is a systematic gender and
> ethnicity bias that influnences who is diagnosed and who therefore receives
> support. This is highly likely to be reflected in exam success and an
> opportunity to gain access to the higher education institution of choice.
>
> It is a tribute to the universities & colleges I see students from that
> these oversights are being picked up, and a tribute to the students that
> they have, often against significant difficulties, persisted and reached HE.
>
> Now if the money for DSA's was put into effective diagnosis and support at
> primary school level..........
>
> David
>
> David Grant, PhD., Chartered Psychologist
> dyslexia diagnosis - a specialist service for students
> 3 Rosebank Road
> Hanwell
> London W7 2EW
>
> Tel: 020 8579 1902
>
> e-mail: [log in to unmask]
>
>
----------------------
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
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