Can't say that I have noticed a significant improvement at
all. The number of students arriving who have had extra
time in school exams without any formal assessment having
been carried out seems to have increased, but then it has
to be explained to them (and sometimes to the school!) that
this is insufficient for the University to work on and is
certainly unacceptable when requesting DSA. I feel David
Grant has a good point. Greater resourcing at
primary/secondary school level would enable more children
to be fully assessed and adequately supported, so that by
the time they reach University stage, they are confident,
have developed efficient strategies and are competent in
the use of supportive technology.
--
Eleanor Drummond
Heriot-Watt University
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