Yes, I've noticed a great increase in what are basically "letters"
confirming exam adjustments without test results etc. Many actual state
"not valid without supporting evidence" but that doesn't seem to deter the
holder!
My son, aged 15, has had a tremendous battle with his school who refused to
look at an educational psychologist report saying "he couldn't be dyslexic
or we'd have noticed it" and quite seriously using their failure to
recognise dyslexia [and hence provide any support] as hard evidence that he
could not be dyslexic. We were eventually forced by their intransigence to
pay for a report by their nominated assessor [largely unqualified, and using
tests like the Bangor test as diagnostic] in order to achieve any
recognition. In contrast, the sixth form college were totally appalled by
the school's attitude and have recognised, in advance, his dyslexia and
already have a laptop [for loan] ready fro him when he arrives in September.
My wife, as a primary school SENCO, is noticing an increased difficulty in
getting children statemented - is this a ploy to reduce the number of
dyslexics?????????
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: Eleanor Drummond [SMTP:[log in to unmask]]
Sent: Tuesday, March 04, 2003 9:57 AM
To: [log in to unmask]
Subject: Re: The Future of Higher Education
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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