Wouldn't the key qualification required would depend upon the nature of
the need expressed / identified...so for instance a student with a
physical disability may need an assessor or assessors with experience in
assisting the student specify the need in terms of their physical
difficulty - such as an OT, physio and in some cases a SLT...in addition
an expertise in the applications of relevant technology such as
alternative keyboards, pointing devices, head mouse, switches and switch
access software etc etc etc would be needed - this is a unique person /
group of people - especially when you add in the need to identify,
specify requirements and identify appropriate support in an educational
context while maintaining and enhancing student participation in the
educational experience. I cant identify a course or courses available at
the prent time that would set somebody up with this range of skills but
I venture that among other a person with an OT / physio backgound would
at least be on the starting blocks in terms of facilitaing an effective
assessment process for a student with a physical disability.

For HI I would have thought that a teacher of the deaf would be a good
starting point - or a person with experience of working in a hearing
impaire support service...

For VI how about people with experience in a VI support service...once
upon a time the RNIB did a course (Diploma I think) in VI + ICT...

The development of a "How to assess" diploma / certificate / masters etc
would be tricky but perhaps there is room for a set of competencies /
criteria against which people could be assessed themselves - more of an
evidence based system but written by leaders in each field...

How does the notion of generic assessors fit in...which must be on the
cards with the Accreditation / Licensing scheme criteria being
introduced requiring what... 40 / 60 assessments to be undertaken each
yearand a model which doesn't seem to lend itself particularly well - or
certainly doesn't seem to acknowledge the need in some circumstances for
an interdisciplinary approach to the assessment process ie bringing
together a team of people offering different perpectives and expertise.

The interdisciplinary approach is widely acknowledged as the most
effective approach to assessment for individuals with complex needs -
for persuasion do a websearch on
interdisciplinary+assessment+assistive+technology or see the
bibliography at http://www.ataccess.org/rresources/CARTbiblio.html ...



Simon



Simon Bloor
Access SUMMIT
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Precinct Centre
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Manchester
M13 9GH

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-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of Michael Trott
Sent: 08 April 2003 22:59
To: [log in to unmask]
Subject: Re: New guidelines for assessment of dyslexia


In a message dated 08/04/03 17:36:58 GMT Daylight Time,
[log in to unmask] writes:

<< While we're on the subject of assessment, can anyone give me
definitive guidelines on 'suitable qualifications' for assessors of
students with physical disabilities, hearing impairment and visual
impairment and learning needs other than dyslexia? Would the Diploma in
Social Work be considered suitable? My apologies to the forum if this
question has been thoroughly aired!

 Colette >>
I suggest that such a qualification may have some relevance but it *may*
be possible to gain such a qualification having never worked with a
person with a disability. Perhaps an Occupational Therapy qualification
may be more relevant??

You raise a serious point. There are no formal qualifications for needs
assessors, even the NFAC courses never claimed to train people to
conduct assessments although spome attempt was made to train additional
assessors last year. The latest recommendations being discussed at the
DfES / SKILL review of DSAs include - degree level education, experience
of teaching/lecturing and 'on the job' training including oberservation
of assessments, 'joint' assessments with an experienced assessor and
supervised assessments - a minimum of 6 for each disability area that
the assessor wishes to work in. This is combined with continuing
Professional Development in areas including disability awareness and
technological developments.

Mick Trott