Does anyone know where I might find the on-line versions of the QAG
documentation...as a stakeholder in the process The Access SUMMIT Policy
Committee wishes to examine these with a view to making a response as
invited by Elaine Shillcock and James M Palfreman-Kay..
Or perhaps such documentation is not yet publicly available...in which
case does anyone know if and when it will be avialble for scrutiny...or
will it simply be delivered as a coups d'état
Any suggestions / pointers would be welcome...
Regards
Simon
Simon Bloor
Access SUMMIT
St Peter's House
Precinct Centre
Oxford Road
Manchester
M13 9GH
E-mail: [log in to unmask]
Tel: 01 61 275 0990
Fax: 0161 275 0991
Text: 0161 275 0992
-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of Ian
Sent: 20 May 2003 02:56
To: [log in to unmask]
Subject: Re: payment for missed DSA tutorials
This is an interesting and revealing debate. I'd argue the issue has
become confused when comparing SpLD tutorial support to interpreter
support.
All students have the freedom to just not turn up for lectures from time
to time. Continued non-attendance becomes an academic concern for tutors
to follow up first. After that, the same system of alerting LEAs to non-
attendance should exist for both disabled and non-disabled students.
Interpreters should have a contract that states they will turn up for
and be paid for timetabled lectures for the student, irrespective of
whether the student decides to attend - this should be agreed beforehand
with the student and the LEA. The student shouldn't be financially
penalised in a way that non-disabled students aren't for non-attendance.
SpLD sessions are different. These sessions have usually been
recommended on the basis of diagnostic testing and further assessment as
a package of support that includes equipment and other strategies. If
the student decides to selectively disregard part of the package, maybe
the whole package of support should be reviewed - maybe this should be
made clear in the original assessment?
It's sad that students who are finding it hard to find the time to make
their dyslexia tutorial appointments are usually the ones who could
benefit most from these sessions. tutors should be allowed (and expected
to) 'nag' their students to turn up for sessions.
If the student is not finding these sessions useful they must be
encouraged to explain why - the disability officer should make it clear
students can go back to them if they aren't finding the support helpful.
Dare I say it might be that the tutor is not directly addressing the
particular needs of the student sometimes?
Ian
On 16 May 2003 at 17:28, Turner, Paddy wrote:
> Dear all,
> I wonder if it is just because it is Friday or whether I am truly
> alone here. I really don't want to labour this point but I am really
> very worried by what I feel is a fundamental principle underpinning
> Equal Opportunites and the rights of Disabled people that it appears
> is being cast aside in order to satisfy the ever present God of
> financial accountability.
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