Apologies for cross posting...

...in my experience this is pretty difficult to pin down!

All depending upon needs identified, sophistication of assistive
technology / strategies being considered, whether a trial of possible
solutions was necessary, degree of confidence / IT literacy of student,
previous track record with assistive technology ie whats been used in
the past and whether technology has followed student into HE, degree of
customisation / modification required to solutions, degree of research
required by assessor (s), number of professionals involved in the
assessment, detail of referral information received etc etc etc

What's interesting about this question is reference to "the
interview"...perhaps an interesting spin off question could be
formulated - "what is an assessment?".

It seems to me that we are in habit of assuming that the DSA process as
we understand it does actually constitute an assessment...which to my
mind really involves a process of defining need, matching AT resources
and strategies to need, trialling / implementing, refining,
trialling/implementing, refining.

The trouble is as it stands...the way the DSA system is administered
doesn't really allow for this kind of dynamic / consultative /
interactive process which has been found to lead to most effective
uptake of AT resources and strategies. This shows a lack of joined up
thinking as the way the assessment and implementation process operates
in all sectors of education varies with The Communication Aid Project in
England encouraging a development of local expertise supported by
centres of excellence / expertise and the long term loan of resources
facilitating a process of intelligent trialling and HE being served by
dedicated centres, with assessors by and large being pretty remote from
the end user / educational environment in which the technology /
strategies are to be used and no system of negotiation / trailling /
consulation beyond "the interview".

Surely this causing a duplication of resources, duplication of expertise
and a stop start stop start experience for the individual who is
subjected to all sorts of different procedures / assessments in order to
obtain required support. Perhaps some sort of debate regarding the
process of assessment, what constitutes effective assessment and ways in
which the assessment process as applicable to different sectors can be
made more complimentary would help inform on the QAG Guidelines!

I understand that the BRITE Initiative in Scotland has taken a approach
which is encouraging of a more consultative / trailling approach by
using a loan system (which allows for modifications / tweaks to
solutions over time) and by encouraging development of expertise within
institutions backed up by professionals who can provide assistance in an
assessment context, information and advice and staff development.

My concern with QAG is that it may result in tightening up a system
which has flaws already thus giving a questionable assessment
methodology credibility and will prevent us from learning from and
complementing developments in other sectors which have been shown to be
effective in getting the right support to the end user.

Simon

Simon Bloor
Centre Manager
Access SUMMIT
St Peter's House
Precinct Centre
Oxford Road
Manchester
M13 9GH

E-mail: [log in to unmask]
Web: www.access-summit.ac.uk

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 Eileen McCabe
Sent: 26 June 2003 10:55
To: [log in to unmask]
Subject: How long does an assessment take?


I'm gathering info on DSA asessments and would like your opinion.

How many hours input does the whole assessemnt process take?

I'm not just talking about the interview and writing up the report, but
the whole process from initial contact with the student/LEA, through the
interview, writing up the report, contacting DOs/LEAs/Tutors/suppoprt
workers/ and through to the end of an average three-year degree (bearing
in mind that some students return more than once throughout their degree
for an update).

thanks
Eileen

CCPD
University of Westminster
email [log in to unmask]
tel: 020 7911 5163
fax: 020 7911 5162

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