Yes - our tutors would do the same here.
One thing I would add though is that we would endeavour, with the
students agreement, to draw the academic department more explicitly
into the triangle of support - not always easily done, but important in
practical terms - keeping track of things effectively and providing
structural rather than add on support.
Liz
Liz Maynard wrote:
> This is exactly the kind of work we would expect our dyslexia tutors to
> do with our students.Liz Maynard Disability Coordinator
>
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of LOVEN Caroline R
> Sent: 02 August 2004 08:30
> To: [log in to unmask]
> Subject: Re: long message - personal request
>
>
>
> Dear Marie
>
> I think he would have grounds for extenuating circumstances as his needs
> were not met. His needs assessment should have addressed the areas
> where he felt he needed support and listened to his wishes. If my
> students have felt there was not appropriate provision in their needs
> assessment for them to achieve, then we have made applications for the
> particular provision they require and this has been added.
>
> I have also had a student who has required exactly the sort of support
> your son seems to require. Where we discuss such things as work load,
> prioritise work, setting up target dates for tasks to be completed,
> identify areas where contact needs to be made with tutors, disussion of
> problems, arriving at an action plan and planning individual
> assignments etc. Through this sort of discussion the student has learnt
> how to analyse work load, set priorities, set action plans and work to a
> time schedule. He has learnt key skills through
> practical implementation rather than learning skills in isolation
> without being able to 'see' their relevance to his personal
> experience/learning style. It is very easy for a dyslexic student to
> lose confidence in themselves, they need to know that people believe in
> them and are there for them.
>
>
>
> The role of a dyslexia tutor should be pupil led, to teach the skills
> the student needs in order for them to become independent. As someone
> else said it should not be a ' one prescription for all' approach.
>
>
>
> Good luck.
>
> Caroline
>
>
>
>
>
> Caroline Loven
>
> Lecturer for Students with Special Needs
>
> Staffordshire University
>
>
>
> -----Original Message-----
> From: Marie Norris [mailto:[log in to unmask]]
> Sent: 30 July 2004 14:50
> To: [log in to unmask]
> Subject: long message - personal request
>
> Dear dis-forum colleagues,
>
>
>
> I?ve always thought you have to be brave to send a message to
> dis-forum, however I always read the comments and discussions, and
> over the years I have learned a great deal from you all. I would
> welcome any comments or feedback on a personal issue, relating to my
> son. See below. I?m sorry the message is long.
>
>
>
> He is dyslexic and had an access centre assessment three years ago.
> His greatest difficulty has always been time management and
> organisation. At his needs assessment he asked for what he called a
> key worker ? someone to meet with him regularly to keep him on track
> with his work. When he received his draft needs assessment he had
> been recommended a dyslexia tutor. He asked again for a key worker,
> but was informed that a key worker was not recommended and that the
> dyslexia tutor would teach him the skills to manage his work. He
> accepted this at the time.
>
>
>
> Over the three years of his degree studies he has, as expected, had
> time management and organisational problems with his work. He has
> met with the dyslexia tutor only a couple of times. His reasons for
> not taking up the support were ? he didn?t make any appointments as
> he couldn?t remember what days the service was open; he went at the
> wrong times; he didn?t want to go for dyslexia coping strategy
> teaching when what he actually wanted was someone to get him going
> with the assignments; he wanted support with tackling the work but
> the tutor offered discussion sessions only.
>
>
>
> In first year his grades were good; in second year they began to
> falter though he only had one re-sit assignment. During third year
> he had no results at all over the year, nor any feedback from his
> tutors. He has now received his degree results, and has passed, but
> with no honours ? due to failing two modules and not handing in one
> piece of work. He did not know that he had failed any assignments.
> At his university it is the responsibility of the student to keep in
> contact with the tutors, and he did not do this (possibly related to
> his organisational difficulties).
>
>
>
> · He did not hand in the piece of work after having lost
> confidence in himself.
>
> · He didn?t complete any extenuating circumstances form.
>
> · He never asked for dyslexia tutor support because he
> didn?t want this type of help.
>
> · He was never organised enough to take the initiative to
> utilise the general support services to act on his behalf.
>
> · He appears confident and people may interpret his problems
> as being related to laziness and indifference rather than the fact
> that he is disorganised and muddled.
>
>
>
> As someone who has been involved in student support for years I can
> see how he could have improved his experience and his grades. In a
> previous workplace if a student presented with such issues, I have
> asked for a re-assessment of needs and allocated a key worker whose
> responsibility would have been to sort the issues listed above. My
> son has not wanted me to advise on his issues and the taking up of
> any support. I have respected this, but his difficulties meant that
> he didn?t do anything to manage his situation. He is meeting with
> student services at his university on Monday. He may be offered
> re-sits next year. He may accept the pass he has got.
>
>
>
> Many of you will recognise the scenario and have dealt with students
> in similar situations. What advice would you offer?
>
>
>
> With best wishes, Marie
>
>
>
>
>
>
>
> Marie Norris
>
> Learner Support
>
> President Park
>
> President Way
>
> Sheffield S4 7UR
>
>
>
> tel: 0845 4565857
>
> fax: 0800 0830841
>
> [log in to unmask] <mailto:[log in to unmask]>
>
> [log in to unmask] <mailto:[log in to unmask]>
>
>
>
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--
Liz Du Pre
Student Tutor, Dyslexia Unit,
University of Wales, Bangor
Bangor, Gwynedd LL57 2DG
tel: 01248 383843
fax: 01248 383614
email: [log in to unmask]
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