Hello Margarida. Good point regarding levels of difficulties/expertise. I do
not have any problem in paying more/less or the same; however, in my view
they are two different services/jobs altogether. How things in Bath?
Greetings to you and family and Mo. Andy
----- Original Message -----
From: "Margarida Dolan" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, December 02, 2005 4:39 PM
Subject: Re: Dyslexia support and proof-reading
Dear Andy,
>...Dyslexia tutors charge the rate for that type of work (+-£10 ph?) and
not
>the rate for providing study skills tuition (+-£35ph?)
It is interesting that you think this way. From my experience, if tutors
were to
be paid differently for proof-reading, they should be paid more and not
less.
To deconvolute what the student really means, proof-reading requires a high
level and quality of engagement with the student's work.
Saludos,
----------------------------------------------------------------------------
---
Margarida Dolan PhD Phone: 0044(0)1225 383241
Learning Support Tutor and Staff Developer Fax: 0044(0)1225 386709
Learning Support Service
University of Bath
Claverton Down, Bath BA2 7AY, UK
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Quoting A Velarde <[log in to unmask]>:
> I wouldn't worry too much about proof reading provided that Dyslexia
tutors
> charge the rate for that type of work (+-£10 ph?) and not the rate for
> providing study skills tuition (+-£35ph?). Nota bene: It is quite clear
that
> the use of examples of course work for study skills tuition is not proof
> reading in itself. Best, Andy
> ----- Original Message -----
> From: Peter Hill
> To: [log in to unmask]
> Sent: Friday, December 02, 2005 9:45 AM
> Subject: Re: Dyslexia support and proof-reading
>
>
> Hi
>
> I'm broadly with Lloyd on this one (tho' it's worth flagging that
students
> can set up support themselves and are not obliged to use Uni facilities -
> another thread perhaps?)
>
> This is an issue that pops up periodically - with a similar set of
> responses. I wonder if those who are 'anti-proofreading' feel the same
way
> about providing proof-reading support for e.g. a Deaf student whose first
> language is BSL, or a Visually Impaired student (whether a Jaws user or
not)
> who struggles to generate perfect text. Dyslexia is a disability, it can
be
> severe, and it is always intractable to some extent. The literacy
> difficulties associated with it are not something that can be put right in
3
> years at Uni.
>
> What about the dyslexic student who is a virtual non-reader (there are
some
> in HE) but who prefers to produce his/her own assignment materials,
perhaps
> using dictation software.
>
> I'm certainly not saying that dyslexic writing should be proof-read
without
> consideration for the individual difficulty. And I do believe that
students
> should be encouraged to develop strategies to help them become more
> autonomous as learners. I agree, too, that proof-reading is rarely the
best
> use of a support tutor's time in a one-to-one situation.
>
> Nevertheless, the fact that this issue does run and run repeatedly
suggests
> that there are those (they would deny it of course) who feel deep down
that
> students with dyslexia are just not trying hard enough.
>
> Lloyd states " It seems to me that talking and thinking in terms of
> absolutes (e.g., proof reading is wrong for all dyslexic students in all
> circumstances) misses the point."
>
> Indeed - such 'absolutes' miss the disability.
>
> Regards
>
> Peter
>
>
> Lloyd G. Richardson wrote:
>
> I think this shows how widely practice varies between HEIs.
>
>
>
> I also suspect that the nature and extent of the help given to many
> dyslexics does not reflect their disability-related support needs, so much
as
> the resources which individual institutions choose to make available.
Some
> universities offer dyslexics regular one-to-one support from specialist
> tutors while others do not, even when this has been specifically
recommended
> by an Access Centre.
>
>
>
> I have been supporting a dyslexic PGCE student who attended a Midlands
> university. Its policy documentation on Equality of Opportunity and
> Disability is exemplary but the student's experience has not been. She
was
> told that because she was mildly dyslexic and the support unit was
> overwhelmed, she could not have one-to-one tuition, even though it had
been
> specifically recommended.
>
>
>
> This has nothing to do with proof-reading of course but it has a lot
to
> do with what is 'right' and 'not right' when it comes to responding to
> dyslexic students' support needs. If we adopt a student-centred (rather
than
> resource-led) approach to support then there may be occasions when
> proof-reading is justified. It seems to me that talking and thinking in
> terms of absolutes (e.g., proof reading is wrong for all dyslexic students
in
> all circumstances) misses the point.
>
>
>
> Lloyd Richardson
>
>
>
>
>
>
>
>
> --------------------------------------------------------------------------
--
>
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Emma Wright
> Sent: 01 December 2005 19:08
> To: [log in to unmask]
> Subject: Re: Dyslexia support and proof-reading
>
>
>
> I would also like to add that when I submitted my MA dissertation it
was
> a submission requirement that some one else proof read it (for all
students,
> not just those with dyslexia etc) before it was submitted and they were
even
> asked to sign a form to say they had!
>
>
>
> On 01/12/05, Liz Thompson <[log in to unmask]> wrote:
>
> We've recently looked at this issue in order to give guidance to our
> learning support tutors. Surely the distinction is between doing
> something
> for the student (not allowed ) and helping them to do it for
themselves
> (the
> basis of giving support) ?
>
> Regards
>
> Liz
>
>
> Liz Thompson
> Learning Support Officer
>
> Student Services
> University of Brighton
> Room 2, Manor House
> Moulsecoomb Place
> Brighton BN2 4GA
>
>
>
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Lloyd G. Richardson
> Sent: 01 December 2005 12:43
> To: [log in to unmask]
> Subject: Re: Dyslexia support and proof-reading
>
> Ros,
>
> You are exactly right when you say that most of us ask others to check
> over
> stuff we have written from time to time.
>
> I have never regarded this as wrong. (I got my wife to proof correct
> parts
> of my MA thesis, and I have done similar for colleagues.) But for
some
> HE
> lecturers this is a real hot potato.
>
> You are also right (and brave) to raise the issue of what a support
tutor
> should do in extremis. Last summer a dyslexic student asked me for
some
> 'help' with her dissertation. It was the only piece of work she had
> failed
> and she had to re-submit it within three weeks (she was leaving the
> country
> at the end of the month).
>
> There was no time for a skills development approach and I was very
open
> with
> the course tutor and the student in terms of the sort of 'help' I
> intended
> to provide. In this instance common sense prevailed.
>
> Regards, Lloyd Richardson
>
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto: [log in to unmask]] On Behalf Of Ros Stevenson
> Sent: 01 December 2005 12:01
> To: [log in to unmask]
> Subject: Dyslexia support and proof-reading
>
> Hello
>
> Thank you to everyone who responded to my request for a support tutor
in
>
> Sheffield.
>
> All the comments regarding proof-reading have been very interesting to
> read.
> I completely agree that in an ideal world proof-reading should not
form a
> regular part of study skills support - unless it is done with
>
> the student's involvement - and I think it's important that students
> realise this. However, if life gets in the way and a study skills
> session cannot be arranged to fit in with deadlines, it seems to me
not
> unreasonable for a tutor to agree to check over the work in this way
on
> occasion - and presumably to use the experience constructively in
further
> one-to-one sessions.
>
> Whether proof-reading is done by a person or a computer - or both - is
I
>
> think a separate issue. Don't most of us, dyslexic or not, from time
> to time ask someone else to check over what we have written - even if
we
>
> have already run it through spell and grammar checks?
>
> (I have just asked one of my colleagues to have a look at this before
> sending!)
>
> Ros
>
> --
> Ros Stevenson (Mrs)
> Adviser for Dyslexic/SpLD Students
> Oxford Brookes University
> Student Services
> Helena Kennedy Student Centre
> Headington Hill Campus
> Oxford OX3 0BP
> Tel: 01865 484693
> Fax: 01865 484656
> www.brookes.ac.uk/student/services/dyslexia/
>
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