Please could we always use the term "access arrangements" (examination
board terminology) or adjustments (DDA terminology)?
These are NOT concessions - which makes the whole thing sound like a fiddle!
They should be both reasonable and given a right for those entitled to them.
jeff
In your message regarding Re: Concessions for language students with
dyslexia dated Mon, 6 Jun 2005 12:53:33 +0100, Liz Thompson said that ...
>
> I agree. The student has to meet the course learning outcomes and needs
> to
> take this into account when chosing their course. Strategies to help may
> sometimes be learnt through one to one tuition or through extensive use
> of
> eg. language labs where hearing can help.
>
> I've recently arranged a volunteer mentor for one dyslexic language
> student
> for conversational French so that she can get extra practice in her
> language
> skills. Multisensory techniques and repetition may help.
>
> 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.
> [[log in to unmask]] On Behalf Of Jonathan petch
> Sent: 02 June 2005 13:40
> To: [log in to unmask]
> Subject: Re: Concessions for language students with dyslexia
>
> I was wondering what thoughts anyone has about the
> following:
>
> We have a dyslexic student who is studying French; part of the course
> requirement for the student is to study grammar and translate text into
> English incorporating grammar. In the student's Needs Assessment it
> recommended sympathetic allowances for grammar mistakes and oversight.
> Obviously this applies to English language in everyday usage for
> assignments/exams. However, as grammar forms an intrinsic part of the
> language module and degree (if for example the student were to go into
> translating texts it would prove vital), any concessions made would be
> counterproductive of the purpose for which they took the degree.
>
> So my gut feeling is that no concessions should be made. However this
> does
> not tackle the issues that usage of grammar for dyslexic students is an
> area
> of difficulty, and to ignore this would put the student at a
> disadvantage.
> I've racked my brain and can't think of an alternative mode of
> assessment....at the end of the day grammar is grammar and can only be
> learned and examined by practice.
> Has any one come across this before? Have concessions for the grammar of
> other language degrees been granted and if so on what grounds, providing
> what alternatives of assessment?
>
> Many thanks
>
> Jon Petch
> Disability Advisor
> University of Salford
>
>
>
> ___________________________________________________________
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>
>
>>>>>
===============================================
Jeff Hughes, Chartered Educational Psychologist
Special Needs Computing/Hughes & Co, Box42 Ltd
Email: [log in to unmask] Web: http://www.box42.com
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>>>>>
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