Dear John,
> my wife provides our dysleixc support and take the view that whatever the
> student NEEDS is what she supplies [within reason!]
> I advertise our support services deliberately as student driven, not a set of
> pre-prepared lectures or classes. The students really appreciate that
My educational practice is in line with that of your wife's, and I agree that it
has to be student driven- after all, it is their money!
Regards,
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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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The views and comments expressed in this email are confidential to the
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and should be considered personal unless there is a specific statement to the
contrary.
Quoting John Conway <[log in to unmask]>:
> my wife provides our dysleixc support and take the view that whatever the
> student NEEDS is what she supplies [within reason!]
> I advertise our support services deliberately as student driven, not a set of
> pre-prepared lectures or classes. The students really appreciate that
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]]On Behalf Of Margarida Dolan
> Sent: 02 December 2005 10:25
> To: [log in to unmask]
> Subject: Re: Dyslexia support and proof-reading
>
>
> Dear Peter,
>
> >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 Dear
> >user or not)...
>
> To add to to this, I ask dyslexic students the same question you are raising
> to
> colleagues on this list. Despite so many efforts, institutional and
> individual
> oppressing factors persist that contribute to making dyslexic students feel
> guilty/ashamed and disempowered for the support received. And it is amazing
> to
> observe the shift in the understanding of these students about their rights.
> So I feel somehow perplexed that this has to be debated in a forum where I
> would expect those oppressiong factors not to be an issue.
>
> >The literacy difficulties associated with it are not something that can be
> put
> >right in 3 years at Uni.
>
> And this is why all students should be well informed about Access to Work.
>
> >I agree, too, that proof-reading is rarely the best use of a support tutor's
> >time in a one-to-one situation.
>
> I believe it is not up to us to determine what the best use of our time is.
> Each individual student has particular needs and that is what we need to
> respect. If proof-reading is what my students feel they need and is asource
> of
> great stress that impacts on the learning of other skills and on their
> academic
> progress, it is not up to me to judge if my time should be used doing
> something
> else.
>
> I hope this informs the debate.
>
-------------------------------------------------------------------------------
> 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
>
-------------------------------------------------------------------------------
> The views and comments expressed in this email are confidential to the
> recipients and should not be passed on to others without permission. This
> email message does not necessarily express the views of the University of
> Bath
> and should be considered personal unless there is a specific statement to the
> contrary.
>
>
>
> Quoting Peter Hill <[log in to unmask]>:
>
> > 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]
> > > <mailto:[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] <mailto:[log in to unmask]>] On
> > > Behalf Of Lloyd G. Richardson
> > > Sent: 01 December 2005 12:43
> > > To: [log in to unmask] <mailto:[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] <mailto:[log in to unmask]>]
> > > On Behalf Of Ros Stevenson
> > > Sent: 01 December 2005 12:01
> > > To: [log in to unmask] <mailto:[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/
> > > <http://www.brookes.ac.uk/student/services/dyslexia/>
> > >
> > > ****
> > > Bishop Grosseteste College values people and promotes equal opportunity
> > > ****
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> > >
> > >
> > >
> > > --
> > > Emma Jane Wright
> > > School of Sociology and Social Policy
> > > University of Nottingham
> > >
> > > [log in to unmask] <mailto:[log in to unmask]>
> > >
> > > www.accessingmaterials.org.uk <http://www.accessingmaterials.org.uk>
> > >
> > > ****
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> > > Bishop Grosseteste College values people and promotes equal opportunity.
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> >
> > --
> > Peter Hill
> >
> > Tel: 01905 391547
> > Mobile: 07751 792711
> >
> >
>
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