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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