Dear Pat,
We don't yet live or teach in Utopia.
Just as dyslexic students don't acquire language in the same way that
non-dyslexic ones do, they don't acquire study skills in the same way.
In my experience, there is a wide range of need for study skills: from
none, to 1 term's worth, to 1 year, to for the whole course. I think
assessors should be able to give guidance as to which level might be
appropriate, but not a set-in-stone amount.
As an assessor, I used to err on the side of caution: Even for those
seemingly needing none, I used include 4 hours of emergency support.
You can't predict all the problems a disabled student may encounter in a
needs assessment; it can take far too long to negotiate extra support
when a crisis arises therefore it is much better to trust the disability
officers and give some leeway that they can use. Times of regular extra
need are the beginning of the second year or during a dissertation, etc;
ie times when a new level of skills is needed for the course. When
recommending less than the whole course, I'd suggest a review to see
whether the support was still needed.
As a support tutor, my aim is get the students independent, i.e to limit
the time they come. However, it can be counter productive to remove
support too early, as the damage done through compounding earlier
failure makes getting the new skills going again more difficult.
It would of course be much better if the full range of teaching practice
were in place right from the beginning, though secondary school and into
FE and HE, but this isn't Utopia and it ain't there yet.
I'll be interested to hear others' view points
Ginny Stacey
University of Oxford
Pat Mulcahy wrote:
> Dear John,
>
> I appreciate your concerns for your student.
>
> Does the assessor concerned feel that there could ever be a teaching
> and learning environment so inaccessible that a student
> with Dyslexia has to spend approx £5400 of their DSA to learn?
>
> The DSA is for 'additional cost' only. There are no study skills
> strategies that work for dyslexic students only. They work for all of
> us. Why are these not becoming part of our teaching and
> learning strategies for all students in accordance with the DED?
>
>
>
>
>
> */John Conway <[log in to unmask]>/* wrote:
>
> Well I've just had one from the Disabled Student Allowance pilot in
> Darlington authorising the only first 10 sessions despite the needs
> assessor recommending one per week for three years and requiring
> re-assessment after the tenth before paying for any more
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Ginny Stacey
> Sent: Friday, August 11, 2006 3:35 PM
> To: [log in to unmask]
> Subject: Re: LEA requests for record of work for Dyslexia/SpLD tuition
>
> We use a feedback form each term, but only for university purposes.
>
> To write something for LEAs strikes me as a waste of time. Just a
> list
> of study skills dealt with in a session wouldn't convey what's
> done, and
>
> fuller reports for each session and each student wouldn't be read.
>
> WRT another email: hasn't the 10 or 23 hours got laid to rest? I've
> certainly seen emails to that effect.
>
> Ginny
>
> Dr Ginny Stacey
> Senior Dyslexia Study Tutor and Researcher
> Tel: (01865 2)72495
>
> University Laboratory of Physiology
> Parks Road
> Oxford OX1 3PT
>
>
> James Dibley wrote:
>
> >I have taken a look at the LEA / LA guidelines
> >
> >http://www.dfes.gov.uk/studentsupport/administrators/doc/DSA%20guidance
> .
> >doc
> >
> >The only bit that could be interpreted as justification for
> requesting
> >additional evidence of support session that I could find was in
> >paragraph 145 (page 35) where is states (on the topic of 'appropriate
> >support')"..LAs should satisfy itself that the cost is reasonable and
> >appropriate."
> >
> >Poor grammar notwithstanding, that was the only bit I could find. I
> >think, as ever, it comes down to each LEA interpreting things in its
> own
> >way.
> >
> >We use timesheets as evidence when invoicing LEA's. We are
> planning to
> >also request tutors complete a slightly more detailed document from
> >September. Something that gives an outline of what has been
> covered in
> >each session and what is planned for the next. Although that is
> >something driven by us internally and not as a result of LEA
> requests.
> >
> >James.
> >
> >
> >James Dibley BSc (Hons) MA
> >Support Work Officer
> >Student Services.
> >University of Wales, Newport
> >Tel: 01633 432681
> >
> >
> >
> >
> >-----Original Message-----
> >From: Discussion list for disabled students and their support staff.
> >[mailto:[log in to unmask]] On Behalf Of Julia Tait
> >Sent: 08 August 2006 16:36
> >To: [log in to unmask]
> >Subject: LEA requests for record of work for Dyslexia/SpLD tuition
> >
> >When submitting invoices to some LEAs we have recently received
> requests
> >for a record of work in addition to the timesheets we normally send.
> >
> >Can anyone tell us whether this is now standard practice? Is
> there any
> >documentation from the DfES stating that this is now required?
> >
> >We are wondering what has prompted this request. Although we
> >recognise that keeping records of work is good practice and encourage
> >tutors to do so, we were not aware that they are mandatory or
> that they
> >have to be submitted with invoices.
> >
> >I'd be grateful if anyone could shed any light.
> >
> >Best wishes
> >
> >
> >Julia Tait
> >Adviser for Students with Dyslexia
> >& Other Specific Learning Difficulties
> >Student Services,
> >Oxford Brookes University
> >Helena Kennedy Student Centre,
> >Headington Hill Campus
> >Oxford OX3 0BP
> >
> >01865 484659
> >
> >
>
> --
>
>
>
>
> *Mr Patrick Mulcahy*
> Assessor
> CCPD, NLRAC, ETAT
>
> The information contained in this message is confidential. It is
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