Dear Paddy,
I can't make any informed comment, as I can only compare the criteria for
allied health placements (UG/PG), which fall under a different
qualifications body.
I do wonder whether social work students are given similar advice with
regard to accelerated courses (or even whether the postgrad. SW course is
accelerated in the same way as OT and PT ones are). I know a number of
allied health students who chose to do a second degree rather than a PG
degree to get their qualification due to the stress/workload related to the
accelerated PG courses. I certainly know that when prospective
Deaf/disabled students have asked for advice on professional web forums,
other people have suggested doing the undergrad course due to better
funding and more time in which to complete.
Quoting "Turner, Paddy" <[log in to unmask]>:
> Thanks Felicity - I agree, the competence aspect, however, is not what I
> meant with regard to the difference in the placements. Simply that the MA
> seems to me to be a bit more intensive so that the interpreter might be
> needed more often? Maybe not......
> P
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Felicity Burgess
> Sent: 06 July 2007 10:16
> To: [log in to unmask]
> Subject: Re: Deaf student on placement
>
> > 3) You mention 'department' - is this your academic department or the
> > employer? If it is the former, then the employer may be more flexible
> > and accommodating than the department currently imagines. We have sent
> > students on social work placement before and the interpreting needs
> > were not so great (but this was U/G rather than P/G). If the student
> > were to go on and gain employment for the social services there may
> > well be arrangements in place to minimise the interpeting costs
> > through Access to Work by structuring the work differently.
>
> In theory, there should be no difference between the competence
> standards/level of work on placement between the undergrad/postgrad
> courses (there is a difference between the standard of academic work
> expected, having done interprofessional modules with MSc and undergrad
> students concurrently).
>
> I would second the call to look at the way the placements are structured;
> I would not have got through my placements if I/clinical
> supervisor/school contact had not negotiated sensible working practices.
> There needs to be a balance between getting a wide enough range of
> placements to meet competence standards and not forcing students to do
> too many placements in areas where they would be unlikely to work due to
> (e.g.) the uncertainty/pace etc.
>
>
>
>
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