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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