Hi Julia,
 
Interestingly enough I have been looking in the archives at service level agreements as a way of investigating how learning development defines its boundaries (Jiscmail discussion March 2005). None of the examples of SLAs then differentiated between students and all contain inclusive statements offering support to all students and at all levels - "sessions are tailored to individual needs".  The limitations put on the 'service' seem to apply across the board and include elements of time (individual appointments = 45 minutes), and what is not available (e.g. proof-reading).
 
Looking at University of Hull's Code of Practice 2008/2009 for their Student Advice Service, I note that they do not offer specialist or extended support to students with "difficulties caused by dyslexia or other disabilities" but they do "make and maintain links with Faculties/Schools/Departments and other support services". 
 
From experience this latter arrangement is the key to successful support. We once had a very needy student who called on the limited student learning service on a daily basis. The student was in that gap between identification/confirmation of learning need and allocation of DSA (and support tutor). A system of support was not established at the outset of study and we had to work together with the Accessibility Unit and the subject tutors to ensure that a workable and realistic arrangement could be put into immediate effect. 
 
It would be interesting to know how other LD units deal with being required to be the 'in between' support for such students.
 
Wishes,
 
Caroline
 
Caroline Cash
Research Fellow, Learning & Teaching
University College Falmouth
 
 
   

________________________________

From: learning development in higher education network on behalf of Julia Braham
Sent: Mon 07/07/2008 10:26
To: [log in to unmask]
Subject: Service level agreements and students with disabilites



I know from previous postings that many of our student facing services
have what can losely be described as a service level agreement. Something
which helps us establish boundaries with students and agree expectations.
We have a similar policy here at the Skills Centre at Leeds, but have
recently been working with a student with cerebral palsy and this has
raised questions which we hadn't thought of when writing out our SLA.
How have other services accommodated the needs of students with
disabilites in their 'entitlement'. Have people included a paragrah
offering 'x' number of additional sessions, irrespective of disability - a
kind of one offer catches all? Have people considered the specific nature
of the disabilty and used that to work out a particular package of
support? Do most services feel it is inappropriate to consider how we work
with students with disabilites in such a formulaic way, but if so , how do
you provide a service that is fair to all (other students and advisers?)
any thoughts would be welcome as I would like to revise our policies and
ways of working over the summer.