Manda. "should" may be read as a compulsory suggestion. Particularly when
univesities also provide disabled students suport for students who do not
'qualify' for goverment fundings. Some students may need on session, some
others 300. the number 10 is only indicative. Perhaps we should look at this
in a different perspective. Would be acceptable is deaf people are given 10
hours of sinig language or blind people a certain amount of 'accessible
material'? Andy
----- Original Message -----
From: "Amanda Kent" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, September 15, 2008 7:51 AM
Subject: Re: Study Skills FAQs - for info
Probably worth pointing out that the FAQ Study Skills should be read in
conjunction with the 19 08 08 document ‘Completing the SLC DSA Assessment
of Needs report’, section C3 ‘Personal Support Non Medical Helpers’.
http://www.dsa-qag.org.uk/content.asp?ContentID=77
The ‘Completing’ document is where the initial 10 sessions is
stipulated: “SLC will accept recommendations of up to ten one hour sessions
of individual non subject specific study skills support made in the DSA
Need Assessment report.” (p12) and it includes the instruction that “The
DSA Needs Assessment report should recommend that study skills tuition is
undertaken by a suitably qualified tutor.”(p15)
Amanda Kent
DSA needs assessor
On Sun, 14 Sep 2008 17:21:57 +0100, Elaine Shillcock
<[log in to unmask]> wrote:
>Dear All
>
>
>
>See below the text of a FAQ document released on 12 Sep - available for
>download from the DSA QAG website
>
>
>
>Elaine Shillcock
>
>The University of Manchester
>
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>
>Study skills - Frequently Asked Questions
>
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>
>
>1 How does the SLC define 'study skills'?
>
>The SLC requires all 'study skills' funded by DSA to be in accordance with
>the DIUS guidance document as follows:
>
>Study skills tuition to help manage difficulties within higher education,
>language and numeracy through the more effective use of dyslexic thinking
>styles. Individual study support sessions may be required because
>generalised advice offered by a department may not take into account
>different learning skills. DIUS has not set a ceiling on the number of
hours
>of study skills support that may be provided through the DSAs. However, the
>aim of such support should be to impart generic skills which, together with
>any specialist equipment that has been provided, will allow the student to
>become an independent learner. Therefore, any study skills support
>recommended should be tailored to the student's individual
>
>needs, setting out clear goals and timescales for achieving those goals
>(Para 96).
>
>2 Should 'Study Skills' be on a one-to-one basis?
>
>The SLC requires that each study skills session should be on a one-to-one
>basis in line with the DIUS guidance document.
>
>DSAs may be used only where a student is obliged by reason of his
disability
>to incur costs in receiving specialised individual support. Some students
>will require additional support to develop appropriate learning strategies
>because of their disability, for example dyslexia or a mental health
>condition. The aim of this support is to maximise their ability and remove
>the barriers caused by the impairment. The costs of extra tutorial support
>to improve his study skills (e.g. in essay construction and writing,
>examination techniques, revision skills) would be appropriate for DSAs
(Para
>135).
>
>3 When is an Individual Learning Plan [ILP] required?
>
>
>
>SLC expects all study skills support provided to students to be directed by
>an Individual Learning Plan (ILP). Working with the study skills provider,
>students identify goals and targets related to his / her individual
learning
>needs and styles. These should be monitored and reviewed jointly and
>recorded regularly in the ILP. The aim is that students develop strategies
>for independent learning which enable them to access their course (in
>accordance with DIUS guidance).
>
>
>
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>
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>4 What constitutes an ILP?
>
>SLC expects all ILPs to indicate:
>
>* Goals and timescales for achieving these;
>* Goals achieved (ascertained through formative and summative
>assessment);
>* Additional individual needs;
>
>
>
>The ILP should also evidence student attendance at study skills support
>sessions, for example, a signed attendance timesheet. DSA QAG will be
>commissioned by the SLC to carry out annual audits. ILPs should be
available
>on request to DSA-QAG auditors when the auditing of NMH begins.
>
>5 What if the assessment of need is being undertaken on behalf
>of a funding body other than SLC e.g. a local authority?
>
>SLC notes that ILPs are already being compiled by the majority of study
>skills providers and are an example of good practice and having sought
>advice from LA officers have agreed that this should become standard
>practice.
>
>
>
>6 In the event of a student being assessed for the second time
>on the basis of SpLD (e.g. undertaking a PG course), should the DSA
assessor
>recommend the standard 10 sessions with an ILP?
>
>SLC views study skills provision under DSA in the same light as the
>provision of any previous strategies either technological or human-based.
>The number of study skills sessions received should be noted in the
>assessment of need report. Further funding for study skills should be
>consolidated with a request for an ILP from the provider concerned. The
ILP
>will form the basis for any further recommendations for funding.
>
>
>
>7 What if it is not possible for an ILP to be obtained for study
>skills previously awarded?
>
>
>
>SLC views that the assessment of need report should detail why this is not
>possible with respect to the supplier concerned. In the light of there
>being no means of obtaining an ILP, the DSA assessor should resort to the
>recommendation of 10 sessions with an ILP for all future study skills
>sessions.
>
>8 If a request for further study skills support is made by a
>supplier with respect to a student that has already been awarded study
>skills in previous years, should an assessor ask for a further 10 sessions?
>
>
>
>SLC feels that an ILP will suffice in this case and the assessor should
>inform the student that any request for further study skills support can be
>made once this has been provided to him/her by the supplier concerned.
>
>
>
>
>9 Who should keep a copy of the ILP?
>
>SLC feels that the student, the study skills provider and the funding body
>concerned should all have copied of the ILP. These should be available on
>request to DSA-QAG auditors when the auditing of NMH begins.
>
>
>
>Student Loans Company Ltd.
>
>12th September 2008.
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