Dear colleagues
Bear with me on this one, my first query of this nature. We need to confirm tomorrow whether to accept or reject the applicant, so thanks in advance for your guidance.
A masters course we run contains a significant maths component. All applicants without maths (e.g. those from Social Sciences fields) are invited to take an oral maths test, conducted between the applicant and tutor by telephone (fractions, ratios and percentages based).
An applicant with specific learning difficulties agreed to take the test and scored poorly. The tutor rejected her on these grounds. The applicant is now challenging the decision, stating the test was an inaccurate way of testing her academic ability and that reasonable adjustments should have been made as per the DDA.
Yesterday I received the applicant's pyscho-educational assessment from her previous institution in the USA. Indeed it states that the applicant "loses focus when someone reads aloud to her...she does best if material is presented in front of her as well as presented orally." It seems the tutor missed this.
The assessment repeatedly highlights the candidate's reduced processing speed and suggests strategies; notably listening, note-taking, time management, term-paper construction. But it also states she could benefit from a reduced work volume; and that she should "take a less rigorous academic load in any given semester"
My instinct is to advise we accept the student.
QUESTIONS
- If the student accepts the offer, I am assuming another assessment may be necessary to help plan for her study?
- But what about the reduced workload / less rigorous academic load? It's a demanding masters course.
- What other advice can I provide the tutor - specifically / generally?
- Any other considerations?
Your guidance / comments gratefully received.
With kind regards
Michelle
Michelle Bingham
Equality and Diversity Manager
Room LG29
London School of Hygiene and Tropical Medicine
Keppel Street, LONDON WC1E 7HT
Tel: 020 7927 2644
Tel: 020 7927 2644
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