I am one of those who implements the DSA regulations as evidence for providing institutional support, and I would agree about the worthless bits of paper produced by schools.
what I find most difficult are the cases where an Ed Psych has seen a student aged 15 year 11 months and yet administered WISC leaving the student with a wasted expenditure.
what I had in mind previously were two points - why only dyslexics have to pay [yes I am aware of some medics getting on the bandwagon and charging] - and why the DSA can't reimburse in some way.
an additional point is how we get the message across to SENCOs and to EPs that a post 16 WAIS based assessment is necessary.
fortunately for our local school, I got myself invited to talk to sixth form parents and get them heading in the right direction early on.
John
________________________________
From: Discussion list for disabled students and their support staff. on behalf of Simon Jarvis
Sent: Thu 20/11/2008 11:14
To: [log in to unmask]
Subject: Re: Evidence for DSA
I don't agree, John.
In my experience the majority of 'diagnostic' dyslexia evidence
presented on entry into Higher Education is not really fit for purpose
- more often than not it consists of those request for special exam
arrangements with a couple of subtests from the WAIS tacked on for good
measure, (typically a digit span-style test and one other). These forms
are designed to ensure GCSE / A level students get 25% additional time,
but they do not give the student any meaningful information about their
strengths and weaknesses, whether they have issues with reading accuracy
versus reading comprehension and/or reading speed etc.
The best case scenario for pre-16 evidence is for a full diagnostic
assessment from an educational psychologist, but given the ceilings on
the WISC I don't think this is a particularly helpful document for
someone over the age of eighteen about to start a degree. A student
assessed as having weak spelling or lower than anticipated reading
accuracy at the age of thirteen or fourteen could well 'catch up' by the
time they reach adulthood.
I am aware of more than one HEI that will not put arrangements like
additional time in exams in place without diagnostic evidence produced
once the student has reached eighteen years and given that a dyslexia
diagnosis represents a passport to thousands of pounds worth of
equipment, one-to-one specialist tutoring et al, I think the diagnostic
criteria needs to be as tight as possible.
Simon
John Conway wrote:
> buried in the guidance is this sentence
> Their disability will have been identified and documented at an earlier stage, in many cases while they were at school.
> so why do dyslexics need to be reassessed after their 16th birthday at exorbitant cost? we all know it doesn't go away so why can't the needs assessment be enough to establish current needs based on earlier diagnosis.
> the whole process seems hypocritical and very discriminatory against dyslexics in putting them to great expense, and often delay.
>
> I'm sure we all agree - but how does this get put through to those who make the rules?
>
> John
>
> ________________________________
>
> From: Discussion list for disabled students and their support staff. on behalf of Ian F.
> Sent: Thu 20/11/2008 00:22
> To: [log in to unmask]
> Subject: Re: Evidence for DSA
>
>
>
> Hi
> If the registration certificate is a BD8 form and it clearly states the
> student is blind or partially sighted then there's no reason for the funding
> body to ask for additional evidence. If the registration certificate was
> considered to be sufficient evidence to support a successful application for
> disability-related benefits such as DLA then there's also no reason for the
> LA to request further evidence.
>
> Below is the guidance provided to LAs about evidence of disability. It
> assumes the people reading it are approaching it in the spirit of enabling
> participation to higher education and are capable of making common sense
> decisions. Experienced awards officers will know the guidance means a formal
> registration certificate of a long-standing visual impairment is sufficient
> evidence to allow the student to apply to DSA funding so that a specialist
> assessment can be carried out. Others could interpret this guidance as
> meaning they have to ask a GP - that the student has probably had no reason
> to meet with before - to produce a letter that confirms the diagnosis and
> describes how the student is affected by the disability. I'd contact RNIB
> for advice if this is the case - 0845 766 9999 / 020 7388 252
>
> Frankly, I'm amazed that an LA could query a DSA application from a
> registered blind or partially sighted student....
>
> Ian Francis
>
>
> ---------------
> The Administration of DSAs
> Evidence of a disability
>
> 65.
>
> For most applicants, there should be little difficulty establishing
> their eligibility for DSAs. Their disability will have been identified and
> documented at an earlier stage, in many cases while they were at school.
> However, it is not essential for an applicant's disability to have been
> identified at school in order to be eligible for DSAs. Eligibility for DSAs
> is not dependent on an applicant being registered as disabled. Nor is there
> any requirement or provision within the Regulations to apply the definition
> of disability contained in the Disability Discrimination Act. Care will be
> needed for applicants whose disabilities have not previously been
> identified. In such cases, LAs should request an assessment of the
> disability by a suitably qualified person or body for the purposes of
> establishing eligibility for DSAs.
> 66.
>
> Students can become eligible for DSAs at any point during their
> course, not just at the start of their first year. Some students become
> disabled or have a disability identified after their course has started.
> Others may decide to disclose their disability only after their course has
> started. Equipment needs may arise later in the course. LAs must not,
> therefore, adopt a policy of only accepting applications for the DSAs at the
> beginning of a course.
> 67.
>
> Students who are physically disabled, or have a mental-health
> condition, will need to provide medical evidence of their condition, such as
> a letter from their doctor or an appropriate specialist. Medical evidence
> should state the nature of the student's disability and ideally should also
> briefly explain how the student is affected by the disability. Students with
> a specific learning difficulty such as dyslexia will need to provide
> evidence of this in the form of a diagnostic assessment from a psychologist
> or suitably qualified specialist teacher (see paragraphs 88-95). However,
> any costs a student incurs obtaining the necessary expert evidence or
> opinion cannot be met from the DSAs. This is because such costs are not
> incurred by the student to attend or undertake their course; they are
> incurred to substantiate their claim for DSAs. However, students might be
> able to receive assistance with such costs from their institutions Access to
> Learning Fund.
> 68.
>
> Cases may arise where an LA is not satisfied from the evidence that
> the student has a disability. In such cases, the student should be invited
> to provide further evidence, perhaps in the form of a diagnosis undertaken
> by a body or person acceptable to the LA. In making such an invitation, it
> is important that the LA make clear to the student that they will normally
> be liable to meet the cost of providing the necessary evidence. Students
> can, however, apply for help with such costs from their institutions Access
> to Learning Fund..
> 69.
>
> Once the LA is satisfied with the medical evidence, the student is
> required to undergo a DSA needs assessment to identify the appropriate
> course-related support. The cost of the assessment is met from the DSA. Once
> the initial evidence of a disability has been accepted, in most cases there
> should be no need for students to provide updated evidence of their
> disability at a later stage in the course. An exception would be if the
> student's condition changes or if there is reason to believe that the
> student's condition may change later in the course. Sometimes an expert may
> also include recommendations for DSA support with their medical evidence.
> Given that the expert is unlikely to be unaware of course requirements and
> technologies, there is still a requirement for the student to receive a
> separate full assessment of their course needs.
>
>
>
>
>
> ----- Original Message -----
> From: "Tony Catt" <[log in to unmask]>
> To: <[log in to unmask]>
> Sent: Wednesday, November 19, 2008 3:12 PM
> Subject: Evidence for DSA
>
>
> HI There,
>
> Just wandering if anyone has experience of having a registration certificate
> for partially sighted/blind being rejected for entitlement to DSA? They
> have advised that they require an up to date GP letter explaining condition
> and impact on studying though the eye condition is very unlikely to change
> and I think it is obvious that this will impact his studies. I would be
> interested in views.
>
> Kind regards and best wishes
>
> Mr Tony Catt, BA (Hons), HND, MNADP
> Disability Support Officer
> University of Chester
> Parkgate Road
> Chester
> CH1 4BJ
> E: [log in to unmask]
> Monday @ Warrington located in room WMA010
> T: 01244 511550
> Tuesday, Wednesday, Thursday and Friday
> @ Chester located in room CBK102
> T: 01244 511550
>
>
>
>
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--
Simon Jarvis
Head of Disability and Dyslexia Service
Queen Mary University of London
Tel: 020 7882 2765
|
