Chris and all,
Thank you for this explanation. I see that we agree on the utility value of
sharing practice on the type of information provided to students gathering
evidence for DSA application.
Anyone reading this list who is involved in providing advice and guidance to
students making application for DSAs: please be aware when reviewing the
advice to be given to 09/10 students that the wording of the DSA application
forms has changed from last year, and it is also different from the wording of
Bridging the Gap section ‘How do I show I am eligible?’. The DSA Guidance
Chapter 09/10 paragraphs on ‘Evidence of a disability’ remain unchanged (para
66 and beyond). The ‘policy’ section of the Guidance also remains unchanged ,
para 3 (“The Regulations do not define disability, but LAs/SLC should consider
all cases where extra costs are incurred in studying because of a disability,
mental health condition or specific learning difficulty such as dyslexia”).
The DSA Guidance notes are on the Student Finance Practitioner website
under practitioner resources: guidance.
With regard to the comment that evidence of disability is to “provide further
information, again, where possible, to SFE Assessors, and potentially Needs
Assessment Centre Assessors, on the general implications a medical condition
may have, or how it may develop”, anyone involved in I&G for disabled
students - please be aware that SFE have requested the use of a needs
assessment template together with ‘Completing’ instructions, which are
connected to an ‘SLC model for assessing course related needs, quality
auditing the DSA assessment of need’. These documents are on the Student
Finance Practitioner website under ‘Disabled Students Allowance’ dated June
09. The DSA centre auditing body (DSAQAG) bases its quality auditing of the
needs assessment report on the SLC guidance model. See DSAQAG website
under ‘framework documents’.
The ‘Completing’ instructions include this:
“DSA Assessors should use both student testimony and provided
documentation (i.e. medical note, diagnostic assessment) as information
sources when identifying the impact of disability within the context of study.
Any issue identified using student testimony alone (or vice versa) undermines
the quality auditing process. Reports which identify the impact of disability
based only on student testimony may be questioned by SLC. This may delay
the implementation of appropriate support. Thus, all identified issues should
be based on all provided information and documented accordingly” page 6
The ‘Model for Quality Assurance’ document says:
“DSA assessors should note that these revised guidelines have been approved
by the Department for Innovation, Universities and Skills (DIUS) and will form
the basis of future SLC Awards Officer training” page 2
“Variant I: Assessing Accessibility
The strategy approach to assessing requires assessors to use the medical
assessment / reports as the basis of his / her recommendations and these
should include some information on the effects of the disability. This should be
complemented with the student’s observations on how they have learned to
adapt previously and / or how they are more likely to adapt using the array of
ergonomic aids / input technologies available at a typical assessment centre. “
page 6
Variant II: Assessing the Impact of Perceptual Difference
The strategy approach to assessing requires assessors to use the diagnostic
assessment as the scientific basis of his / her recommendations but that this
should be complemented with the student’s observations on how they have
learned to adapt previously and / or how they are more likely to adapt using
the array of multi-sensory strategies available at a typical assessment
centre. In other words, assessors are looking for areas of significant
discrepancy to target i.e. when a student’s literacy achievements are not
what one would expect from someone of his / her ability. Page 7
Amanda Kent
DSA needs assessor
On Wed, 24 Jun 2009 11:10:46 +0100, Chris Dunlop
<[log in to unmask]> wrote:
>Hello to all
>
>Apologies for not giving clarification earlier.
>
>The reason for seeking further information from GP's, where possible, would
>be to provide a more seamless application process for students.
>
> It is not sought to make it 'more difficult' for students to apply.
>
>I do note the concerns about, amongst other things, resorting to a medical
>model as a basis for determining the needs of students. It is not.
>
>It is merely to provide further information, again, where possible, to SFE
>Assessors, and potentially Needs Assessment Centre Assessors, on the
>general implications a medical condition may have, or how it may develop,
>
>The impact this has on education would of course lie within the expertise
>of the Needs Assessor.
>
>Please note that it is NOT a requirement.
>
>Similarly, there is no SFE template. I do know that some HEI's and/or
>Assessment Centres already use a template.
>
>There are no plans at this point to have a SFE template either. What would
>be useful is sharing practice on the content and format of a template.
>
>I'm sure this, and other issues, will be explored over the summer as part
>of, and in addition to, the amount of joint and collaborative events at
>both a national and regional level.
>
>Best wishes to all.
>
>Chris
>
>Chris Dunlop
>Diversity Manager
>Student Loans Company
>2W, 100 Bothwell Street
>Glasgow
>G2 7JD
>
>
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