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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