Hmmm - Specific is good...but i guess one needs more adjectives to make
an acronym.
Kind regards,
Penny
-----Original Message-----
From: A private list for NADP members. [mailto:[log in to unmask]] On
Behalf Of Ember Kelly
Sent: 02 September 2009 13:09
To: [log in to unmask]
Subject: Re: "study skills" for dyslexic students
Hello
S - specific, M - measurable, A - achievable R - realistic,
T - time-based
I am quite sad that I know that!
Ember
--On 02 September 2009 12:54 +0100 Penny Georgiou <[log in to unmask]>
wrote:
> I am not sure what the SMART targets are either. Perhaps, someone can
> clarify.
>
> It is certainly not a matter of 'cure', as what presents with
dyslexic
> effects is not a disease - but neither is it a matter of a student
> always needing support. It is not possible to predict at the outset
what
> support will be needed, or indeed taken up, or indeed the quality or
> relevance of what is provided. So, the system is asking for a review
in
> order to justify the expenditure. A review of needs regarding learning
> support is not a new idea. It has always been around but was not
> routinely demanded by funding bodies. However, tutors within our
> institution always expected to provide summaries of the work covered,
as
> well as a rationale for further work, should funding bodies request
it.
> My recommendations in assessments were almost always written with a
> recommendation to review support at the end of each academic year.
>
> PG
>
>
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of John Conway
> Sent: 02 September 2009 10:55
> To: [log in to unmask]
> Subject: FW: "study skills" for dyslexic students
>
> I certainly agree that doing a student's work for them and
retrospective
> marking are definitely not acceptable, equally I agree wholeheartedly
> about helping the student to develop their own skills.
>
> but I think the writer's message was that skills and abilities "come
> and go" and can't be learnt definitively within a specific period of
> time (I'm not sure what a "compensated dyslexic" means!) hence the
need
> for ongoing support rather like a deaf or blind person would need????
>
> Dr John S Conway BSc PhD FGS FRGS FHEA MNADP
> Director, MSc International Rural Development
> Director, BSc Countryside Management
> Chair, Research Committee
> Principal Lecturer : Soil & Earth Science
> Disability Officer
> Royal Agricultural College,
> Cirencester, Glos GL7 6JS
> tel 01285 652531 fax 01285 650219
>
> ________________________________
>
> From: Discussion list for disabled students and their support staff.
on
> behalf of Penny Georgiou
> Sent: Wed 02/09/2009 10:23
> To: [log in to unmask]
> Subject: FW: "study skills" for dyslexic students
>
>
>
> Dear John,
>
> A few points in reference to this interesting 'problem'.
>
> - 'Dyslexia' can only legitimately claim to refer to dyslexic effects
> rather than any disabling physiological entity - or lack of enabling
> physiological apparatus.
>
> - The comments that I sometimes hear from learning support tutors are
-
> 'I almost had to write their essay for them.' This is rare but it
> happens. This is not to criticise the tutors who have said this to me,
> who clearly do not practice this as the norm.
>
> - We would be betraying students if we did not work towards students'
> ongoing learner autonomy. The diagnostic label does not rule this out.
>
> - I also heard from a student yesterday, during an assessment,
speaking
> about support at college saying that it was not helpful because,
> "instead of helping me to develop strategies to work with the way that
I
> think, she was trying to get me to think in a different way, and she
had
> an agenda that she wanted to get through."
>
> - It is incumbent on tutorial practitioners to follow the rigours of
the
> practice, including the student's starting position as a point of
> departure. To facilitate their learning, while challenging them to
> engage with the task. It is also incumbent upon all of us not to
> patronise students with sympathy, which is merely a cover for contempt
> for their potential to go beyond what they have thus far accomplished.
>
> - As a DO, I was occassionally asked about retrospective marking once
a
> diagnosis was established, and of course, my reply was, 'no', this is
> not relevant. The support is aimed to enable the student to develop
for
> themselves the skills to meet the requirements of the programme, not
to
> give a consolation for a supposed in surmountable lack.
>
> - The formulaic mindset of audit culture is disabling as it seems to
> offer a way out of having to think in a versatile way and to assume
> responsibility for one's practice. Blaming audit culture for all
> problems is another version of the same dis-ease.
>
> Kind regards,
>
> Penny
>
>
>
>
>
> -----Original Message-----
> From: A private list for NADP members. on behalf of
John
> Conway
> Sent: Wed 02/09/2009 09:48
> To: [log in to unmask]
> Cc:
> Subject: "study skills" for dyslexic students
>
>
>
> I'd like to canvas members opinions about a discussion
> on-going elsewhere - and hopefully message 4 might be taken up????
>
> Message 1 - ILPS etc should measure SMART targets for
> dyslexia study skills
>
> Message 2 What exactly are SMART targets? I do hope
> they aren't something like: In two weeks time you will be able to read
a
> chapter of your text book and understand it during a morning's session
> in the library. Because sometimes I can do that and sometimes it
takes
> several days and I need a friend to help me sort out where I've gone
off
> on the wrong tangent. Same with writing: sometimes I'm fluent and
> sometimes the words jam between the understanding in my head and my
> fingers on the keys or the pen in my hand and again I need a colleague
> to sort me out. And I'm a compensated dyslexic in David McLoughlin's
> scheme. (written by an experienced professional person with dyslexia)
> The continuous development I'm suggesting may be
> difficult to put a measurement to, but the students are so individual
> and the effects of the SpLD so variable that trying to fit numbers to
> their (our/ my) attainment of SMART targets doesn't map on to the
> experience of life as a dyslexic.
>
> Message 3 My concern is that "dyslexia study skills"
> are being seen as a commodity which can be quantified [in advance by
an
> assessor], measured [i.e. 'ticked off as complete' in an ILP] and
> audited [SFE-DSA team] like building a bog-standard car in an assembly
> line, whereas supporting a student is a one-off customised service.
> Somewhere the idea of supporting a student has been exchanged for
> remedial teaching [i.e. remedying a deficit in earlier education] by
> some fast-track method. WE all know the latter does not exist but the
> accounting mentality that has taken over seems to think it does!
> Other disabled students get on-going support
recognising
> that their disability will not go away - why are dyslexic students
> treated as though they can be cured?????
>
> Message 4 I do hope someone from SFE has seen Message
> 3, will understand and be able to act on it sensibly.
>
>
>
>
>
> Dr John S Conway BSc PhD FGS FRGS FHEA MNADP
> Director, MSc International Rural Development
> Director, BSc Countryside Management
> Chair, Research Committee
> Principal Lecturer : Soil & Earth Science
> Disability Officer
> Royal Agricultural College,
> Cirencester, Glos GL7 6JS
> tel 01285 652531 fax 01285 650219
>
>
>
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----------------------
Dr Ember Kelly
Communication & Support Services Coordinator
Access Unit for Deaf and Disabled Students
University of Bristol, 4th Floor, Union Building
Queens Road, Clifton, Bristol BS8 1LN
Minicom: 0117 9545731 (text only)
Mobile: 07717 360868 (SMS text only) Fax: 0117 923 8546
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