I'd like to canvas list 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.


John

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