i understand there is a move to rename dyslexia support to something appropriate. 'support' isn't a particularly attractive word either!
it would be useful to have a clear explanation of some of the 'support' worker roles.
john
________________________________________
From: Discussion list for disabled students and their support staff. [[log in to unmask]] on behalf of Simon Jarvis [[log in to unmask]]
Sent: 23 September 2010 10:57
To: [log in to unmask]
Subject: Re: Language
Joel, Ian, I couldn't agree more.
Out of interest, can someone explain to me what a 'study buddy' actually
is? Reading Marie's email yesterday it became apparent that it isn't
necessarily the type of peer mentoring that I assumed it described. I'm
genuinely curious.
Re: study skills support, many HEIs offer generic study skills support,
and so they should. Non-subject specific dyslexia relayed study skills
support is more descriptive, but it doesn't exactly trip off the tongue.
Simon
Ian F. wrote:
> I think the language we use is very important and we seem to be going
> backwards.
>
> While there's nothing wrong with universities providing 'study buddy'
> schemes (or 'study skills support') free of charge for all students
> irrespective of whether or not they have a disability, when it comes
> to expecting support to be funded from the students DSA it needs to be
> very clearly stated in assessment reports etc and (summarised) in
> invoices that the charge is for specialist support aimed at helping
> the student address particular effects of a disability on
> participation in their course.
>
> Referring to specialist support as a 'study buddy' or even 'study
> skills support' sounds patronising and risks students not even
> bothering to make use of the support, especially students who are
> maybe already a bit reluctant to explore the potential benefits of
> using specialist assistance in their studies. Personally I would hope
> by now that HEIs have got rid of such outdated terminology in the
> context of DSA funded support.
>
> While it's good to avoid 'jargon' it's more important that we use
> language that does not result in students feeling patronised, that
> clearly explains to the student what they can (and cannot) expect from
> the support being recommended for them and that does not create a
> completely unnecessary risk of applications for specialist support
> being delayed/complicated through the need for additional
> correspondence with the funding body or even refused by the funding
> body because they cannot justify releasing funding according to how
> the support is described in the context of current DSA legislation.
>
> Hope this helps,
>
>
> Ian Francis
>
>
>
>
>
>
>
>
>
>
> On 22/09/2010 19:57, Petrie, Joel wrote:
>> Is there a general problem with the language we / Needs Assessors /
>> SFE use as professionals?
>>
>> As an ex disabled student& now practitioner around disability I'm
>> astonished by the language we use. I'm not convinced any disabled
>> student wants a "buddy" - I think they'd prefer an effective,
>> supportive professional.
>>
>> And don't get me started on the revolting "Non-Medical Helper" - a
>> term which seems to completely ignore the concerns of the disabled
>> people's movement and a generation of findings in Disabilty Studies.
>>
>> Joel
>>
>> ________________________________
>>
>> From: Discussion list for disabled students and their support staff.
>> on behalf of Kathy Martyn
>> Sent: Wed 22/09/2010 17:32
>> To: [log in to unmask]
>> Subject: study buddy
>>
>>
>>
>> This is proving to be an interesting dialogue as we also have
>> students who need support and so far have had this funded. We do not
>> use the term study buddy, or indeed mentor in the application but
>> talk about additional support. I think it is important that in making
>> any application it is clear what the support is for without using too
>> much jargon. The context for our students have been related to
>> students with ongoing MH and support in practice placements as they
>> make the transition from service user to student to health care
>> professional. We make it very explicit what the role entails and so
>> far have always managed. It will be useful in this new academic year
>> to see what happens as we have students currently applying for NHS
>> bursary DSA
>>
>>
>> Kathy Martyn
>> Principal Lecturer/Disability Liaison Tutor
>> SNM
>> University of Brighton
>>
>>
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--
Simon Jarvis
Head of Disability & Dyslexia Service
Queen Mary University of London
Student and Campus Services
Room FB 2.30, Francis Bancroft
Mile End Road, London E1 4NS
Tel: 020 7882 2765
Fax: 020 7882 5223
www.scs.qmul.ac.uk
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