most GCSE / A level exam adjustments require only such simple evidence..... reading speed / writing speed / visual estimation of legibility etc.

diagnosis of SpLD is not required, indeed may be rejected, and instead these other test specified.

This does create a disconnect between school and HEI.

with regards
John

Dr John Conway
Disability Officer
Royal Agricultural College
Cirencester, Glos. GL7 6JS
01285 652531
________________________________
From: Discussion list for disabled students and their support staff. [[log in to unmask]] on behalf of Abi James [[log in to unmask]]
Sent: 21 March 2013 17:49
To: [log in to unmask]
Subject: Re: Medical evidence for Special Exam Arrangements

Hi all

You may be interested to know that use of a word processor in A level and GCSE does not require a formal diagnosis of an SEN or disability. It only requires that the exam centre maintains evidence that this is the usual way of working in class or exams. Therefore students such as this or those with poor (but fast handwriting) may have received this adjustment in the past.

JCQ maintains these guidelines. Happy to share the contents with anyone who wants more details.

Regards

Abi

Sent from my iPhone

On 21 Mar 2013, at 15:00, Penny Georgiou <[log in to unmask]<mailto:[log in to unmask]>> wrote:

Hello Simon et al,

Use of a computer doesn’t need to narrowed to letter formation by hand.

Computer suites can be used to house several students at once, where possible, including that earphones can be used for those using screen-reading software.
Stand-alone computers can then be reserved for the use of voice recognition software.

Kind regards,

Penny

From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Simon Jarvis
Sent: 21 March 2013 14:40
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Medical evidence for Special Exam Arrangements

I think the underlying issue here from an institutional perspective is how many computers any given HEI has for exam arrangements - with hundreds of students now having SpLD diagnoses demand is likely to outstrip supply before long, so I think there is a conversation to be had about when and where computers in exams are justifiable.

Obviously, anyone needing assistive software in exams has to have a computer, but beyond that it would help if an organisation like PATOSS came up with some criteria around handwriting speeds in terms of when a student could and should have a computer in their exams.

None of this answers the question about this student with ADD, mind...

On 21/03/2013 13:19, David Walmsley wrote:
Thanks, Penny. Out of interest would a cardboard frame attached to a piece of paper have the same effect?

David Walmsley
Disability & Wellbeing Support Manager
Registry & Student Support
Institute of Education
University of London

Email: [log in to unmask]<mailto:[log in to unmask]>
Tel. 020 7612 6604
Fax. 020 7612 6185

<https://twitter.com/IOE_DWS>    <http://www.youtube.com/ioelondonvideo>    <http://www.flickr.com/photos/ioelondon/>   <http://ioelondonblog.wordpress.com/>
Mailing address:
Institute of Education
20 Bedford Way
London
WC1H 0AL


From: Penny Georgiou [mailto:[log in to unmask]]
Sent: 21 March 2013 13:00
To: David Walmsley; [log in to unmask]<mailto:[log in to unmask]>
Subject: RE: Medical evidence for Special Exam Arrangements

Hello David,

This requests sounds consist with my understanding of ADD and it’s effects.

The structuring effect of framing that a computer screen has on thinking (probably literally the effect of the square frame) and on attention and permits a focussing, which otherwise is lost in a dissipating infinite periphery.

I think it is quite well known from observations with children with additional or EBD needs that they are able to sit still and concentrate in front of a computer when it is not possible for them to do so with pen and paper.

Again, this would be a discreet adjustment that responded to a not very demanding request from the student, suited to their particular needs. You could try it out and review it with her for next time. Such an exercise is often highly instructive, affording insight into both this and similar conditions.

Kind regards,

Penny

From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of David Walmsley
Sent: 21 March 2013 12:48
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Medical evidence for Special Exam Arrangements

Afternoon,

I’m interested to know what level of detail people request when organising Special Exam Arrangements. I’m generally happy to offer 25% extra time if they just present evidence of a condition, but try to ask for medical/psychological evidence for more specific requests. Is this case with others? The case I’m thinking of relates to a student with ADD who wants to use a computer, but can’t demonstrate to me that she is unable to handwrite her answers; she’s requested it as her thinking “tends to jump around quite a lot” but doesn’t want extra time as this will “only exacerbate [her] tendency to procrastinate”.

She also mentioned that she’d recently lost her Super Focus. This isn’t a term I’m familiar with so I’d appreciate insights from any experts on this particular subject.

Thanks,

David Walmsley
Disability & Wellbeing Support Manager
Registry & Student Support
Institute of Education
University of London

Email: [log in to unmask]<mailto:[log in to unmask]>
Tel. 020 7612 6604
Fax. 020 7612 6185

<https://twitter.com/IOE_DWS>    <http://www.youtube.com/ioelondonvideo>    <http://www.flickr.com/photos/ioelondon/>   <http://ioelondonblog.wordpress.com/>
Mailing address:
Institute of Education
20 Bedford Way
London
WC1H 0AL





--

Simon Jarvis

Head of Disability & Dyslexia Service

Queen Mary University of London



Room FB 2.30, Francis Bancroft

Mile End Road, London E1 4NS

Tel:  020 7882 2765

Mob: 07500825597

Fax: 020 7882 5223

www.dds.qmul.ac.uk<http://www.dds.qmul.ac.uk>