Thanks Abi
It was the use of the word "including" in each of the sections that caught my attention perhaps suggesting that there is an expectation that other support should be available from other sources? I agree with recent posts....clearly not fully thought through
John
-----Original Message-----
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Abi James
Sent: 18 May 2014 22:00
To: [log in to unmask]
Subject: Re: Changes to DSA query
I am not sure how much I can help on this at is not my areas of expertise
and there is still a lot of confusion about how the Children and Families
bill will work in post-16 education (and in schools too)! ECHPs will be
phased in from September but the government has said that pupils with
statements will continue on these and be gradually switched to ECHP so I am
not sure how quickly DSA applicants will have this documentation.
With regards to the legislation and guidance here are the parts that are
relevant to DSA:
David Willets stated during a debate on the amendment to include HE:
"Draft regulations and the draft 0-25 SEN Code of Practice, which set out
more detail about local authorities' functions under the Children and
Families Bill, make clear that they must share a copy of the EHCP with the
relevant higher education institution and with the DSA assessor, with a
young person's consent; and that local authorities should make young people
aware of support available to them in higher education through their local
offer, including the disabled students allowance (DSA) and how to make an
early claim so that support is in place when they start their course."
And the draft 0-25 SEN Code of Practice states:
8.46 The local authority must make young people aware through their local
offer of the support available to them in higher education and how to claim
it, including the Disabled Students Allowance (DSA). DSAs are available to
help students in higher education with the extra costs they may incur on
their course because of a disability.
This can include an ongoing health condition, mental health condition or
specific learning difficulty such as dyslexia. Students need to make an
application to the Student Loans Company, providing accompanying medical
evidence.
8.47 Applications for DSA can be made as soon as the student finance
application service opens. This varies from year to year, but is generally
at least six months before the start of the academic year in which a young
person is expecting to take up a place in higher education. Local
authorities should encourage young people to make an early claim for DSA so
that support is in place when their course begins. Where a young person with
an EHC plan makes a claim for DSA, the local authority must pass a copy of
their plan (and relevant supporting diagnostic and medical information and
assessments) to the relevant DSA assessor, to support and inform the
application as soon as possible, where they are asked to do so by the young
person.
Clear as mud about who will pay for the support!
Regards
Abi
-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of Milligan, John
Sent: 16 May 2014 15:03
To: [log in to unmask]
Subject: Re: Changes to DSA query
That's fine but can I ask about housing, care needs, students living at
home, travel, study abroad....the sort of requests we get at Snowdon Trust
panel meetings
-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of Abi James
Sent: 16 May 2014 14:59
To: [log in to unmask]
Subject: Re: Changes to DSA query
The Children and Families bill does not cover higher education. The current
of the code of practice states that schools includes mentions of the DSA
about ensuring students are aware of it and local authorities should ensure
all paper work and relevant material is passed to assessors as soon as is
possible to aid assessment prior to the student starting. However ECHPs will
be for a very small % of the SEND school population.
Abi
Sent from my iPhone
> On 16 May 2014, at 13:56, "Milligan, John"
<[log in to unmask]> wrote:
>
> Has anyone raised the issue of Education, Health and Care Plans and
the
> extension of support to 0 - 25 through the Children and Families Act
> 2014 in the HE sector? There has been a lot of discussion around
> Personal Budgets but very little about their potential application in
> the post school, non-complex needs sector
>
> I have been trying to get this considered in the Sensory area around
> transition planning and support for Deaf and/or Visually Impaired
> students but it seems to result in people finding their shoes and feet
> very interesting (smile)
>
> John
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Rachel Holdforth
> Sent: 15 May 2014 19:55
> To: [log in to unmask]
> Subject: Re: Changes to DSA query
>
> One of the problems with having a lecture capture system rather than
> notetakers is that it disadvantages students with significant amounts
of
>
> fatigue and/or physical disabilities who have difficulties with the
> physical act of taking notes, since students are then expected to
attend
>
> the lectures and then make notes from the captured material
afterwards.
> If they don't attend lectures, but only view the captured material,
that
>
> isolates them from the rest of the student cohort which doesn't seem
> fair.
>
> If I had had to do this as an undergraduate, I would never have passed
> my degree as I would have been too exhausted and in too much pain. As
> it was, I had notetakers who were mostly PhD students in my own
subject
> who sat with me (my choice) so that I could nudge them to take notes
on
> things that I needed notes taken on. That could not be replaced by a
> lecture capture system (or in the case of my subject by someone with
> absolutely no knowledge of the subject - too many complicated diagrams
> and terms). Even with lecture capture, I might have struggled with
some
> of the diagrams. I'm sure that I'm not the only one to have had this
> experience.
>
> I also relied on practical support in laboratories as some of the
> procedures were unsafe for me to carry out alone. I could do the
> science, just not pour the chemicals and manipulate some of the
> equipment without spilling. What I could do in the lab I did, and as a
> PhD student often found alternative ways of doing things in the lab to
> enable me to succeed, but I still needed some practical support. The
> same is true for many students with physical
> disabilities/co-ordination/pain/fatigue issues in my experience in
> disability support.
>
> This is one of my main concerns about the removal of Band 1 and Band 2
> NMH support - where are Universities going to find the funding for
these
>
> sorts of support for students who need them? I'm concerned that these
> students will not be able to get the degrees they would be capable of
> achieving.
>
> Kind regards,
>
> Rachel
>
> --
> Dr Rachel K. Holdforth
>
>
> --
>
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