Hi Stephen,
Huge can of worms this. What about hearing impairment? Think that doesnıt
apply? What about how hard English is for the pre-lingually deaf? Itıs
like having English as a third language, because BSL (and other sign
languages) use a radically different grammar; being topic modification,
rather than subject verb object. However, taking aside the accommodations
that we should already be providing for any student with a disability,
does this community really think that a disability is mitigation against
an academic offence?
I think it would be a huge and dangerous precedent to allow disability to
mitigate penalty, unless the student could show that they were not getting
the learning support they should have been receiving. I speak as a father
of three children, two of which are severely dyslexic, and two are on the
autism spectrum. I also completed an EU funded project in aiding
school-age students with dyslexia learning English as a second language by
using games a couple of years ago. Mary talks about specialist support for
students with dyslexia, and likens it to the problems of non-native
speakers, but to my mind it is distinct; the paper cited conflate the two
:-(
Dyslexia is MUCH more complex than just having trouble reading; for
example, time management is often a major problem, which 20% extra time on
an exam isnıt even going to scratch. And yet, dyslexic students (from
personal observation) can be as unorthodox and creative (read 'clever in
unusual ways') as are people on the autism spectrum. There are other
peculiarities. For example, the typical colour coded originality report
would probably blow a fuse for many of these students; itıs pretty opaque
for neuro-typical young people!
--
Dr. Mike Reddy FRSA SFHEA
Future Technology and Games | Technoleg y Dyfodol a Gemau
Engineering & Computing | Peirianneg a Chyfrifiadureg
University of South Wales | Prifysgol De Cymru,
CF37 1DL
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