To answer Mike's point about allowing disability to mitigate plagiarism, the stance we'd take is that relaxing academic integrity standards is not a reasonable adjustment, but additional support to the student to meet those standards is a reasonable adjustment.
A student who didn't make use of all available support is not going to be able to successfully challenge an academic misconduct finding on the basis of disability. A student who genuinely was under-supported might be able to make a case that this factor should be taken into account when determining the penalty.
I'm probably stating the obvious here - but it is an important nuance.
Best wishes,
Lena
Lena Barrett
Student Casework Manager
Registry
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Tel: 01904-876686
-----Original Message-----
From: Plagiarism [mailto:[log in to unmask]] On Behalf Of Mike Reddy
Sent: 04 March 2016 09:00
To: [log in to unmask]
Subject: Re: Disabilities leading to problems with plagiarism
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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