Dear Clare
I work on the basis that the notional individual with whom
the student is being placed in a position of equality is
that student without an impairment. It is irrelevant what
other students want or how they manage. This is
because levels of disability (e.g., for dyslexia) are
measured against other individuals of similar IQ, not the
universal population. This is an argument that can on
occasion be successfully used with LEAs, especially those
who attempt to argue that students who are not actually
failing are not fit recipients of support.
At the same time, I get extremely tired of writing
assessment summaries for lecturers on behalf of individual
students, pleading that the individual should have the
benefit of good teaching practice that the majority are
being denied. This is another issue, I suppose, but it
does seem an awful waste of everyone's time.
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Bernard Doherty
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