This a very interesting dialogue.
On assessment, as various people have said, the skills needed to cope with
an academic degree should speak for themselves, but it could be likely that
an assessment AFTER a degree might easily show better literacy skills, and
maybe better scores on the verbal side of the "IQ" testing, (scores which
employers like!!)
As far as this type of post-grad course is concerned, surely one is looking
at professional as well as academic skills, ability to cope on the job in
various ways, and the professional body might have certain criteria which
could go beyond any contract drawn up by an academic institution. I have
come across two cases where brilliant dyslexic post-grads could not handle
certain work-related
assessment criteria of the professional qualification; one was advised to
take another course and is now in research, the other could not work under
the intense pressure she found herself in on placement; she got the
qualification after a battle, but is not working in the mainstream of this
career and has eventually agreed that she is more suited to what she is
doing now than what she had intended to do.
I think every dyslexic person should be given every chance to prove their
coping strategies with the full adavntage of a good assessment and all the
IT they can possibly lay their hands on. But they may come to a point where
they cannot
fulfil the professional requirements of the JOB and may have to adapt or
re-think. This could happen to non-dyslexic people as well.It could be
dangerous to have a contract written in tablets of stone at this level.
Hope this makes sense!
Dorothy
t 18:25 09/07/98 +0100, you wrote:
>> Date: Thu, 9 Jul 1998 12:19:40 +0100
>> Priority: normal
>> Subject: Learning Contracts - Anew
>> From: "Debbie Gibberd" <[log in to unmask]>
>> To: [log in to unmask]
>> Reply-to: [log in to unmask]
>
>
>Dear Val
>
>This seems a very civilised sort of approach? Do you know her?
>
>Yours sincerely
>
>Rod
>> While that I agree with Bryan that the principle spur to the move towards
>> learning contracts comes from the Law Society, and the case with
>> the dyslexic student, I think that the discussion could boaden
>> out a little again on this topic.
>>
>> The move towards adoption of learning contracts in this
>> university came quite independently of that case, in relation to
>> a serious complaints made by a student with a sensory inpairment
>> on a post grad course.
>>
>> I am interested in how we build a framework for a contract
>> which in essence makes sure that :-
>> the department is tied in to providing certain support.
>> the student doesnt come up with unanticipated resource-hungry
>> needs at the last minute.
>> the university doesnt have a blanket get-out for its
>> responsibilities to provide core facilities.
>>
>> My dilemma is creating a framework which has hard edges in some
>> requirements and obligations, but soft walls which can adapt and change
>> according to the direcltly experienced needs.
>>
>> I have had useful contact with Nottingham Trent, and will follow
>> up the contact at Sheffield Hallem, but welcome further
>> comments from others who are evolving similar procedures and
>> documents.
>> Debbie Gibberd
>> City University Disability Officer
>> Northampton Square, London EC1V0HB
>>
>> 0171 477 8806 voice and minicom
>> 0171 477 8561 fax
>>
>Rod Coveney
>Registrar and Clerk to the Board of Governors
>University College Worcester
>Email: [log in to unmask]
>Fax: 01905 855132
>
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