The message <[log in to unmask]>
from [log in to unmask] contains these words:
> Could anyone suggest a working definition of providing equal opportunites
> to disabled students?
> One department is questioning whether it is equal opportunities to provide
> copies of OHT's and/or lecture notes to disabled and dyslexic students who
> have difficulty taking notes in lectures. They say that other students
> also want these, which raises an equal opportunities issue about providing
> them to some students and not to others.
> Any comments and suggestions would be appreciated.
> Clare
> ****************************************
> Clare Davies
> Student Services
> Nene-University College Northampton
> Boughton Green Road
> Northampton NN4 OBN
> Tel: 01604 735500 ext 2390
> Email: [log in to unmask]
> ***************************************
Good teaching practice is clearly relevant to all students but
dyslexics need it more than mody. We could argue that if one
student gets a hand out, everyone will want one. On the other hand
'Trainer of Trainers' courses advise a minimum numbere of handouts
as students, although grateful for the handouts (good PR for the
lecturer) don't normally read them - dyslexics tending to be the
exception. However & also, is it sensible to give a dyslexic more
material to read than his or her fellow students?
What dyslexics realy need is the links between grapheme-phoneme
correspondence made explicit at the appropriate stage. Does anyone
disagree that Dyslexic students need help with stucturing and
organisation. But is this really anything more than decent
teaching practice at different stages? (OK there are a few extreme
dyslexics).
So, is the DSA being used to compensate for poor teaching - this is a
question not an opinion!
Either way, does it make amny difference to the end result from the
DSA meeds point in time? There should be consequences for long
term dyslexic needs though. On the other hand (again) I have
assessed quite a few dyslexics training to be Primary School teachers....
PS Has anyone got an opinion on Sharma's work on dyscalculia?
--
Stephen Lancaster
NFAC NHC
[log in to unmask]
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
|