Clare
The issue of equal opportunity, or what's fair for all? For me, there is a
simple definition:
Non-disabled students have complete access to OHTs & lecture notes.
Students with a range of disabilities do not have access to this
information and therefore require some form of alternative.
All of this, of course, is setting aside the fact that provision of OHTs &
lecture notes for all students is "Good Inclusive Teaching Practice"
anyway.
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>> 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
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Regards
Mike Spurr
"Progress is always due to unreasonable people
because reasonable people want to use the
system as it is, not change it."
George Bernard Shaw
Disability Adviser
University of Tasmania
P.O.Box 1214 Launceston 7250
Phone: (03) 6324 3787
Fax: (03) 6324 3788
Email: [log in to unmask]
http://www.utas.edu.au/docs/student_services/
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