Curses on you Chris - I was trying to keep my head down on this particular
minefield lol. (Is that a mixed metaphor or an oxymoron? - I'm sure one of
you academics will pick me up on it lol).
OK - as far as establishing a disability goes, Notes for Guidance suggests
that where a disability has not been previously diagnosed or well
documented, an LEA should insist on an assessment of the disability by a
suitably qualified person or body. I know of at least one case here where a
student suffering from depression was granted DSA an the basis of evidence
submitted by her GP/Clinic but that's not to say it would be acceptable in
every case. Bottom line is that every case should be considered on it's own
merits and where an LEA is not satisfied with the evidence provided it
should indicate why it is not sufficient and give the student every
opportunity to obtain further evidence. No application for DSA should be
declined out of hand simply because the student does not have the particular
piece of paper that the LEA is expecting to see.
I think it's worth remembering that LEA's are not out there to catch
students out and seize upon any technicality to get an application declined.
We are as keen as anyone else to ensure that students get the support they
need and are entitled to, whether it be DSA or any other type of student
support. OK, so I'm sure you all have your own horror stories about what
LEA's have or haven't done (s'ok, I have my own horror stories about Access
Centres and Special Needs Advisers lol) but most really do want to help
whenever possible - we just have to ensure that the support we do give is in
accordance with the legislation.
OK, I seem to have digressed into a flag waving exercise on behalf of all
the LEAs across the county..........sorry, what was the question?
St.John Skeates
Awards Section
Bedfordshire County Council
----------
From: Baxter, Chris
To: [log in to unmask]; Skeates,St.John DEAL Awards Tm
Cc: disforum
Subject: RE: where to draw the line
Date: 12 October 1999 17:13
I think this is carefully thought out and well put, one problem I feel may
occur is what do LEA's require as 'evidence that a disability exist'? Will
we need to require students to undergo Psychiatric assessment ? Can a GP
affirm that a student is suffering mental ill health such as depression,
can we ask GP's to be specific about what would be appropriate for support,
I agree with the models which Ian has outlined but worry about how to
'argue' for these.... St. John of Beds CC .... are you out there?
Chris Baxter
> ----------
> From: Ian Francis[SMTP:[log in to unmask]]
> Sent: 12 October 1999 10:17
> To: [log in to unmask]
> Subject: Re: where to draw the line
>
> In my opinion and to support James:
>
> Counselling is not appropriate if the student is already in a system
> of treatment. Referring the student to a counsellor does not address
> the effects of disability on learning. The effects of mental health
> difficulties on learning are not always obvious, just as the effects of
> dyslexia aren't always obvious if the student happens to have
> developed good compensatory strategies that have worked - so
> far. It doesn't mean the student is achieving to their full potential, or
> that these strategies will break down in future.
>
> DSA is used to overcome the effects of disability, including the
> effects of medication/treatment. If students with mental health
> difficulties experience stamina, organisation and concentration
> problems, careful assessment of study aids and strategies could
> identify some solutions.
>
> Some consideration of strategies aimed at supporting dyslexic
> students, in particular with time management techniques,
> structuring and organisation difficulties, key note skills etc can be
> appropriate. If there's some improvement in the mental health of the
> client as a result of improving self esteem etc then all well and
> good. The student may be using counselling services also but I
> think that should remain seperate to keep the service boundaries
> clear (for both staff and the students involved).
>
> Could it be appropriate to cost into the DSA support for the student
> the cost of buying in regular 'supervision' for the mentor from a
> trained counsellor. This is to offload and learn techniques
> themselves for dealing with clients who want to test the boundaries
> of professional relationships. The mentor themselves, while
> possibly engaging counselling skills, should not undertake any
> counselling with their client.
>
> Similar issues came up when defining the role of the dyslexia tutor
> as there were concerns that the support might offer additional
> subject support that should come from the departments. Hence the
> title 'non-subject based specialist tutorial support' came about,.
> Maybe this could be adapted to 'non subject specialist mentoring
> support'. The job description could include the requirement to
> respect professional boundaries at all times, and both client and
> worker could sign a code of practice to underline this requirement.
>
> I think it's important that there's discussion about this. Mental health
> is becoming more of an issue as awareness grows, and it has
> been noted that mental ill-health or psychological disturbance is on
> the increase (ie the HUCS report). It still seems that it is the last
> taboo, even amongst disaiblity support services, and people can't
> get their head around the role of disability support in improving
> facilities and participation in HE for students with mental health
> difficulties. So many students don't declare mental health problems
> because of the fear of discrimination. If disability support services
> can offer practical, clear, non-judgemental and confidential support
> it might encourage more students to declare at enrolement.
>
> Sorry if I've waffled on a bit.
> Ian Francis
>
> Date sent: Mon, 11 Oct 1999 17:27:45 +0100 (BST)
> Subject: Re: where to draw the line
> From: "J.D. Mclarty" <[log in to unmask]>
> To: dis-forum maillist <[log in to unmask]>
> Send reply to: [log in to unmask]
>
> >
> > In response to Bryan - I have one particular student in mind. I can't
> > remember whether I stated the student's particular difficulties -
> anxiety
> > and chronic depression - one effect of his depression (I think perhaps
> > depression generally but I'm not an expert) is an inability to actually
> > quote get started unquote. This is the difficulty we primarily need to
> > overcome. We do have the funding via the student's DSA, but I need (a)
> to
> > give possible assistants a clear job description (because this
> particular
> > student is very manipulative and they need to know what they can say no
> > to) and (b) be clear in my own mind that the funds are being used
> rightly,
> > i.e. to overcome the effects of the student's disability, and not to
> > subsidise College teaching!
> >
> > I don't know if this makes the problem any clearer... thanks for
> > respondng...
> >
> > Jane McLarty
> > Adviser for students and staff with a disability
> > University of Cambridge
> > Bridget's, Tennis Court Road, Cambridge CB2 1QF
> > Tel: 01223 332301
> > Fax: 01223 461324
> >
> >
>
>
> Ian Francis
> Disability Co-ordinator
> Queen Mary and Westfield College
> Counselling and Welfare Service
> London E1 4NS UK
> Tel +44 (0)171 775 3132 Fax +44 (0)171 415 3617
> http://www.admin.qmw.ac.uk/welfare
>
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