>From my experience this year and the work done with the students, the
difficulties with text get greater as sentence length gets greater and the
rate of new technical words being encountered as implicit in HE, increases.
When the student is unable to see the text clearly, and has to rely on
short-term memory to actually 'read' they do indeed get very stressed.
Peter Irons.
-----Original Message-----
From: Baxter, Chris <[log in to unmask]>
To: [log in to unmask] <[log in to unmask]>
Date: 16 June 1999 15:52
Subject: RE: mandatory awards (DSA)
>First thing that springs to mind is that A levels or whatever are nothing
>like as demanding as a degree course, dyslexia is well documented as being
>exacerbated by stress and stressful conditions, therefore more stress =
more
>dyslexia (very crudely put!)
>Try something along those lines
>Chris Baxter
>Service Co-ordinator
>Disability Support
>The Nottingham Trent University
>Burton Street
>Nottingham
>NG1 4BU
>
>0115 9486163 Voice
>0115 8484366Minicom
>0115 8484371 Fax
>
>email [log in to unmask]
>
>http://www.ntu.ac.uk/sss/
>
>> ----------
>> From: [log in to unmask][SMTP:[log in to unmask]]
>> Sent: 16 June 1999 15:46
>> To: [log in to unmask]
>> Subject: mandatory awards (DSA)
>>
>> I am seeking advice regarding an unsuccessful application for the
>> DSA, an EP's report went with the submission. This application
>> has been rejected on the following grounds:
>>
>> "X successfully gained admission to his present course without the
>> need for additional support and without the need for examination
>> dispensations. Under these circumstances the LEA concludes
>> that he was able to satisfy the entry requirements for the course
>> without addditional support and that therefore the responsibility for
>> providing any additional assistance as indicated (IT eqipment &
>> learning support) in the accompanmying report is that of the
>> university
>>
>> Any suggestions or comments?
>>
>> Hilary Chamberlain
>> DMU Lincoln
>>
>
>
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