.Have you tested her aural as opposed visual comprehension, i.e. does she
understand more when hearing than reading?
If she does, you could get the questions put on tape; our students who have
been given this provision use Walkmans, so they can replay the questions.
Dorothy
At 11:26 04/02/99 +0000, you wrote:
>Has anyone got any bright ideas (or got experience of) providing written
>examination questions for a dyslexic student who has conceptual
>difficulties in 'making sense of the question' asked of her. She tells me
>that if she knew what the examiner was asking of her she would be
>able to give an adequate answer but at the moment she is often not
>able to even get off the starting blocks. Consequently, the extra time
>she is given is of 'very little use to her'. (Her words not mine). My first
>thought is to ensure that written exam questions are compiled as coherently
>as possible with no obvious ambiguities, but, failing this I have drawn a
>blank! I remember reading somewhere that some universities allow 5 minutes
>extra before the exam to enable one of the course lecturers to go over the
>questions with the student to make sure that the student has grasped their
>appropriate meaning and are on the right lines - without giving anything
>away - but I don't know whether this is a common occurrence.
>
>
>Amanda Shaw
>Disabled Students'Adviser (Dyslexia)
>Brunel University, UK
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>
>
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