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Here at Napier we're recognising that Dyslexia is far from a simple phenomenon. Students can be affected to differing degrees and there are many variations in how they're affected. Napier assesses all students who indicate that they are or think they may be dyslexic. We use accredited assessors whose reports then go to the students themselves and relevant staff. Any dyslexia asessment report that I've seen indicates how that particular student may best be helped with academic assessment. Across different disciplines staff are finding that the general guidance contained in the dyslexia assessment report helps them consider appropriate alternatives within their subject area because, pretty obviously, the dyslexia assessor isn't a specific discipline specialist and will probably not be familiar with the favoured academic modes of assessment in the chosen discipline of the student. One thing that does seem to be happening - and this may partly account for Grace's 'relatively large numbers' - is that earlier in the educational system students with dyslexia may be channelled towards something that is perceived as less demanding for them. This leads to some unfortunate mismatches, e.g. when awkward chemical symbols are encountered during an otherwise creative hands-on course. Hoping this helps the debate, even if it doesn't resolve anything, Shirley Earl (ILTM) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Head of Learning & Teaching Development, Napier University, Edinburgh - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -----Original Message----- From: Grace Lees-Maffei [mailto:[log in to unmask]] Sent: 27 November 2001 12:32 To: [log in to unmask] Subject: Assessment for Dyslexic Students My question is simply this: what alternative formats for assessed work do colleagues accept in place of the traditional essay in the case of students with learning disabilities? I realise that learning disabilities are highly various and may require a range of assessment formats, but we in the Faculty of Art and Design are looking to develop a common alternative for those few students poorly served by the essay. At a recent event at the Centre for Learning & Teaching in Art & Design on dyslexia awareness I asked about alternative formats for submission of work for dyslexic students and I had asked the same question at a previous CLTAD event on writing for art and design students with a range of responses. I want to know more. At UH I have asked one student to submit a video, and another to submit an audio-cassette, but neither of these submissions contained the sustained critical investigation I would hope to see in an essay. Were they weak examples of a format that works successfully for other students? I have wondered whether the problematic linearity of the traditional essay might not be removed by the use of HyperCard / hypertext linkages. How would this work for a dyslexic student submitting work in place of an essay? Finally, we have a relatively large number of dyslexic students in the Faculty of Art & Design. Most of them are able to succeed in the submission of essays for assessment. Should an alternative format for submission be available to all dyslexic students, just the most severely affected students, or to all students regardless of ability? I hope the ILT will excuse my naivety and I would be grateful for your thoughts on this matter. With thanks. Grace Lees-Maffei MA RCA ILTM Senior Lecturer in the History & Theory of Design & Applied Arts University of Hertfordshire Faculty of Art and Design College Lane Hatfield AL10 9AB Direct Line: 01707 285369 Fax: 01707 285350 [log in to unmask] <mailto:[log in to unmask]> Design History Society Event Award Co-ordinator http://www.brighton.ac.uk/dhs/2001.html <http://www.brighton.ac.uk/dhs/2001.html>