This is exactly the kind of work we would expect our dyslexia tutors to
do with our students.Liz Maynard Disability Coordinator
-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of LOVEN Caroline R
Sent: 02 August 2004 08:30
To: [log in to unmask]
Subject: Re: long message - personal request
Dear Marie
I think he would have grounds for extenuating circumstances as his needs
were not met. His needs assessment should have addressed the areas
where he felt he needed support and listened to his wishes. If my
students have felt there was not appropriate provision in their needs
assessment for them to achieve, then we have made applications for the
particular provision they require and this has been added.
I have also had a student who has required exactly the sort of support
your son seems to require. Where we discuss such things as work load,
prioritise work, setting up target dates for tasks to be completed,
identify areas where contact needs to be made with tutors, disussion of
problems, arriving at an action plan and planning individual assignments
etc. Through this sort of discussion the student has learnt how to
analyse work load, set priorities, set action plans and work to a time
schedule. He has learnt key skills through practical implementation
rather than learning skills in isolation without being able to 'see'
their relevance to his personal experience/learning style. It is very
easy for a dyslexic student to lose confidence in themselves, they need
to know that people believe in them and are there for them.
The role of a dyslexia tutor should be pupil led, to teach the skills
the student needs in order for them to become independent. As someone
else said it should not be a ' one prescription for all' approach.
Good luck.
Caroline
Caroline Loven
Lecturer for Students with Special Needs
Staffordshire University
-----Original Message-----
From: Marie Norris [mailto:[log in to unmask]]
Sent: 30 July 2004 14:50
To: [log in to unmask]
Subject: long message - personal request
Dear dis-forum colleagues,
I've always thought you have to be brave to send a message to
dis-forum, however I always read the comments and discussions, and over
the years I have learned a great deal from you all. I would welcome any
comments or feedback on a personal issue, relating to my son. See below.
I'm sorry the message is long.
He is dyslexic and had an access centre assessment three years
ago. His greatest difficulty has always been time management and
organisation. At his needs assessment he asked for what he called a key
worker - someone to meet with him regularly to keep him on track with
his work. When he received his draft needs assessment he had been
recommended a dyslexia tutor. He asked again for a key worker, but was
informed that a key worker was not recommended and that the dyslexia
tutor would teach him the skills to manage his work. He accepted this at
the time.
Over the three years of his degree studies he has, as expected,
had time management and organisational problems with his work. He has
met with the dyslexia tutor only a couple of times. His reasons for not
taking up the support were - he didn't make any appointments as he
couldn't remember what days the service was open; he went at the wrong
times; he didn't want to go for dyslexia coping strategy teaching when
what he actually wanted was someone to get him going with the
assignments; he wanted support with tackling the work but the tutor
offered discussion sessions only.
In first year his grades were good; in second year they began to
falter though he only had one re-sit assignment. During third year he
had no results at all over the year, nor any feedback from his tutors.
He has now received his degree results, and has passed, but with no
honours - due to failing two modules and not handing in one piece of
work. He did not know that he had failed any assignments. At his
university it is the responsibility of the student to keep in contact
with the tutors, and he did not do this (possibly related to his
organisational difficulties).
* He did not hand in the piece of work after having lost
confidence in himself.
* He didn't complete any extenuating circumstances form.
* He never asked for dyslexia tutor support because he
didn't want this type of help.
* He was never organised enough to take the initiative
to utilise the general support services to act on his behalf.
* He appears confident and people may interpret his
problems as being related to laziness and indifference rather than the
fact that he is disorganised and muddled.
As someone who has been involved in student support for years I
can see how he could have improved his experience and his grades. In a
previous workplace if a student presented with such issues, I have asked
for a re-assessment of needs and allocated a key worker whose
responsibility would have been to sort the issues listed above. My son
has not wanted me to advise on his issues and the taking up of any
support. I have respected this, but his difficulties meant that he
didn't do anything to manage his situation. He is meeting with student
services at his university on Monday. He may be offered re-sits next
year. He may accept the pass he has got.
Many of you will recognise the scenario and have dealt with
students in similar situations. What advice would you offer?
With best wishes, Marie
Marie Norris
Learner Support
President Park
President Way
Sheffield S4 7UR
tel: 0845 4565857
fax: 0800 0830841
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