David. I guess some explanation is needed: What does the
supervisor means with 'critical insight'? Sounds as an
euphemisms. what is the level of academic achievement of the
student at the moment? Has he/she obtained a MA/MSc? If he/she
has got any of the above, wouldn't those a clear demonstration that such student
has 'critical insight' and therefore that the university could do more?
Perhaps ability to compare, summarise points of view and apply them to a
new situation as discourse devises? If this is the case, are
those expectation (I.e to demonstrate having those 'tools of the trade')
made known to the student? Alternatively, the student could be
required to pass two or three 'methodological/philosophical research modules'
before her admission to a Mphil/PHD programme?
What is reasonable, in my view, would depend on establish exactly both the
students weaknesses and abilities. And yes, if the student requires to ''write'
his/her thesis on different media (a film?) why not? If that is not
possible, would tahat be a demonstration that the 'establishment' lacks of
'critical insight' too?.
Sent: Tuesday, October 23, 2007 12:15
PM
Subject: Re: dyslexic PhD student
Dear
David,
It
would seem that in question 1, your colleagues have answered their own
question. The axiom that she has to demonstrate is critical insight into her
field of study.
ie:
Hence, it is not a matter of distinguishing between
dyslexia and lack of critical insight. If the blocks that have
dyslexic effects, in this case, are also not yielding critical insight
into her field of study, then this has consequences for the viability of her
studies.
Regards,
Penny
I am involved
in discussions with the supervisor of an Irish (republic) PhD student
who did not disclose dyslexia when she applied.
Her
(self-funded) psychological report lists standard items including 'support
with proof-reading'.
The academic
staff are not prejudiced against dyslexics, and tell me they have been
giving her a lot of support.
Just writing
her registration document apparently took hours of input because every
sentence had to be elucidated.
There are two
issues they asked me about:
1. How do you
distinguish between the indicators of dyslexia and a fundamental inability
to reach the required standard academically? I have met the student and she
is certainly a very fluent speaker, but the supervisor tells me that there
doesn't seem to be a discrepancy between her oral and written ability,
because what she says does not reveal critical insight into the
field.
2. How much
individual support from academic supervisors counts as 'reasonable'? It
sounds as though this student is going to need an enormous amount of support
with every page she writes.
I am of course
aware that if there is a lack of academic texts in electronic format, a
dyslexic student may struggle to achieve critical insight/breadth of reading
etc. Also, we do have student services learning support staff who work with
those who are ineligible for the DSA. The reason I am posting this is that I
hope people have experienced similar issues. I think it is an important
principle that the 'level playing field' works both ways, and that dyslexic
people can be advised that they're trying to do something which is
academically beyond them. Many dyslexic students have told me over the years
that they want to judged by the same standards as everyone else. But there
is a lack or precedent/common practice with doctoral work isn't there? Can
anyone point me to a website with specific information about dyslexia at
doctoral level (in a subject where the traditional output is a conventional
thesis)?
many
thanks
David
Pollak
De Montfort
University
