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Well, I am slightly helped by the fact that I am based in an HEI and that our DOs have a good relationship with courses and registry (and I have a working knowledge of the courses). However, suggesting specific pedagogical adjustments (and researching the course) is part of the deal, not going the extra mile, so it occurs whoever the assessment is for. ________________________________ From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of A Velarde Sent: 06 November 2008 17:14 To: [log in to unmask] Subject: Re: 10 hour "rule" for dyslexic support Daniel. Thanks. Under a social model framework the medical document is only evidence of the impairment not about the disability. Disability is an assessment of organisational barriers. Hence, the need of DOs. That is their function as any ex National Disability Team member will tell you. Regarding you Assessment, I really welcome it. However, in order to be applicable they need to be specific to the module/course. If that is the case, you are really going the extra mile! Best, Andy ----- Original Message ----- From: Parrott, Daniel <mailto:[log in to unmask]> To: [log in to unmask] Sent: Thursday, November 06, 2008 4:57 PM Subject: Re: 10 hour "rule" for dyslexic support It is a bit of a tricky situation, talking about social models, then asking the student to produce their medical evidence..... Actually, as an assessor, I often outline quite complicated pedagogical adjustments- however, I word them as suggestions. This suggestion then gets picked up by the DO and turned into a recommendation for the course. Works quite well. Daniel ________________________________ From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of A Velarde Sent: 06 November 2008 15:55 To: [log in to unmask] Subject: Re: 10 hour "rule" for dyslexic support Hi Daniel. Thanks, I have my doubts. I guess one should analyse whether in effect the student testimony really amounts to a weight to counterbalance a medicalised instrument. I sincerely doubt it. At best, it (the testimony) is a legitimating devise. First, because the young fellow (normally an 18 year old) would have very little inside information about the barrier that s/he is going to encounter. For the AN to be a hybrid, it would need to address an specific organisational barrier. I doubt the Assessor knows them, let alone the prospective student. Secondly, because the Need Assessor cannot really make any recommendation that could change curricula (some will think that DOs share such remit). Thirdly, because a Need Assessor, main function (without wanting to offend, I am using a theoretical approach, pls bear with me) is to establish the effective use of public money into technological innovations. Their decision making encourages corporations to improve devises that produce self accessibility (through the transfer of resources), not modifications of teaching methods. Hence, their main purpose is not to steer HE organisations but to steer technological innovators. Four. Because government has not created a steer mechanism to back up the social model. The law does not create a single one. The only hope disabled people have is that someone take a case the courts, and these are, I am afraid, very slow. Also, very few would really spend four year taking their cases to lawyers when they could finish their degree by that time. That is the catch 22. So I am afraid, we have plenty of medical model to deal with. Best, Andy ----- Original Message ----- From: Parrott, Daniel <mailto:[log in to unmask]> To: [log in to unmask] Sent: Thursday, November 06, 2008 2:44 PM Subject: Re: 10 hour "rule" for dyslexic support Nice to see this train of thought and that the ILP is being placed in context. I would also say that the Needs Assessment is actually a transition point between the medical model (which is required to get approval for the report) and the social model realities of providing the report. The hybrid nature is confirmed by the fact that assessors refer to both medical evidence and student testimony. The ILP is also an interface point between the social reality of support and the auditable / accountable / bottom line wielding funding provider. Daniel ________________________________ From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of A Velarde Sent: 06 November 2008 14:32 To: [log in to unmask] Subject: Re: 10 hour "rule" for dyslexic support Hi. Technically the ILP and a LEA- Assessment of Needs should be and reflect two different processes. I appreciate that currently they look as if they are the same, particularly when there main concern is the provision of auxiliary aids and services financed by an LEA. From a Disability Office that embraces the Social Model however, an ILP and an Assessment of Needs are different. An ILP is an institutional document -with a focus on identifying and addressing organisational barriers (environmental issues). The LEA Assessment of Needs is rather an evaluation of individual efforts under the circumstances of an impairment and follows a medical model of disabilities. The first one docusses on adaptations and adjustments, the second one on auxiliary aids and services. This of course is a non PC statement. Best, Andy ----- Original Message ----- From: Ros Lehany <mailto:[log in to unmask]> To: [log in to unmask] Sent: Thursday, November 06, 2008 2:17 PM Subject: Re: 10 hour "rule" for dyslexic support ADSHE (Association of Dyslexia Specialists in Higher Education) are hoping to have examples of ILPs in current use uploaded to their website early next week- www.adshe.org.uk We met with Elaine Urquhart recently and she told us that '.... the ILP template is work in progress and is being devised by the people who drafted the NAR (SLC, DSA QAG, DIUS, ASASA) and will be out soon on DSA-QAG website.' She also said that ' In order to get feedback it will need to be used for a certain period of time before it can be evaluated' Best wishes Ros Ros Lehany Chair- Association of Dyslexia Specialists in Higher Education email: [log in to unmask] Work: 0113 2193038 Mobile: 0779 149 4690 -----Original Message----- From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask] <mailto:[log in to unmask]> ] On Behalf Of Catherine Salisbury Sent: 06 November 2008 14:01 To: [log in to unmask] Subject: Re: 10 hour "rule" for dyslexic support Hi carol I have an Ilp that I use as a freelance tutor- I have just revamped it to be in line with the guidelines (I hope!) Would you like to see a copy of it off-list? Cathy On 6 Nov 2008, at 13:09, "E.Barakhta" <[log in to unmask]> wrote: > Carol > > My assumption is that the ILP would look like Idividual Education Plan > that is devised for children with Special Needs at school. > > Kind regards > > > Ekaterina Barakhta > Senior Assessor >> The Access Centre >> Disabled Student Services (Frank Henshaw Building) The Open >> University Hammerwood Gate Kents Hill Milton Keynes United Kingdom >> MK7 6BY >> Tel +44 (0) 1908 655921 >> >> > > -----Original Message----- > From: Discussion list for disabled students and their support staff. > [mailto:[log in to unmask] <mailto:[log in to unmask]> ] On Behalf Of Carol Thomas > Sent: 06 November 2008 13:06 > To: [log in to unmask] > Subject: Re: 10 hour "rule" for dyslexic support > > As the manager of the Learning Support Service responsible for > supporting the learning and teaching of students with SpLDs I would > personally like to thank everyone on the list for their contribution. > Without this list (and several other disability lists) I would be > unaware of the changes. I feel that I should have been informed of > this formally - but I realise these formal communications may not be > delivered to the relevant person in each HEI. > > I still feel that I do not know what the ILP should look like - and > have not seen a standard template. Is there one available? The only > document I have formally seen so far seen are linked to assessment > centres (and initial student assessment) not items relevant to study > skills providers and a ten hour checklist/ progress monitor. Please > let me know if I have missed this template. > > If anyone in the HEI sector has developed an ILP template and would be > willing to share this please could you contact me. > > Regards > Carol > > > > Carol Thomas, Head of Learning Support Services Learning and Teaching > Institute University of Chester Parkgate Road Chester, CH1 4BJ > (01244) 513311 > [log in to unmask] > > --------------------------------- > The Open University is incorporated by Royal Charter (RC 000391), an > exempt charity in England & Wales and a charity registered in Scotland > (SC 038302).