Good morning from Fife to everybody :
Ever since the times I worked in Adult Literacy back in the Middle Ages, I have been obliged  to keep records that had to somehow satisfy me, the student I was working with and the people who  paid.
In setting and recording mutually agreed learning objectives for a learning plan, I use 'SMART' criteria. This helps me make sure that the student and I have the a practical working plan and a clear expectations of each other.  'SMART' is an acronym for objectives that are:
OK, it's  business-speak, but it works.
The actual shape the form takes is then up to individuals/institutions.  The fact that outcomes need to be 'measurable' does not mean that they must follow a medical model ('my reading difficulty must be healed in half a day') or be rigidly testable or tickable. 'Soft' signs of progress or institutional change can also be assessed and recorded.  So saying, Barry, I would add to your form some time frames (dare I say, the explosive 10 sessions...) ; details of resources/methods (Assitive technology?) needed to tackle objectives  and detailed priority tasks. This does not proclude institutional change, flexibility or sensitivity to the human being sitting next to you. 
I'd be willing to coordinate templates for ILPs, if people thought that might be useful to avoid traffic jams and collisions.
 
 
 
 
and From: "Barry Hayward" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, November 07, 2008 9:52 AM
Subject: Re: 10 hour "rule" for dyslexic support

> attached is an ILP template we've produced, be interested in any views on
> it's suitability
>
> Barry Hayward
> Goldsmiths
>
> --On 07 November 2008 06:28 +0000 Amanda Kent <[log in to unmask]>
> wrote:
>
>> Andy,
>> Where or what is the conflict of interest in your view?
>>
>> Much this discussion thread is about an administrative attitude to
>> disability,  tempered with some aspects of professionalization issues.
>> The 'who has what  qualification' element seems to me to be red
>> herring because the issue on the  ILP (from the administrative point of
>> view) is whether or not the document is  fit for purpose. The purpose
>> appears to be to provide a means of auditing the  service providers in
>> such a way as to produce evidence of continuing need for  the provision
>> of a service which is an additional cost to the student (and  therefore
>> DSA-able). That surely IS a conflict of interest because the  producer of
>> the ILP is also the agent who stands to benefit financially from  the
>> continued provision of the service.
>>
>> The argument that 'dyslexia tutors should be producing ILPs anyway'
>> is  similarly irrelevant because we see emerging a situation where the
>> SLC refer  to (as yet unspecified) criteria, ie the existing ILP's may
>> be unfit for SLC  purpose and have to be adapted to suit the demands of
>> the DSA audit  process.
>>
>> So with regard to the development of the ILP template, the criteria, and
>> its  possible relationship to down-streaming from the DSA report in an
>> manner that  fits with the SLC (or QAG??) audit purposes, there may be
>> risk of conflict of  interest arising as a result of developers/advisers
>> coming from within the  existing DSA sector and adopting an approach that
>> either replicates or  protects their dominant positions or market-shares.
>> That might be a risk or  two worth taking in order to ensure stakeholder
>> involvement and also a sense  of continuity during a period of change.
>> Amanda
>>
>> On Thu, 6 Nov 2008 16:08:55 -0000, A Velarde <[log in to unmask]>
>> wrote:
>>
>>> Hi Ekaterine. I think you have spotted a conflict of interest here. Ta,
>>> Andy ----- Original Message -----
>>>  From: E.Barakhta
>>>  To: [log in to unmask]
>>>  Sent: Thursday, November 06, 2008 2:45 PM
>>>  Subject: Re: 10 hour "rule" for dyslexic support
>>>
>>>
>>>  Andy
>>>
>>>  I totally agree with you.
>>>
>>>  Personally I would also feel concerned that the same people 'who
>>>  drafted
>> the NAR' are now devising the ILP. Unless these people have
>> qualifications of  Educational Psychologists or SpLD tutors I fail to see
>> how their experience as  Needs Assessors can contribute to devising an
>> effective ILP.
>>>
>>>  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
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> ------------------------------------------------------------------------
>>> --
>> ----
>>>  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
>>>    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]] 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]] 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).
>>>
>>>
>>>
>>>
>>>  ---------------------------------
>>>  The Open University is incorporated by Royal Charter (RC 000391), an
>> exempt charity in England & Wales and a charity registered in Scotland
>> (SC  038302).
>
>
>
> Barry Hayward
> Disability Coordinator
> Student Support Services
> Goldsmiths, University of London
> New Cross
> London
> SE14 6NW
>
> T: 020 7717 2292
> E: [log in to unmask]
>
> www.goldsmiths.ac.uk


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