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Chris and all, Thank you for this explanation. I see that we agree on the utility value of sharing practice on the type of information provided to students gathering evidence for DSA application. Anyone reading this list who is involved in providing advice and guidance to students making application for DSAs: please be aware when reviewing the advice to be given to 09/10 students that the wording of the DSA application forms has changed from last year, and it is also different from the wording of Bridging the Gap section ‘How do I show I am eligible?’. The DSA Guidance Chapter 09/10 paragraphs on ‘Evidence of a disability’ remain unchanged (para 66 and beyond). The ‘policy’ section of the Guidance also remains unchanged , para 3 (“The Regulations do not define disability, but LAs/SLC should consider all cases where extra costs are incurred in studying because of a disability, mental health condition or specific learning difficulty such as dyslexia”). The DSA Guidance notes are on the Student Finance Practitioner website under practitioner resources: guidance. With regard to the comment that evidence of disability is to “provide further information, again, where possible, to SFE Assessors, and potentially Needs Assessment Centre Assessors, on the general implications a medical condition may have, or how it may develop”, anyone involved in I&G for disabled students - please be aware that SFE have requested the use of a needs assessment template together with ‘Completing’ instructions, which are connected to an ‘SLC model for assessing course related needs, quality auditing the DSA assessment of need’. These documents are on the Student Finance Practitioner website under ‘Disabled Students Allowance’ dated June 09. The DSA centre auditing body (DSAQAG) bases its quality auditing of the needs assessment report on the SLC guidance model. See DSAQAG website under ‘framework documents’. The ‘Completing’ instructions include this: “DSA Assessors should use both student testimony and provided documentation (i.e. medical note, diagnostic assessment) as information sources when identifying the impact of disability within the context of study. Any issue identified using student testimony alone (or vice versa) undermines the quality auditing process. Reports which identify the impact of disability based only on student testimony may be questioned by SLC. This may delay the implementation of appropriate support. Thus, all identified issues should be based on all provided information and documented accordingly” page 6 The ‘Model for Quality Assurance’ document says: “DSA assessors should note that these revised guidelines have been approved by the Department for Innovation, Universities and Skills (DIUS) and will form the basis of future SLC Awards Officer training” page 2 “Variant I: Assessing Accessibility The strategy approach to assessing requires assessors to use the medical assessment / reports as the basis of his / her recommendations and these should include some information on the effects of the disability. This should be complemented with the student’s observations on how they have learned to adapt previously and / or how they are more likely to adapt using the array of ergonomic aids / input technologies available at a typical assessment centre. “ page 6 Variant II: Assessing the Impact of Perceptual Difference The strategy approach to assessing requires assessors to use the diagnostic assessment as the scientific basis of his / her recommendations but that this should be complemented with the student’s observations on how they have learned to adapt previously and / or how they are more likely to adapt using the array of multi-sensory strategies available at a typical assessment centre. In other words, assessors are looking for areas of significant discrepancy to target i.e. when a student’s literacy achievements are not what one would expect from someone of his / her ability. Page 7 Amanda Kent DSA needs assessor On Wed, 24 Jun 2009 11:10:46 +0100, Chris Dunlop <[log in to unmask]> wrote: >Hello to all > >Apologies for not giving clarification earlier. > >The reason for seeking further information from GP's, where possible, would >be to provide a more seamless application process for students. > > It is not sought to make it 'more difficult' for students to apply. > >I do note the concerns about, amongst other things, resorting to a medical >model as a basis for determining the needs of students. It is not. > >It is merely to provide further information, again, where possible, to SFE >Assessors, and potentially Needs Assessment Centre Assessors, on the >general implications a medical condition may have, or how it may develop, > >The impact this has on education would of course lie within the expertise >of the Needs Assessor. > >Please note that it is NOT a requirement. > >Similarly, there is no SFE template. I do know that some HEI's and/or >Assessment Centres already use a template. > >There are no plans at this point to have a SFE template either. What would >be useful is sharing practice on the content and format of a template. > >I'm sure this, and other issues, will be explored over the summer as part >of, and in addition to, the amount of joint and collaborative events at >both a national and regional level. > >Best wishes to all. > >Chris > >Chris Dunlop >Diversity Manager >Student Loans Company >2W, 100 Bothwell Street >Glasgow >G2 7JD > > >********************************************************* ********************************************** >The information from the Student Loans Company Ltd contained in this e-mail is private and privileged. If you have received this e-mail in error be advised that any use is strictly prohibited. Please notify us and delete the message from your computer. 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