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Dear John, A few points in reference to this interesting 'problem'. - 'Dyslexia' can only legitimately claim to refer to dyslexic effects rather than any disabling physiological entity - or lack of enabling physiological apparatus. - The comments that I sometimes hear from learning support tutors are - 'I almost had to write their essay for them.' This is rare but it happens. This is not to criticise the tutors who have said this to me, who clearly do not practice this as the norm. - We would be betraying students if we did not work towards students' ongoing learner autonomy. The diagnostic label does not rule this out. - I also heard from a student yesterday, during an assessment, speaking about support at college saying that it was not helpful because, "instead of helping me to develop strategies to work with the way that I think, she was trying to get me to think in a different way, and she had an agenda that she wanted to get through." - It is incumbent on tutorial practitioners to follow the rigours of the practice, including the student's starting position as a point of departure. To facilitate their learning, while challenging them to engage with the task. It is also incumbent upon all of us not to patronise students with sympathy, which is merely a cover for contempt for their potential to go beyond what they have thus far accomplished. - As a DO, I was occassionally asked about retrospective marking once a diagnosis was established, and of course, my reply was, 'no', this is not relevant. The support is aimed to enable the student to develop for themselves the skills to meet the requirements of the programme, not to give a consolation for a supposed in surmountable lack. - The formulaic mindset of audit culture is disabling as it seems to offer a way out of having to think in a versatile way and to assume responsibility for one's practice. Blaming audit culture for all problems is another version of the same dis-ease. Kind regards, Penny -----Original Message----- From: A private list for NADP members. on behalf of John Conway Sent: Wed 02/09/2009 09:48 To: [log in to unmask] Cc: Subject: "study skills" for dyslexic students I'd like to canvas members opinions about a discussion on-going elsewhere - and hopefully message 4 might be taken up???? Message 1 - ILPS etc should measure SMART targets for dyslexia study skills Message 2 What exactly are SMART targets? I do hope they aren't something like: In two weeks time you will be able to read a chapter of your text book and understand it during a morning's session in the library. Because sometimes I can do that and sometimes it takes several days and I need a friend to help me sort out where I've gone off on the wrong tangent. Same with writing: sometimes I'm fluent and sometimes the words jam between the understanding in my head and my fingers on the keys or the pen in my hand and again I need a colleague to sort me out. And I'm a compensated dyslexic in David McLoughlin's scheme. (written by an experienced professional person with dyslexia) The continuous development I'm suggesting may be difficult to put a measurement to, but the students are so individual and the effects of the SpLD so variable that trying to fit numbers to their (our/ my) attainment of SMART targets doesn't map on to the experience of life as a dyslexic. Message 3 My concern is that "dyslexia study skills" are being seen as a commodity which can be quantified [in advance by an assessor], measured [i.e. 'ticked off as complete' in an ILP] and audited [SFE-DSA team] like building a bog-standard car in an assembly line, whereas supporting a student is a one-off customised service. Somewhere the idea of supporting a student has been exchanged for remedial teaching [i.e. remedying a deficit in earlier education] by some fast-track method. WE all know the latter does not exist but the accounting mentality that has taken over seems to think it does! Other disabled students get on-going support recognising that their disability will not go away - why are dyslexic students treated as though they can be cured????? Message 4 I do hope someone from SFE has seen Message 3, will understand and be able to act on it sensibly. Dr John S Conway BSc PhD FGS FRGS FHEA MNADP Director, MSc International Rural Development Director, BSc Countryside Management Chair, Research Committee Principal Lecturer : Soil & Earth Science Disability Officer Royal Agricultural College, Cirencester, Glos GL7 6JS tel 01285 652531 fax 01285 650219