 |
 |
In an 'average' two hour session with a student, I would probably spend about an hour and a half discussing needs (which have to be covered under the various overlapping reports headings), and 30 to 45 minutes demonstrating equipment and letting the student try things out for themselves. Sometimes, the balance might change: after all, the assessment covers tuition, institutional support, exam recommendations etc etc ; equipment is just another interlocking support strategy. I don't see why the student couldn't have a telephone interview and then come in for a much more targeted and well prepared hands-on session, as appropriate. What do colleagues think? From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Gerard Conroy Sent: 19 July 2011 11:35 To: [log in to unmask] Subject: Backlog of Assessments I am opposed to telephone assessments for DSA purposes. The one coming to be assessed often does know what technology is available to help, during the assessment I demonstrate software to a student and allow them to "play" themselves. This is impossible with a telephone assessment and without such an opportunity the assessment must be flawed. I do not know what the Becta 'Home Access Assistive Technology programme' was trying to determine but I would be surprised if the aim was similar to a DSA assessment. Please do not make this the norm.