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While that I agree with Bryan that the principle spur to the move towards learning contracts comes from the Law Society, and the case with the dyslexic student, I think that the discussion could boaden out a little again on this topic. The move towards adoption of learning contracts in this university came quite independently of that case, in relation to a serious complaints made by a student with a sensory inpairment on a post grad course. I am interested in how we build a framework for a contract which in essence makes sure that :- the department is tied in to providing certain support. the student doesnt come up with unanticipated resource-hungry needs at the last minute. the university doesnt have a blanket get-out for its responsibilities to provide core facilities. My dilemma is creating a framework which has hard edges in some requirements and obligations, but soft walls which can adapt and change according to the direcltly experienced needs. I have had useful contact with Nottingham Trent, and will follow up the contact at Sheffield Hallem, but welcome further comments from others who are evolving similar procedures and documents. Debbie Gibberd City University Disability Officer Northampton Square, London EC1V0HB 0171 477 8806 voice and minicom 0171 477 8561 fax %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%