Here at Napier we're recognising that Dyslexia is far from a simple
phenomenon. Students can be affected to differing degrees and there are
many variations in how they're affected. Napier assesses all students who
indicate that they are or think they may be dyslexic. We use accredited
assessors whose reports then go to the students themselves and relevant
staff. Any dyslexia asessment report that I've seen indicates how that
particular student may best be helped with academic assessment. Across
different disciplines staff are finding that the general guidance contained
in the dyslexia assessment report helps them consider appropriate
alternatives within their subject area because, pretty obviously, the
dyslexia assessor isn't a specific discipline specialist and will probably
not be familiar with the favoured academic modes of assessment in the chosen
discipline of the student. One thing that does seem to be happening - and
this may partly account for Grace's 'relatively large numbers' - is that
earlier in the educational system students with dyslexia may be channelled
towards something that is perceived as less demanding for them. This leads
to some unfortunate mismatches, e.g. when awkward chemical symbols are
encountered during an otherwise creative hands-on course.
Hoping this helps the debate, even if it doesn't resolve anything,
Shirley Earl (ILTM)
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Head of Learning & Teaching Development, Napier University, Edinburgh
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-----Original Message-----
From: Grace Lees-Maffei [mailto:[log in to unmask]]
Sent: 27 November 2001 12:32
To: [log in to unmask]
Subject: Assessment for Dyslexic Students
My question is simply this: what alternative formats for assessed work do
colleagues accept in place of the traditional essay in the case of students
with learning disabilities?
I realise that learning disabilities are highly various and may require a
range of assessment formats, but we in the Faculty of Art and Design are
looking to develop a common alternative for those few students poorly served
by the essay.
At a recent event at the Centre for Learning & Teaching in Art & Design on
dyslexia awareness I asked about
alternative formats for submission of work for dyslexic students and I had
asked the same question at a previous CLTAD event on writing for art and
design students with a range of responses. I want to know more.
At UH I have asked one student to submit a video, and another to submit an
audio-cassette, but neither of these submissions contained the sustained
critical investigation I would hope to see in an essay. Were they weak
examples of a format that works successfully for other students?
I have wondered whether the problematic linearity of the traditional essay
might not be removed by the use of HyperCard / hypertext linkages. How would
this work for a dyslexic student submitting work in place of an essay?
Finally, we have a relatively large number of dyslexic students in the
Faculty of Art & Design. Most of them are able to succeed in the submission
of essays for assessment. Should an alternative format for submission be
available to all dyslexic students, just the most severely affected
students, or to all students regardless of ability?
I hope the ILT will excuse my naivety and I would be
grateful for your thoughts on this matter.
With thanks.
Grace Lees-Maffei MA RCA ILTM
Senior Lecturer in the History & Theory of Design & Applied Arts
University of Hertfordshire
Faculty of Art and Design
College Lane
Hatfield AL10 9AB
Direct Line: 01707 285369
Fax: 01707 285350
[log in to unmask] <mailto:[log in to unmask]>
Design History Society Event Award Co-ordinator
http://www.brighton.ac.uk/dhs/2001.html
<http://www.brighton.ac.uk/dhs/2001.html>
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