Val's questions are very timely ones.


As someone who writes recommendations for universities on behalf of students
I am aware of the need to make recommendations that are in the best interest
of students, tempered by knowledge of what may be considered acceptable by
university academic staff.


SENDA has sharpened this dilemma for conservative recommendations may not be
in the best interest of students and I sense that SENDA provides an
opportunity for moving forward very positively - but not necessarily without
encountering some entrenced resistence.


Many dyslexic students I meet are familar with having provided a good answer
to an exam question that was not asked, because of a misreading of an exam
question.


This misreading can be overcome by ensuring that those students who use a
computer are able to listen to the questions through using voice-to-speech
software. For those who write by hand an audio recording would be
appropriate.


Not all students would require this.  However, having spent hours listening
to students reading aloud I am all too familar with the capacity for
misreading of some students.


The question of having access to a spelling checker is more problematic.  I
would argue yes, but with the proviso that it can be easily switched on and
off.


Many dyslexic students find that if they stop to think about a spelling they
then forget what they were going to say, so it is important to casade ideas
down to capture them and then correct spelling,


Given the idiosyncratic spellings of some dyslexic students a spell checker
is vital, if only for the sake of the marker.  I often recommend the
Franklin speaking dictionary because it enables students to arrive at a
correct spelling using a phonectic approach.  [Though computer spell
checkers have improved significantly they lack this facility.]


As someone who is well known for poor spelling ability [but is not
dyslexic], I do not encounter the dyslexic problem of forgetting what I was
going to say when I ponder variations on a theme.  The key issue is not one
of being poor at spelling. It is one of being poor at spelling and dyslexic.


I recognise that many lecturers are pro-active and will act on good quality
advice.  However, there will be inevitably resistance from some.


Like Val, I'll be very interested in reading the responses of others.  I
would like to push harder when appropriate, but how open is the door?


David


David Grant, PhD., Chartered Psychologist
dyslexia diagnosis - a specialist service for students
3 Rosebank Road
Hanwell
London W7 2EW

Tel: 020 8579 1902

e-mail:  [log in to unmask]

----------
>From: Val Morgan <[log in to unmask]>
>To: [log in to unmask]
>Subject: spell checkers in exams
>Date: Wed, Oct 23, 2002, 4:52 pm
>

>when students use PCs in exams, because of dyslexia, do you disable
>the spell check facility, or leave it enabled? Similarly, for allowing
>use of hand-held spellcheckers (e.g. Franklins) by dyslexic students
>in exams.
>if we allow it, we are accused of disadvantaging students who are
>poor spellers but not dyslexic; if not, we can also be
>accused.... of discriminating against dyslexic students!
>
>opinions, asap please .
>
>Val Morgan
>Disability Co-ordinator
>Queen Mary, University of London
>email: [log in to unmask]
>tel: 020 7882 3132
>fax: 020 7882 3617