Please don't think I'm being too critical here, but ... I think you
should be very careful about providing something called a 'proof-reading'
service (unless I've misinterpreted what you're doing).

One of the reasons for recommending support for dyslexic students is to
hopefully assist them in developing independent strategies that they can
take with them throughout their academic career and beyond. 'Proof-
reading' means something else.

Although dyslexic students might feel all they want is help with proof-
reading, this kind of support can create an unhealthy dependency on the
proof-reader and also causes serious concerns amongst academics,
assessors and LEAs - it's one of those 'old chestnuts' of a debate that
rears it'd head from time to time!

I think what you are really doing is getting together a student mentoring
scheme. Your SU might be interesting in helping run this and probably
already have suitable volunteers. Mentors who are working with dyslexic
students could be 'supervised' (i.e. expected to meet regularly) by a
specialist dyslexia tutor to make sure they don't overstep their role.
They could be offered a day or two of awareness training with a
specialist dyslexia tutor and assistive technology specialist. You might
also consider requiring them to meet with you or an academic counsellor
fairly regularly so they have the opportunity to offload stuff and you
can make sure they're not getting too involved or getting overloaded. You
might reasonable pay them something but nothing like the rate a
specialist dyslexia tutor rate.

If it's simple proof-reading and nothing else - well I don't think it's
beyond the remit of a students personal tutor to do some proof-reading of
draft essays. They could be reminded of this duty..! I don't think it's
something I could ask for funding from DSA from.

Finally, assistive technology aids should be helping students to develop
their own proof-reading techniques. If a students independent proofing
strategies aren't improving using assistive technology then you want to
know why - maybe more training is needed.

Just my opinion, I don't know what others think.

Ian

On 5 Dec 2002 at 9:18, John Petrie wrote:

> hi folks
>
> i appreciate what others have already said but the reality is i do not have
> access to that many dyslexia tutors with time on their hands.
>
> so like others i know i try to use postgrads but find those on taught
> courses are usually too busy with their own heavy workload and those doing
> research begin by saying they are managing their own workload, have time etc
> but can't commit for a full year as their research obviously takes
> precedent.  last month i had a pgrad interested in being a reader but he
> wanted to dictate the number of hours worked and when he could work -
> because he had a big research experiment coming up but wanted/needed the
> extra cash for the month before he was really busy.
>
> i know what you mean about using postgrads as they at least have a degree as
> a "qualification"  but i have also tended to go with mature students more
> often because they are more reliable.
>
> cheers
>
> john
>
> John Petrie
> Student Advisor
> University of Abertay Dundee
> Dundee
> DD1 1HG
> 01382 308932
>
>
>
> -----Original Message-----
> From: Carol Doyle [mailto:[log in to unmask]]
> Sent: 04 December 2002 12:59
> To: [log in to unmask]
> Subject: Proof reading for students with dyslexia
>
>
> Hi everyone
>
> I would like to find out what other HEIs are doing regarding the above.  We
> are thinking of utilising postgrad level support workers to proof read
> dyslexic student's work.  Before we decide if we are definitely going to
> push forward we have several issues we need to resolve.  These are: (1) do
> other HEIs feel that a minimum of postgrad qualification is appropriate to
> carry out this role (2) what hourly rate is appropriate and (3) the kind of
> feedback the proof reader would need to give the student, i.e. one-to-one
> or via written notes.  Obviously there are time implications with feedback
> and the resultant payment to the proof reader.
>
> I would be really grateful if you could share your Institutional practice.
>
> Carol
>
> Carol Doyle
> Accessible Curriculum Development Advisor
> Disability Department  UWIC
> Western Avenue  Cardiff  CF15 2YB
> Tel: 02920 416170
> Email: [log in to unmask]
>