All advisory work with students will tend to be time consuming when
carried out by caring and informed staff.  Surely the equation should
also contain reference to the level and type of advisory work, e.g.
advising students with a hearing impairment and making recommendations
to lecturers  would  be likely to be different in nature and demands on
time to the on-going advice and guidance for students with dyslexic type
difficulties.

>>> [log in to unmask] 12/4/03 12:01:44 >>>
Just to add to Steve's comments re staffing levels quoted below, from
the
HEFCE Guidance on Base-Level provision report:-

Bear in mind that these figures were quoted when fewer students
disclosed a
disability (therefore the figures based on total student numbers are
meaningless now).  Also, at that time, the DSA was not as widely
available
as it is now (ie no pt or pg or diploma DSAs).  There was no SENDA.  In
real
terms, the workload of professionals in HE disability services has
increased
dramatically (as we all know).  1 adviser to 200 students is nowhere
near
enough - 1:100 might be more realistic.

Wouldn't it be helpful to those of us on the shopfloor if this report
(or at
least this part of the guidance) could be updated and more realistic
figures
provided - and then sent round to our VCs??

I know from conversations that I have had with colleagues how many are
finding it difficult to cope with workloads - all the more so as they
are
caring professionals who want to provide the best possible service to
their
students.

Happy Christmas everybody!

********************************
Elaine Shillcock
Head - Disability Support Office



-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of Steven Metcalfe
Sent: 04 December 2003 10:56
To: [log in to unmask]
Subject: Re: caseload


Liz,
This is now a bit old but may help:

HEFCE Ref 99/04

January 1999
Guidance on base-level provision for disabled students in higher
education
institutions

Dedicated staff

To deliver this base-level provision, institutions will need dedicated
staff
resources. As a minimum we believe that each HEI should employ a
dedicated
co-ordinator as a permanent member of staff. Given the range of work
involved, the need to deal expeditiously with individual and personal
needs,
and the time-absorbing nature of this work either of the following
possible
approaches would be realistic in determining the number of dedicated
staff:

staffing based on total student numbers

Size of institution     FTE posts
up to 3,000 students    0.5
5,000 students  1.0
10,000 students 2.0
15,000 students 3.0
20,000 students 4.0

staffing based student numbers, with a ratio of one co-ordinator to
200
students with disabilities.

Such staffing will allow for a more proactive approach to planning and
providing services for students with disabilities, and should give a
greater
capacity to monitor whether agreed services are actually delivered.
For
larger institutions a team of staff, each specialising in the needs of
particular groups of students, may be most appropriate. This could
include,
for example, a general disability co-ordinator, a co-ordinator for
deaf
students, a co-ordinator for visually impaired students and a
co-ordinator
for students with mental health problems. Some staff resources might
be
devoted to IT issues.

The senior co-ordinator needs sufficient authority to be able to
intervene
at any level within the institution. We propose that a member of the
senior
management team should be responsible for monitoring policies, and to
whom
the senior co-ordinator should have access, whatever line-management
arrangements are adopted by the institution.

We have been struck by the amount of detailed administrative work that
falls
to co-ordinators.  To function effectively they require administrative
back-up, which we propose be based on the following
ratios:

FTE disability posts    FTE administrative posts
0.5     0.5
1.0     0.5
2.0     1.0
3.0     2.0
4.0     2.5

Steve Metcalfe
Head of DART
University of Lincoln
Phone: 01522 886400

-----Original Message-----
From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of Liz Thompson
Sent: 02 December 2003 13:04
To: [log in to unmask]
Subject: FW: caseload

> Dear Everyone.
>
> Is anyone aware of recommendations for the size of caseload for
someone
> working with students who have specific learning
difficulties/dyslexia. If
> not, what are your ideas for a reasonable caseload for a full-time
worker?
> I'm thinking of co-ordination of arrangements rather than tutoring,
like
> recommending exam arrangements, referring for tutoring or IT support,

> interviewing students, liasing with academic staff and LEAs and so
on.
>
> Any thoughts appreciated.
>
> Liz


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