I am sorry I do not think that this kind of remark is helpful to any sensible discussion.
I am an assessor and I am employed full time by Leeds Met University and I am paid a salary just like any other employee so I do not "charge" anything. Those assessors that are employed on a casual basis do command a higher rate but that rate is set by the employers and is not imposed as a charge by the assessor. The higher rate is to reflect the very seasonal and insecure nature of their work.
Arnold Maiden
Assessor & Assistive Technology Advisor
Disability Services
-----Original Message-----
From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of John Conway
Sent: 15 September 2008 22:34
To: [log in to unmask]
Subject: Re: Y3 DSA Support refused
lets not forget that this "generous rate" is no higher than that charged by assessors!!!
in response to the "its good practice and the majority are doing it" all I can say is I asked on the NADP forum for people to share examples of the format of their paperwork and only three people volunteered, one being an agency, so either we're all bashful, or no-one is really doing ILPs at present!
maybe asking on this forum for examples of what people consider to be an appropriate ILP might be more productive?????
John
________________________________
From: Discussion list for disabled students and their support staff. on behalf of Catherine Salisbury
Sent: Mon 15/09/2008 18:41
To: [log in to unmask]
Subject: Re: Y3 DSA Support refused
I am rather fed up with the seeming bias against dyslexia support
tutors. My goodwill is rapidly disintegrating at the moment. I assume
that the reason the rate paid to support tutors is higher is simply
because the money they get per hour includes preparation time thus
seems high as it is paying for more than one hour of their time.
Cathy.
On 15 Sep 2008, at 17:08, Bryan Jones <[log in to unmask]> wrote:
> The rate charged for study skills support was and is based on the
> part time visiting lecturers rate. It is quite a generous rate,
> quite a bit higher in fact than the hourly rate of the salaried
> academics teaching the degree course draw down. That it because
> part time visiting lecturers are expected to spend time on
> preparation before the session for which they are paid and time
> marking and report writing after the timed session. Surprising how
> few over the years have ever questioned why study skills support
> should be charged and paid at the generous rates that it is. There
> has in fact always been a built it expectation of work to be done
> either side of the time spent face to face with the student in
> dyslexia study skills support sessions.
>
> Bryan Jones,
> Manager, Disability Support Services
> & North London Regional Access Centre,
> Middlesex University
> Tel: 020 8411 5366
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Jo Bourton
> Sent: 15 September 2008 14:58
> To: [log in to unmask]
> Subject: Re: [ Possible SPAM ] Re: Y3 DSA Support refused
>
> Hi Amanda
>
>
>
> Thanks for your points Amanda and I agree we all need as complete a
> set of information as possible and yes John I am thinking about the
> time involved for the extra paperwork etc and I do think this is
> going to affect how things are done quite considerably. As the FAQ's
> state that ILP's are good practice and are being used by the
> majority of providers - as a general query - are lots of study
> providers using ILP's already?
>
> With regard to when the ILP is completed, in the 'Completing SLC
> DSA...' doc, Example 2 states:
> "Her study skills award should take the form of an initial 10
> sessions and this should incorporate the compilation of an ILP."
> "The ILP should include a comprehensive report on the study skills
> undertaken, including timetables, goals achieved and any remaining
> need. This will form the basis of any request for additional DSA
> funding for further sessions."
>
> Maybe its my interpretation here but I still read that as part of
> the initial 10 hours?
>
> I'm just trying to get my head round this and getting ready for
> students starting back next week
>
> Jo
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
> [mailto:[log in to unmask]] On Behalf Of Amanda Kent
> Sent: 12 September 2008 18:13
> To: [log in to unmask]
> Subject: Re: [ Possible SPAM ] Re: Y3 DSA Support refused
>
> John,
> Sure, I understand that and I agree it will be interesting to see
> what happens.
> In my view, it is only fair for everyone to be working with as
> complete a set of
> information as possible when thinking through these things and taking
> decisions. Ideally, none of the DSA admin changes and audit hoop-
> jumping
> should have a detrimental effect on the student's experience, or on
> the
> meeting of the student's disability-related needs. Those would be my
> preferred
> baseline conditions - near-complete information for all players and
> no student
> experiences a fall in provision. And then - let the game begin.
> What I am saying in reply to Jo is that the SLC documents do not
> suggest
> that the contact time with the student has to be reduced. It would
> be a
> business decision whether to go down that route - not something
> stipulated
> by the funding body or the audit trail.
> Amanda
>
>
> On Fri, 12 Sep 2008 17:14:56 +0100, John Conway
> <[log in to unmask]> wrote:
>
>> I think people are wondering how to incorporate the extra paper
>> work into
> their schedules, and if they are self-employed / freelance, who will
> pay for the
> time. Also, for HEI employees, there will be a question at least of
> who pays,
> whether the HEI absorbs the extra time needed, whether the
> individual works
> extra hard, or if the HEI tries to recoup its cost [as it is
> mandated to under
> FEC] from the DSA in some way. After all, the Assessment Centres
> charge by
> the hour for their work.....
>>
>> no axe to grind - simply wondering like many others how this will
>> shake down.
>>
>> john
>>
>>
>> ________________________________
>>
>> From: Discussion list for disabled students and their support
>> staff. on behalf
> of Amanda Kent
>> Sent: Fri 12/09/2008 16:58
>> To: [log in to unmask]
>> Subject: Re: [ Possible SPAM ] Re: Y3 DSA Support refused
>>
>>
>>
>> Jo,
>> I cannot see anywhere in the 'Completing SLC DSA NARs' document on
>> the
>> DSA QAG website, or in the FAQ on Study Skills issued today, the
>> suggestion
>> that contact time with the student is to be reduced in order to
>> complete the
>> required paperwork.
>> The student should surely receive the hour of support?- if it then
>> costs eg
>> another 15 mins per hour to prepare/administer the associated
>> paperwork,
>> then that should be factored into your costs for service delivery.
>> You then
>> quote the rate for the job as £X per hour of contact time.
>> Your point 4 about the lines of responsibility is crucial and will
>> presumably
>> depend on the terms of the contract for services between the
>> supplier and
>> the student.
>> Amanda
>>
>>
>>
>> On Fri, 12 Sep 2008 14:50:09 +0100, Jo Bourton <[log in to unmask]>
>> wrote:
>>
>>> I am really concerned about the impact the initial allocation of
>>> 10 hours is
>> going to have on a lot of people and personally as a study skills
>> tutor.
>>>
>>>
>>>
>>> The SLC have said they will 'accept recommendations of up to ten
>>> one hour
>> sessions of individual no subject specific support made in the DSA
>> Needs
>> Assessment report. Should the study skills support provider
>> identify the need
>> for support beyond this, SLC will require evidence in the form of
>> the student's
>> ILP.' - this is from the guidance for completing DSA SLC Assessment
>> of Needs
>> Reports.
>>>
>>>
>>>
>>> In terms of support for the students - part of the 10 hours is to
>>> be used to
>> create the ILP and a 'comprehensive report' - this is then to be
>> used to 'form
>> the basis of any request for additional DSA funding for further
>> sessions.
>>>
>>>
>>>
>>> So surely this is going to affect the students and the providers
>>> severely as
> it
>> will take a great deal of time and administration:
>>>
>>> 1 - time taken out of support to write a suitable ILP
>>>
>>> 2 - time taken out of support to write a comprehensive report for
>>> future
>> support recommendations
>>>
>>> 3 - time waiting for additional support to be awarded - pending
>>> assessors,
>> LEA's, HEI's, SLC -
>>>
>>> 4 - unclear procedures of who is doing what, how long it will
>>> take, does
>> support stop while waiting for confirmation that additional support
>> has been
>> agreed......
>>>
>>> 5 - additional paperwork on top of usual for processing NAR's/
>>> SA&SSR's
> for
>> LEA's and the SLC
>>>
>>>
>>>
>>> So I do believe this is a serious matter and would welcome other
>>> people's
>> impressions of the 10 hour allocation
>>>
>>>
>>>
>>> Jo Bourton
>>>
>>> Study skills tutor
>>>
>>>
>>>
>>>
>>>
>>> _____
>>>
>>> From: Discussion list for disabled students and their support staff.
>> [mailto:[log in to unmask]] On Behalf Of A Velarde
>>> Sent: 12 September 2008 10:46
>>> To: [log in to unmask]
>>> Subject: [ Possible SPAM ] Re: Y3 DSA Support refused
>>>
>>>
>>>
>>> "He is aghast at learning that his 1:1 support has been withdrawn
>>> on the
>> advice of a needs assessor who met him once and has not even
>> consulted
> him
>> about this".
>>>
>>>
>>>
>>> Interesting. Do not take it too serious. It is Friday. Just to
>>> summarise: 1.-
>> the University believes in the DOs' professional judgement that
>> 1:1 tuition is
>> not only essential but fundamental to obtain parity of opportunity.
>>>
>>> 2.- The student needs assessor, is not convinced, after having a
>>> chat for 2
>> hours with the individual.
>>>
>>> 3. The University has withdrawn the student 1:1 tuition in a huff
>>> because
>> the LEA is not providing with individual funding.
>>>
>>> 4. The disabled student may or may not take the responsible party
>>> to court.
>>>
>>>
>>>
>>> Who is responsible here?
>>>
>>>
>>>
>>> In my view, primarily, the University. Under SENDA, HEIs are
>>> responsible for
>> providing auxiliary aids and services, even if funding authorities
>> donot come to
>> their rescue, and no matter how addictive HEI has become to it.
>>>
>>>
>>>
>>> And the LEI? They have the perfect excuse.
>>>
>>>
>>>
>>> The Assessor? Maybe, but only if the university wants to recover
>>> their loses
>> and, I believe they have insurance.
>>>
>>>
>>>
>>> Hope this helps.
>>>
>>>
>>>
>>> Best, Andy
>>>
>>>
>>>
>>> ----- Original Message -----
>>>
>>> From: HYPERLINK "mailto:[log in to unmask]"Ros Lehany
>>>
>>> To: HYPERLINK "mailto:[log in to unmask]"DIS-
>> [log in to unmask]
>>>
>>> Sent: Friday, September 12, 2008 10:30 AM
>>>
>>> Subject: Y3 DSA Support refused
>>>
>>>
>>>
>>>
>>>
>>> I've been asked by a colleague to post the following - please
>>> reply to the
> list
>>>
>>> Can anyone help solve/give advice on this issue..
>>>
>>> A student's needs assessment initially allocated him 10 hours of
>>> 1:1 support
>> stating that if he needs additional support, "it needs to be
>> requested in
> writing
>> by his dyslexia tutor." This was duly done and sent to the
>> student's LEA in
>> May. The LEA officer contacted the needs assessor and notified us.
>> After
>> some delay, and hearing nothing, in July our administrator
>> contacted the LEA
>> and was told he hadn't heard form the needs assessor. We called and
>> emailed
>> the needs assessor, provided her with the requested dyslexia
>> tutor's 'report'
>> asking for additional hours for the student's final year. In the
>> interim, the
>> student had his
>>>
>>> 1:1 support agreed by the assessor for his 2nd year post hoc, but
>>> she has
>> declined support for his last year.
>>>
>>> The LEA officer has stated that he will only follow the needs
>>> assessor's
>> recommendation. She has only agreed for funding (initial and
>> additional)for
> his
>> past support stating that "(the student's name)has already
>> received 22
> hours
>> of support and one would expect suitable compensatory strategies to
>> be in
>> place by now. He should not need on going support. (the student)
>> has
>> access to mind mapping software for essay planning and text to speech
>> software for proofreading. This should allow him to work
>> independently."
>>>
>>> We know this student well and it is our professional belief that
>>> he will not be
>> able to complete his course without on-going 1:1 support. He
>> already has
> had
>> to withdraw during his second year due to pressures of his work and
>> has
>> successfuly rejoined his course. He is aghast at learning that his
>> 1:1 support
>> has been withdrawn on the advice of a needs assessor who met him
>> once and
>> has not even consulted him about this.
>>>
>>> Thanks
>>> Ros
>>>
>>> Ros Lehany
>>> Chair- Association of Dyslexia Specialists in Higher Education
>>> Tel 0113 2193038
>>> Email [log in to unmask]
>>>
>>>
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