Andy,
Where or what is the conflict of interest in your view?
Much this discussion thread is about an administrative attitude to disability,
tempered with some aspects of professionalization issues. The ‘who has what
qualification’ element seems to me to be red herring because the issue on the
ILP (from the administrative point of view) is whether or not the document is
fit for purpose. The purpose appears to be to provide a means of auditing the
service providers in such a way as to produce evidence of continuing need for
the provision of a service which is an additional cost to the student (and
therefore DSA-able). That surely IS a conflict of interest because the
producer of the ILP is also the agent who stands to benefit financially from
the continued provision of the service.
The argument that ‘dyslexia tutors should be producing ILPs anyway’ is
similarly irrelevant because we see emerging a situation where the SLC refer
to (as yet unspecified) criteria, ie the existing ILP’s may be unfit for SLC
purpose and have to be adapted to suit the demands of the DSA audit
process.
So with regard to the development of the ILP template, the criteria, and its
possible relationship to down-streaming from the DSA report in an manner that
fits with the SLC (or QAG??) audit purposes, there may be risk of conflict of
interest arising as a result of developers/advisers coming from within the
existing DSA sector and adopting an approach that either replicates or
protects their dominant positions or market-shares. That might be a risk or
two worth taking in order to ensure stakeholder involvement and also a sense
of continuity during a period of change.
Amanda
On Thu, 6 Nov 2008 16:08:55 -0000, A Velarde <[log in to unmask]>
wrote:
>Hi Ekaterine. I think you have spotted a conflict of interest here. Ta, Andy
> ----- Original Message -----
> From: E.Barakhta
> To: [log in to unmask]
> Sent: Thursday, November 06, 2008 2:45 PM
> Subject: Re: 10 hour "rule" for dyslexic support
>
>
> Andy
>
> I totally agree with you.
>
> Personally I would also feel concerned that the same people 'who drafted
the NAR' are now devising the ILP. Unless these people have qualifications of
Educational Psychologists or SpLD tutors I fail to see how their experience as
Needs Assessors can contribute to devising an effective ILP.
>
> Kind regards
>
> Ekaterina Barakhta
> Senior Assessor
> The Access Centre
> Disabled Student Services (Frank Henshaw Building)
> The Open University
> Hammerwood Gate
> Kents Hill
> Milton Keynes
> United Kingdom
> MK7 6BY
> Tel +44 (0) 1908 655921
>
>
>
>
>
>
>
>--------------------------------------------------------------------------
----
> From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of A Velarde
> Sent: 06 November 2008 14:32
> To: [log in to unmask]
> Subject: Re: 10 hour "rule" for dyslexic support
>
>
> Hi. Technically the ILP and a LEA- Assessment of Needs should be and
reflect two different processes. I appreciate that currently they look as if
they are the same, particularly when there main concern is the provision of
auxiliary aids and services financed by an LEA.
>
> From a Disability Office that embraces the Social Model however, an ILP
and an Assessment of Needs are different. An ILP is an institutional document -
with a focus on identifying and addressing organisational barriers
(environmental issues). The LEA Assessment of Needs is rather an evaluation
of individual efforts under the circumstances of an impairment and follows a
medical model of disabilities. The first one docusses on adaptations and
adjustments, the second one on auxiliary aids and services.
>
> This of course is a non PC statement.
>
> Best, Andy
>
> ----- Original Message -----
> From: Ros Lehany
> To: [log in to unmask]
> Sent: Thursday, November 06, 2008 2:17 PM
> Subject: Re: 10 hour "rule" for dyslexic support
>
>
> ADSHE (Association of Dyslexia Specialists in Higher Education) are hoping
to have examples of ILPs in current use uploaded to their website early next
week- www.adshe.org.uk
>
>
> We met with Elaine Urquhart recently and she told us that
> '.... the ILP template is work in progress and is being devised by the
people who drafted the NAR (SLC, DSA QAG, DIUS, ASASA) and will be out
soon on DSA-QAG website.' She also said that ' In order to get feedback it will
need to be used for a certain period of time before it can be evaluated'
>
> Best wishes
> Ros
>
> Ros Lehany
> Chair- Association of Dyslexia Specialists in Higher Education
>
> email: [log in to unmask]
> Work: 0113 2193038
> Mobile: 0779 149 4690
>
>
> -----Original Message-----
> From: Discussion list for disabled students and their support staff.
[mailto:[log in to unmask]] On Behalf Of Catherine Salisbury
> Sent: 06 November 2008 14:01
> To: [log in to unmask]
> Subject: Re: 10 hour "rule" for dyslexic support
>
> Hi carol
> I have an Ilp that I use as a freelance tutor- I have just revamped it to
be in line with the guidelines (I hope!) Would you like to see a copy of it off-
list?
> Cathy
>
> On 6 Nov 2008, at 13:09, "E.Barakhta" <[log in to unmask]> wrote:
>
> > Carol
> >
> > My assumption is that the ILP would look like Idividual Education Plan
> > that is devised for children with Special Needs at school.
> >
> > Kind regards
> >
> >
> > Ekaterina Barakhta
> > Senior Assessor
> >> The Access Centre
> >> Disabled Student Services (Frank Henshaw Building) The Open
> >> University Hammerwood Gate Kents Hill Milton Keynes United Kingdom
> >> MK7 6BY
> >> Tel +44 (0) 1908 655921
> >>
> >>
> >
> > -----Original Message-----
> > From: Discussion list for disabled students and their support staff.
> > [mailto:[log in to unmask]] On Behalf Of Carol Thomas
> > Sent: 06 November 2008 13:06
> > To: [log in to unmask]
> > Subject: Re: 10 hour "rule" for dyslexic support
> >
> > As the manager of the Learning Support Service responsible for
> > supporting the learning and teaching of students with SpLDs I would
> > personally like to thank everyone on the list for their contribution.
> > Without this list (and several other disability lists) I would be
> > unaware of the changes. I feel that I should have been informed of
> > this formally - but I realise these formal communications may not be
> > delivered to the relevant person in each HEI.
> >
> > I still feel that I do not know what the ILP should look like - and
> > have not seen a standard template. Is there one available? The only
> > document I have formally seen so far seen are linked to assessment
> > centres (and initial student assessment) not items relevant to study
> > skills providers and a ten hour checklist/ progress monitor. Please
> > let me know if I have missed this template.
> >
> > If anyone in the HEI sector has developed an ILP template and would be
> > willing to share this please could you contact me.
> >
> > Regards
> > Carol
> >
> >
> >
> > Carol Thomas, Head of Learning Support Services Learning and Teaching
> > Institute University of Chester Parkgate Road Chester, CH1 4BJ
> > (01244) 513311
> > [log in to unmask]
> >
> > ---------------------------------
> > The Open University is incorporated by Royal Charter (RC 000391), an
> > exempt charity in England & Wales and a charity registered in Scotland
> > (SC 038302).
>
>
>
>
> ---------------------------------
> The Open University is incorporated by Royal Charter (RC 000391), an
exempt charity in England & Wales and a charity registered in Scotland (SC
038302).
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