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Hi As a Needs Assessor, I have no problems with Ed Psychs (or specialist teachers) making recommendations for equipment of this sort. After all, dyslexia assessments do not always lead to DSA Needs Assessments. However, I do sometimes feel a little irked when there is an out-of-date list of kit - which has obviously not been updated for several years - tacked onto the report (happily, this is not the norm). The following comment worries me somewhat: "Of course, the student, knowing no different, accepts this statement as gospel, and when I sit with them and explain the pitfalls and limitations of Dragon NS (or any other voice recognition software), they either think that I am being 'mean' in not recommending this modern miracle, or else it undermines their faith in the Ed.Psych - which is not my intention, and I do make sure to explain that it is not part of the EP's role to understand the limitations of the technology whereas it IS part of mine." Rather than just explaining the limitations, surely it makes more sense to demonstrate the software and allow the student to assess its potential worth? I have encountered Needs Assessors in the past who seemed to detest VR software, preferring instead to recommend Mavis Beacon Teaches Typing - even for students with utterly dire keyboarding and spelling skills (the remediation model?). We all have our own preferences, and it's difficult to keep those out of the assessment process. Nevertheless, as professionals, we should try hard to do so. Regards Peter Hill --------------------------------- Jane Scaysbrook wrote: > Karen, > One of your own, at a recent PATOSS conference in Bristol, > specifically asked us not to specify the technical equipment. I, > however, always demonstrate Dragon NS preferred 10 to my assessees if > I am sure that they will be able to master it (i.e at least an > 'average' s.w. reading recognition score) . I then give them details > of the package with their report. I think you are ignorant of how > brilliant the current DNS software is when properly trained - new > words are picked up automatically now, it's only obscure vocabulary > that needs training i.e. place names and surnames.Also the DNS' > digital voice recorder which is compatible with the > software transcribes a lecture to a word document virtually instantly > with 95% accuracy- no student with processing difficulties should be > denied that surely? Retailing on Amazon at around £120 it must surely > be a viable option. > Jane Scaysbrook > PATOSS SpLD APC > ----- Original Message ----- > From: "Karen Farmer" <[log in to unmask] > <mailto:[log in to unmask]>> > To: > Sent: Tuesday, March 23, 2010 3:32 PM > Subject: Query about Educational Psychologists and their remit > > Apologies for cross-posting... > > Can anyone please tell me whether Ed Psych's who are members of > PATOSS, BDO and NASEN are being told to put technical recommendations > into their diagnostic reports? > > As a needs assessor I am encountering problems as a result of one Ed. > Psych adding the following (or variations thereof) to their reports > > "STUDENT is also in need of a number of items of equipment to support > him, including Dragon Naturally Speaking. This software will allow him > to transfer what he says speak into text on his laptop/PC. It will > also support him in composing emails and the latest version will also > assist him in researching on the Internet using his voice..." > > Of course, the student, knowing no different, accepts this statement > as gospel, and when I sit with them and explain the pitfalls and > limitations of Dragon NS (or any other voice recognition software), > they either think that I am being 'mean' in not recommending this > modern miracle, or else it undermines their faith in the Ed.Psych - > which is not my intention, and I do make sure to explain that it is > not part of the EP's role to understand the limitations of the > technology whereas it IS part of mine. > > Frankly, when I meet someone who tells me that they cannot talk in a > smooth sentence, has no idea of where to place punctuation, and cannot > differentiate between similar looking words, then VRS would not be the > first thing on my list of helpful items for them. That and of course > the need to constantly train new vocabulary slows the creative > processes to a crawl... > > Note also that a great many of these students do not already have a > laptop/PC and the Ed Psych seems also to be building the expectation > in them that this will be forthcoming... > > I would dearly love to know how the EP thinks that having Dragon is > going to help with researching on the internet, or indeed why this > particular student would want to do this when the student is already a > whizz touch-typist (far faster and more accurate than I could ever > hope to be)... > > I am meeting students who have been diagnosed by this person, and > finding that the expectations being built in them are not at all > helpful - for any of us. > > What I would like to know from all of you is - is this person acting > according to guidelines from within their professional bodies (member > of more than one) or not? And if not, is there any professional way to > request that they stick to doing their job and not stray into mine > (seemingly without the necessary experience to do it right). > > Regards > > K > > > Karen Farmer > DSA Needs Assessor > Professional & Academic Development (PAD) > University of Bedfordshire > Park Square, Luton > LU1 3HZ > > Tel: 01582 74 3422 > Internal ext: 3422 > Fax: 01582 489 349 -- Peter J Hill Tel: 01299 896920 Mobile: 07751 792711 Email: [log in to unmask] -----------------------------------