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PS: Severe anxiety has also be addressed in itself. So, something like yoga/tai chi, if no religious objections; talking to counselling services if not already doing so. Steady, slowed, deep breathing cannot be overestimated for it's reorientation of perspective and energy flow. Anxiety is an expression of our own dynamism, the critical element is to find our dexterity to work with it, rather than be overwhelmed by it. Kind Regards, PG From: Penny Georgiou [mailto:[log in to unmask]] Sent: 04 May 2012 12:08 To: [log in to unmask] Cc: 'Maureen Cook' Subject: RE: MCQs Dyslexia and Mental Health Issues Dear Maureen, Several pathways/points prior to considering alternative assessment: Mozi Blocks - not rocket science but undertaking within specialist learning support and then practicing whenever about to undertake a major task is very effective in downloading and building structure in mental processes, ie helps with sequence, reduces anxiety, and therefore promotes the capacity for patience/developing relation with time, enabling step by step approaches, (multi-tasking is still step by step but dextrous and faster), helps frame/orient visual information so that it presents as organised rather than as a sea of din. SpLD tutorials to work on: Specific Examination strategies, breaking down examination questions. (A student who failed an examination twice and was at risk of losing her place if she failed a 3rd time obtained 85% on third sitting after specific examination strategies. She had originally made contact to request and alternative form of assessment. In her case, it was clear that she could do the assessment and because of the nature of her future career, it was clear that she needed to go through the challenge rather than modify her path.) Coloured overlays or coloured paper for the questions/answers to tame the image. or Screen reading software to read questions and answers. Perhaps the student could record his answer to the question. Kind Regards, Penny Penny Georgiou Access 1st From: Discussion list for disabled students and their support staff. [mailto:[log in to unmask]] On Behalf Of Maureen Cook Sent: 04 May 2012 11:46 To: [log in to unmask] Subject: MCQs Dyslexia and Mental Health Issues Hi Everyone I have a student with Dyslexia and mental health issues. At the start of his third year in Pharmacy the mode of assessment was changed from two end of semester essay-based to 6 weekly exams with MCQs followed 24 hours later by essay based questions. He finds it difficulty to revise for the two different modes of assessment simultaneously. His study methods have been to focus on course work and then to focus on exam revision. He is unable to multi task and needs to take a step-by-step approach to his work.He is unable to structure his workload now and the MCQs are proving very difficult for him, because the requirement to sift and sort large amounts of information at speed - even with extra time - means that he cannot finish any of the papers. This student also has severe anxiety and the pressure of the MCQs exacerbates the impact of stress on his concentration and working memory. His marks have dropped by 10% since the introduction of this new mode of testing. I acknowledge that a variety of testing methods allows students to demonstrate their knowledge, but the combination of testing every 6 weeks with MCQs, then immediately following them by essay based questions seems to be causing major difficulties for this student. Has anyone any advice on how to approach this and perhaps ask for alternative methods of assessment, keeping in mind that this student will have to seek professional registration if he achieves his degree. Best wishes Maureen Cook Disability and Dyslexia Support Manager Keele University