First hand experience of the DSA assessment system. Presented at the iansyst DSA roadshow

1. MANCHESTER 10 June 2011

2. DISABLED STUDENTS ALLOWANCE Lizzie Sherwood Exeter Access Centre

3. My perspective on DSA Assessor best practice Matching technology to students’ needs Potential challenges faced Process frustrations Thought provoking queries on the DSA systems !!

4. Getting there ! Teaching or medicine? Voluntary work with severely disabled children Trained to teach ESN(S) children Kept discovering children who did not fit Finding out more about Autistic Spectrum Disorders (ASD) Having children with different SpLDs Re-training about 12 years ago

5. Leads to a continuous awareness of needs

7. Why me ? Widest range of assessments 40% Dyslexia 25% Other SpLD mixtures 10% Autistic Spectrum 25% Physical and complex mixtures

8. 5 Years ago 80% Dyslexia 10% Other SpLD mixtures 1% Autistic Spectrum 9% Physical and complex mixtures

10. Asperger Syndrome

11. Specific Learning Difficulties

12. Spatial / orientation problems

14. Assessor best practice Sharing specialist knowledge Making friends at SFE Inviting suppliers to give personal training Colleagues SFE E-mailing a person 4-6 training sessions Product knowledge Improving products CPD

15. textHELP Read&Write GOLD Listening to proposed new voices and giving feedback Attending regional feedback sessions and explaining how student REALLY use the software Suggesting improvements Underline Improved dictionary

16. Improved Dictionary Christine Maxwell Dictionary ofPurrfikt Purfict Purfect Perfect Spelling(Revised Edition) ISBN 1-84299-281-3

17. Assessor best practice Listen carefully to HOW the student explains an issue Explain – this is not a TEST ! Explain the process of what happens once the interview is over Can often pick up another concern, even another disability Students relax and tell you more Process helpsheet

18. DSA Application Process

19. Can be a confusing process More information needs to be given to students in FE Colleges and Sixth Forms Having copies of all the documents available well in advance of the start of term (4 months) Having student mentors who can give support and advice to fellow students Photocopy ABSOLUTELY everything sent as documents go missing very easily

21. TOP TIPS Remember that TWO SpLDs and / or additional / multiple disabilities substantially compounds the difficulty experienced Learning from students - they know a lot about their own difficulties, which is particularly useful if it is something unusual More pro-active students often have brilliant solutions that are not expensive and are not on equipment lists

22. What is this?

23. Can you remember ?

24. Matching technology to student need

25. COUNTRY BOY My dyslexia is just who I am, I have no memory, my organisation is poor and my handwriting is awful ! I’m really excited about my course as I get to work on farms here and abroad.

26. LEGAL EAGLE My reading is fine – its slow but I allow for that I like to take my time and in the legal profession you need to read everything a least twice anyhow – I’m best at talking and I listen well, which is why I want to be a barrister.

27. INFANT PROGRAMMER By the time I was 8 years old I could program in 4 languages and I work in all formats. I’ve chosen a 4 year course that allows for this.

28. What’s in a name? Does it matter what the SpLD is called as long as the support given is appropriate?

29. Super-Specific SpLDs Working Memory problems The ability to hold and manipulate information in the mind over a short period of time. Working memory provides a mental notebook for storing information used in the course of our everyday lives. Either our juggling fails because there is too much information or, most likely, a minor distraction results in a complete loss of the poorly stored information. e.g. Mental arithmetic; taking in directions Need to make ‘units of information’ more meaningful. It is a processing deficit rather than a specific literacy problem. Working Memory and Learning – University of York Susan Gathercole and Tracy Packiam Alloway http://www.york.ac.uk/res/wml/SG.htm

30. Potential challenges Finding out about the facilities available at a specific University during vacations Considering what are ‘reasonable’ adjustments Convincing the ‘independent thinking’ student that they need more support than they consider essential

31. Process frustrations e-mailing SFE and just getting a computer generated reply Indicating a ‘preferred quote’ with well-reasoned evidence to support the choice and having it ignored by SFE Not always knowing which quote has been chosen

32. BIGGEST FRUSTRATION

33. Thought provoking queries on DSA systems !

34. Thought provoking queries on DSA systems ! A student books an assessment at his nearest centre. He tells Assessor 1 he already has a modern, high-spec, fully functioning laptop, so he gets a tailor-made quote allowing for this. Then he hears that another centre gives more generous ‘packages’ heedless of equipment already owned. He books in, he does not say he has already had an assessment. Assessor 2 recommends a new laptop as well as other appropriate support. SFE will only pay for one assessment.

35. Thought provoking queries on DSA systems ! Everyone has a laptop these days – or gets one when they go to University. Therefore, Dyslexic students only need additional bits of software, a digital recorder and some specialist study support.

36. Thought provoking queries on DSA systems ! Students have been known to sell-on their DSA equipment via e-bay ! How would you deal with is ? Do we have a duty to recover the goods ? Should the student be penalised ?

37. Conclusions Every disabled student deserves a well-reasoned objective assessment It is the professional (impartial) balance achieved between the assessor and SFE that makes this a fair system A problem shared is often a problem solved !

38. Recommended Reading That’s the Way I Think – David Grant – Routledge Dyslexia, dyspraxia and ADHD explained - ISBN 978-0-415-56464-9 The Passionate Mind – Wendy Lawson – JKP How People with Autism Learn - ISBN 978-1-84905-121-7 Aspergirls – Rudy Simone - JKP Empowering Females with Asperger Syndrome - ISBN 978-1-84905-826-1

39. Contact Information LIZZIE SHERWOOD Disability Advice e.m.e.sherwood@exeter.ac.uk Specialist Teacher Diagnostic Assessments lizziesherwood@yahoo.co.uk