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Dyslexia tuition: Monitoring the quality Liz Amesbury, University of Wolverhampton.

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Presentation on theme: "Dyslexia tuition: Monitoring the quality Liz Amesbury, University of Wolverhampton."— Presentation transcript:

1 Dyslexia tuition: Monitoring the quality Liz Amesbury, University of Wolverhampton

2 Aims of workshop Identify what is meant by quality Decide who should define quality Identify the features of quality dyslexia tuition Explore methods for monitoring the quality Discuss how to implement new procedures

3 What is quality? quality noun (pl. qualities) 1 the degree of excellence of something as measured against other similar things.

4 Stakeholders in Higher Education Student Dyslexia Tutor HEI Dyslexia Service Access Centre Local Authority

5 DfES recommendations Disabled Students Allowances (DSA) National Working Party for diagnostic assessment Quality assurance group for DSA – needs assessments Dyslexia tuition? Guidance on the legislation and administration of DSA’s Bridging the Gap

6 Local Authorities Guidance chapter on dyslexia tuition: … to impart generic skills which, together with any specialist equipment that has been provided, will allow the student to become an independent learner. Therefore, any study skills support recommended should be tailored to the student’s individual needs, setting out clear goals and timescales for achieving those goals. Bridging the gap: Study skills tuition can be provided Cannot pay for extra tuition in subject area.

7 Who defines the quality? DfES – limited recommendations LEA – concerned mainly with financial aspect Access Centre – qualified tutor Student – expectations and priorities Dyslexia tutor – training, experience and commitment Support service – management decision

8 Group activity: quality standards Identify the key issues surrounding quality in the following areas: Assessing the learner’s needs (evaluating the student’s needs) Providing tuition (skills and knowledge the tutor needs to have) Managing the learning process (the level of control and direction set by the tutor) Communicating effectively (interpersonal and teaching skills) Working to standards and principles of the support service (documentation, terms and conditions)

9 Spectrum of quality Poor Failing to provide any documentation for lesson Excellent Completing documentation and submitting it when requested

10 Group activity: monitoring lessons Methods for evaluating tuition: Observation and feedback by manager Peer observation and feedback Self-evaluation followed by discussion with manager What are the pros and cons of each method? What steps can be taken to alleviate possible difficulties? What action would the manager need to take in each case?

11 Conclusions What is your next step: Written standards or guidelines for dyslexia tuition Discussions with tutors Implementation of quality monitoring procedures Further training for: Manager Tutors

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