24/04/2015: Bob Burwell ADSHEN Coordinator

24/04/2015: Bob Burwell ADSHEN Coordinator

Preparing for the proposed DSA changes for SpLD Provision in Higher Education – a regional response – (Sheffield Hallam University)

The day started with Paddy Turner, Senior Lecturer, Student Experience, Chair of NADP,from SHU, who gave ashort informal talk on the possible proposed changes to SpLD provision. Paddy in his role as Chair of NADP has been actively involvedin interpreting the current Government changes. Paddy, a natural speaker, without the use of PP slides,did an excellent job in providing a focussed summaryof the proposed changes and their potential impact on future SpLD support provision. Note, over half of Disabled students have an SpLD.This is a summary of the changes pertinent to SpLD students:

• Assessment Centres will be making recommendations on the type of support required, based on the students needs, and DSA funding will remain available to students presenting with moderate to severe profiles.

• HEIs will take more responsibility for the provision of tuition and support provision for ‘mild’ SpLD profiles, based on their responsibilities regarding the Equality Act.

• Assessment of Needs Reports will be the same for SpLD students, but the proportion of DSA funding will be smaller, as HEIs will take more responsibility in meeting student support needs.

• Only Registered Assessment Centres can make recommendations about student support funding, not HEI Disability Coordinators.

• 2015/16, students to contribute £200 towards a laptop as students are expected to pay more from equipment, as part of their responsibility of being a student.

Paddy explained that the Government’s initial proposed changes, and the subsequent short time-frame given to HEIs to implement these changes, came with little warning and shocked professional bodies and stakeholders, including ADSHE. There was also a general belief that there had been a lack of consultation. Paddy explained the Government’s current philosophy is based on ‘rebalancing responsibility’for funding from DSA to HEIs, whilst maintaining the principlesof the Equality Act. Moreover, the Equality Act states HEIs have a duty to anticipate student needs now and in future.

However, due to the sheer speed and complex implications which these changes are creating, HEIs have had insufficient time to implement the required changes. Also, the Government were facing some legal challenges, based around individual cases, arguing for a Judicial Review. Subsequently, theGovernment have recently positively responded by delaying the implementation to proposed changes, to 2016,giving HEIs more time. The Government also came out with some new guidance and a legal framework of regulations. These guidelines aim to clarify responsibilities based on DSA funding meeting students’ additional costs, whilst HEIs address reasonable adjustment responsibilities, such as equipment software and tuition.

Interestingly, Paddy explained thatthere is almost a complex game of ‘chicken and egg’ going on about reasonable adjustment between the Government and HEIs regarding SpLD provision. However, the Government appear to be making a clear steer that universities need to ‘step-up’ and meet their Equality Act Responsibilities. Paddy also outlined the very sudden and recent proposal,(based on an older Government request in 2009) asking forthe new 2 quote system for NMH provision. In response,NADP, Clear Links and Ranstad have requested a Judicial Review. This review is to bebased on alegal principle, called ‘Wendsbury’ which is where policy is challenged for being unreasonable or generally not rationally thought through. Furthermore, this new 2 quote request was based on the practices of one arguably unrepresentative and controversial Access Centre in Plymouth. This then generated a very interesting debate, discussing the following issues: the challenges of a‘market-led’ approach, the subsequent problems of tutor rates of pay, quality of tuition, and the logistical problems of offering a 2 provider tuition model within HEIs. Understandably, everyone is awaiting the outcome of this legal challenge.

After a mid morning break, the group then discussed what plans their institution were attempting to put in place to meet the new DSA changes. Harriet Cameron, Academic Director,from Sheffield University, explained how she feels optimistic about meeting these new changes. The SpLD provision is favourably situated in a learning centre environment. This setting will help in some way to naturally absorb any new tuition provision changes, due to the inclusive model at Sheffield University. Harriet was also cautiously optimistic about the future regarding a possible reduction in DSA funding. Their team’s model does not necessarily rely on DSA funding and therefore are more able to continue to offer 1:1 specialist tuition in the future. Harriet explained that senior management teams tend to promote the ethos of inclusion and are receptive to the positive impact specialist tuition has on retention and achievement.

Jan Stevens, Senior Disability Adviser, Dyslexia, outlined SHU’s current position. Jan explained that her team were currently in the initial process of restructuring and therefore themodel is likely to alter, to meet the DSA changes. Jan and her team were clear that in any model changes, they wanted to ensure that the role of specialist tuition was important, and is a distinct sub-group from the generic study skills, provided elsewhere in the university. This sentiment and approach was widely supported in the whole room by all tutors, giving the clear message that specialist tuition should not be diluted as this would provide a poorer service for our SpLD students. Moreover, Jan has also just started to be involved in a collaborative project with Teesside University, looking at the evaluation of skills development for students who receive 1:1 tuition. This should provide evidence of the quality and impact of specialist tuition.

Here at Hull University our department are also undergoing a process of restructuring. We have recently experienced many changes. These include our institutional response to meeting SpLD provision, particularly in anticipation on non funded ‘mild’ profile SpLD students. The basic philosophy here at Hull is based on seeing these govt funding changes as an opportunity to change and enhance practice. At the start of next academic year, the Learning Support Team will move out of University House – initially half a day per week – to start the process of delivering SpLD Tuition within the faculties. This physical move in delivery is significant because the process of learning can be more successfully contextualised and situated for the learner. This embedded approach will hopefully generate different opportunities for modes of delivery: 1:1 tuition, targeted group workshops, possible team teaching, and possible collaboration with wider study skills teams within Hull University.

In the afternoon, Karen Jones, from Education Guidance Service, did an informal presentation, on the challenges of writing psychologist reports, whilst addressing the increasingly complex needs of SpLD students, in the light of the proposed DSA changes. Karen did an excellent job of capturinga range of themes when interpreting these increasingly complex profiles. Karen also highlighted the role diagnostic reports can play in communicating more nuanced and student centred recommendations, leading to guidance for tutors and assessment centres to follow. For a full picture, please see attached Karen’s PP slides.