1 Marking the Scripts of Students with Specific Learning Difficulties. Deborah Walsh Educational Psychologist Disability Support Service UCD

2 Outline Specific Learning Difficulties Reasonable accommodations Problems experienced How we decide Example of a scripts Tips for marking

3 Which Specific Learning Difficulties? »Dyslexia »Dyscalculia »Dyspraxia »ADHD

4 Specific Learning Difficulties …neurological disorder, which affects one or more of the psychological processes involved in retaining and expressing information Significant deficit between individual’s ability to think, listen, speak, read, write,spell or perform mathematical calculation. Average or above average intelligence Across socio-economic divide The “Invisible Disability”

5 Dyslexia “…a continuum of specific learning disabilities manifested by problems in acquiring one or more basic skills (reading, spelling, writing, number.)” (Task Force on Dyslexia, 2002) Difficulties in organisation Poor metacognition Poor short term memory Poor phonological skills Time management problems (among many others)

6 Dyspraxia Inability to correctly process information leading to difficulties with motor planning and motor skills Dyspraxia is caused by an immaturity or delay in neuron development and affects approximately 2% of the population. However some put that figure as high as 10% Difficulties in writing, coordination, planning, concentration and sometimes language. Exams cause huge stress

7 Reasonable Accommodations. “ For the purposes of this Act discrimination includes a refusal or failure by the provider of a service to do all that is reasonable to accommodate the needs of a person with a disability by providing special treatment or facilities,if without such treatment or facilities it would be impossible or unduly difficult for the person to avail himself or herself of the service.” (Equal Status Act 2000, Section4.1)

8 How we decide Students must register with the Disability Support Service They must have supporting documentation (An educational psychologist’s report or equivalent) Every student goes through a process known as a Needs Assessment Every student must attend a personal interview with a person from the DSS

9 Typical Errors Poor spelling Clumsy grammar Poor sentence construction General disorganisation Work deteriorates over time Processing difficulties Discrepancy between coursework and exam performance

10 Exam Difficulties Time pressure Stress Handwriting Structure and organisation Poor time management Distractibility Problems with the technicalities of production

11 Examples of typical spelling errors Sight…………………………site Late………………………….Lat Wonder…………………… oneder Saucer……………………... Sorser Whistling……………………..wiseling Direction………………………drction

12 Example of writing Schizophreina is the lable applied to a group of disorders charcterized by servere personality disorganiztion. Most experts belive. Schizophreina encompasses several disorders. Each of which may have a diifrent cause. Schinozophrinia is the historical term, and one Still most commonly used. It occures in all cultures, even tose that are remote from the stress of Modern Civilisation. It appears to have plauged humanity throughout history

13 Scizophreinia usually appears in young adulthood, the peak ages are between Experts are now looking back at these age groups. There is belifs that it may even start from birth “The Schizophrenic child by Dr Sheila Canton Sometimes the disorders develop slowly as a gradual process of increasing Seclusiveness, and inappropriate behaviour. Sometimes it appears sudden, marked by intense confusion. Wheather the disorder develops slowly or suddenly, the symptor are many and varied. Schizophrenic individuals usally exsibit…… (Based on Diagnosing Dyslexia, Basic Skills Agency)

14 How to Mark Scan quickly Look for key points Always read for sense Ignore technical errors in spelling, punctuation, grammar etc. Consider the rough work

15 Guidelines for the marking of examinations and coursework 1.Mark for understanding and content.. - Students’ work should not be penalised for mistakes in grammar, sentence construction, punctuation and spelling 2. Scan quickly through the answers to get a sense of the ideas and content. -Sometimes students’ work can lack structure although all the ideas and information are present. 3. Feedback should be written and explained clearly -Students benefit from comments, which are clearly expressed in a positive manner

16 4. Be selective about correcting the student’s English –If you decide to correct a student’s English, take a small selection of different types of errors that occur repeatedly (about five examples) and explain the errors clearly. Explain what the correct version should be. 5. Check drafts of coursework –It is very useful for the student to get a lecturer’s comments on drafts. Comment on the structure of the work, the order of ideas, layout and presentation.