Delivering Specialist Study Skills Tutorials via Remote Working Tools (RWTs). An Investigation of Specialist Study Skills Tutors’ Views

Conway, John and Newman, I (2017) Delivering Specialist Study Skills Tutorials via Remote Working Tools (RWTs). An Investigation of Specialist Study Skills Tutors’ Views. Journal of Neurodiversity in Higher Education, 3. pp. 34-56. ISSN none

Issue 3_ Journal of Neurodiversity in Higher Education (ADSHE) 2017 (1).pdf

Download (837kB) | Preview


(RWTs). An Investigation of Specialist Study Skills Tutors’ Views Ivan Newman and John Conway Background This investigation is based on one element of broader, doctoral research which examines the effects of changes in Disabled Students Allowances (DSA) on specialist one-to-one study skills support delivered to HE students in receipt of DSA, notably, but not exclusively, those with specific learning difficulties (SpLDs). This report concerns one of the changes introduced to specialist one-to-one Study Skills Support (aka as Band 4 Non-Medical Helper Provision), namely that the delivery of remote (i.e. not physically present) support tutorials using communications tools, such as Skype is, from March 2016, subject to explicit recommendation by Needs Assessors (DSA-QAG, March 2016(a), pp. 17, 24)3 . Once published, the guideline in question was subject to much debate, often passionate, on the email forum for members, typically specialist study skills tutors, of the Association of Dyslexia Specialists in Higher Education (ADSHE). In order to offer a research-based response to the March guideline, a short series of questions relating to the use of communications tools, such as Skype, was appended to the wider survey, and publicised over the ADSHE email forum in June-July 2016. In August 2016, the Department for Education published an Update containing the following statement, “We recognise that on occasion the student may wish to receive their support remotely, for example if they are on a field trip abroad, or not able to attend the usual place of delivery for a particular session.” (DfE, 2016). The data in this report was gathered prior to the DfE’s August update. The lead author of this report is a qualified and registered Specialist Study Skills Tutor and Diagnostic Assessor for SpLDs and is a quality assured member of ADSHE in addition to other professional organisations. The doctoral research project is supervised by Dr John Conway, Head of Disability Services at the Royal Agricultural University

Item Type: Article
Divisions: Agriculture, Food and Environment
Depositing User: Lynn Seager
Date Deposited: 19 Apr 2018 13:51
Last Modified: 19 Oct 2022 14:58

Actions (login required)

Edit Item Edit Item