Disabled Students’ Allowances
Needs Assessment Report
Student’s name
First Name Surname
Student’s date of birth
01/01/1995
Customer Reference Number
123456789101
Student Contact Email
[email protected]
Report Reference Number
123/123
Needs assessor
Name: Student Loans Company
Tel: 01325 215 194
Email: [email protected]
First Surname
Funding body
Student Finance England
Assessment centre details
Assessment information
Date of
assessment
01/07/2016
Draft report to
centre
02/07/2016
Centre
disclosure
Not applicable
Date of
review
03/07/2016
Venue type
Venue address
MC/
HOC/
OC/
ISR
Lingfield Point – Darlington
DL1 7GH
Page 1 of 15
Final report to
student
07/07/2016
Report to
funding body
08/07/2016
ISR details (If applicable)
Date
N/A
requested
Date
N/A
authorised
Authorised by
N/A
Funding body reference number: 123456789101
Course Information
Higher Education
Provider
Higher Education
Provider address
Course name and
code
HEP
Street, Town, Postcode
BSc (Hons) Architecture (C100)
Undergraduate
Course type
Full
Time
Start date
Current year of
study
X
09 / 16
X
Part Time
(Include
Intensity)
End date
Postgraduate
Distance
Learning
08 / 19
1 of 3
FOR ASSESSMENTS CARRIED OUT WITHIN WALES, THIS REPORT IS
AVAILABLE IN THE MEDIUM OF WELSH UPON REQUEST.
Statement of Aims
The remit of this report is to identify the additional expenditure that the student is
obliged to incur in order to attend a designated HE course because of a disability or
Specific Learning Difficulty.
All recommendations made within this report must:
 be in respect of expenditure not covered elsewhere in the Student Support
Regulations; and
 arise from attending or undertaking the course as well as from the disability /
Specific Learning Difficulty
Recommendations must not be made for:
 disability / Specific Learning Difficulty related expenditure which the student
would incur irrespective of whether or not they are a student
 course related costs that any student might incur; or
 expenditure relating to equipment or services which might reasonably be
expected to be provided by the institution under other legislation such as the
Equality Act 2010
Page 2 of 15
Funding body reference number: 123456789101
A.
Background information
A-1
Disability information
Dyslexia
*Student* produced a Specific Learning Difficulties Assessment Report. This
concluded that *Student* "has literacy difficulties, which are consistent with a specific
learning difficulty (dyslexia), related to phonological processing problems".
The report refers to *Student*'s reading as "mechanical and disjointed …. his recall of
information was very poor and he would have to re-read the article a number of times
to recall the correct information".
His writing was slow at 14 words per minute and "is not easily legible under
pressure".
A-2
Details of previous DSA assessment/previous support
No previous DSA assessment
In secondary school and college *Student* had the personal support of a dyslexia
specialist who worked with *Student* to help improve his writing and understanding
of information.
A-3
Course details
*Student*'s course of study, BSc (Honours) Architecture, is a three-year course
designed to impart core knowledge of creative architectural design and to explore
how innovative design ideas can create buildings that are healthy and uplifting to
use.
Lectures focus on architectural design, environmental issues and science, urban and
landscape design, architectural history, cultural studies, structures and building
technology, computer aided design and professional practice.
Page 3 of 15
Funding body reference number: 123456789101
The course is delivered through lectures and seminars covering current theory and
examples of best practice in sustainable architecture. Design projects allow
experiment with original ideas, which are developed and tested in a highly supportive
studio atmosphere with 24 hour studio access.
The course is assessed through project work, continuous assessment, written
assignments and examinations.
A-4
Higher education provider support / reasonable adjustments
Student Services staff at HEP have confirmed that disabled students have access to
the software Read and Write, MindView, Jaws, and Inspiration, along with ZoomText
magnification software and a screen colour optimiser via the university networked
computers. However these packages are only available for student use on campus.
Disabled students at HEP are supported via 'learning contracts' documents of
personalised institutional reasonable adjustments, which are disseminated to staff on
a need to know basis with the student's consent.
Page 4 of 15
Funding body reference number: 123456789101
B.
Effects of disability and recommendations
B-1
Equipment previously used/currently in use
*Student* has their own printer/scanner, which is suitable for their course. They do
not have access to a laptop computer or smartphone.
B-2
Impacts of disability and recommended strategies
B-2-1 - Research and reading
Key impacts
*Student* is easily distracted by noisy and busy environments. Consequently he
finds working in the university and faculty learning centres very difficult to maintain
the necessary concentration for effective research.
*Student*'s slow reading speed, particularly when reading complex text, has a
deleterious effect on academic research. This is further slowed by his need to reread text frequently before he understands it in the detail necessary for effective
notation.
*Student* finds it difficult to match his speed of writing with that of oral delivery and
can struggle to make notes of suggestions from tutors as to useful sources of
information.
Recommended strategies
Text2Speech v12 was discussed, demonstrated and is recommended to enable
*Student* to read research material alongside the spoken voice. He found that this
would prove effective in helping to prolong the period of time that he could
concentrate on such materials. *Student* found this software useful as a possible aid
to accessing academic texts of all kinds when his reading speed is diminished.
*Student* will benefit from help to develop his skills in a number of specific areas:
Developing skills to record information rapidly

Developing speed reading skills

Developing skills in reading for meaning
Page 5 of 15
Funding body reference number: 123456789101

Recognising pertinent information in sources

Recording & organising information

remembering and acting on previously successful strategies
The help and support of Specialist 1 to 1 Study Skills Support was discussed and
is recommended to ensure that *Student* can remember and access the strategies
and learning which is essential for success on the course and which his condition
has militated against. It is likely, due to the nature of his condition, that *Student* will
need access to this level of support throughout his course.
B-2-2 - Writing and reviewing academic work
Key impacts
*Student*'s slow reading speed can affect his ability to understand and translate
academic questions into a useful and logical structure to follow in completing
academic composition. He can spend too much time on particular sections of his
work to the detriment of others.
*Student* described the frequency with which his written work has been criticised and
"marked down" for poor structure, spelling and grammar. He also referred to
comments by tutors that his verbal contributions are not being matched by his written
work.
*Student* does not routinely proofread his own work as he frequently does not have
enough time to do so. He also refers to the fact that he would not "spot the errors
that my work might contains as I read it as I have written it".
Recommended strategies
The use of MapMIND software was demonstrated, discussed and is recommended
as a means of helping *Student* to produce working plans of written work and
adhere to them when his concentration and motivation is detrimentally affected by
the symptoms of his condition. The ability to create and modify concept maps, webs,
idea maps may prove helpful. The software will assist *Student* in structuring work
prior to starting it and to keep a record of the planned structure, which could prove
useful in re-connecting with his work after periods of difficulty.
Page 6 of 15
Funding body reference number: 123456789101
*Student* felt that the use of Text2Speech v12, which was discussed and
demonstrated, would enhance the quality of his academic composition and prove
helpful in speeding up the process by personalising the software to his own needs.
He found the spell check, dictionary and "sounds like, confusable word" functions
would prove particularly helpful.
*Student* will benefit from help to develop his skills in a number of specific areas:
Expressing ideas in written format

remembering and acting on previously successful strategies

developing *Student*'s ability to plan and build an effective structure in
written assignments and work towards deadlines more effectively

developing strategies to enable *Student* to identify strengths and
weaknesses in her own work and academic argument in others.
The help and support of Specialist 1 to 1 Study Skills Support was discussed and
is recommended.
B-2-3 - Note-taking in lectures and seminars
Key impacts
*Student*'s slow speed of writing and its relative illegibility when he attempts to write
at speed, has a major impact on his ability to make notes of oral delivery. This is
made worse, by his slow reading speed, when attempting to read visual aids at the
same time.
Recommended strategies
The use of an Record Rite 100 digital recorder together with NoteComp was
discussed and demonstrated as a means of helping *Student* cope with the difficulty
of taking notes when he attends taught, practical and placement sessions. *Student*
found that this would prove helpful in reassuring him that he has access to
information that he would otherwise miss. *Student* does not have access to a smart
phone or tablet that could be used to record the content of his lectures. Having
discussed the use of a laptop to record information it was deemed that this would not
be suitable in practical sessions and on placements and therefore a digital recorder
is recommended.
Page 7 of 15
Funding body reference number: 123456789101
HEP have been contacted and confirmed that at the present time audio recording is
not available for the sessions on *Student*’s course.
B-2-4 - Managing time and organising work
Key impacts
*Student* needs clear instructions to enable an effective understanding of where he
needs to be and at what time. Without this, *Student* can struggle to keep to his
expected timetable and course related commitments.
The extra time taken to implement the strategies *Student* has developed to
overcome some of the detrimental aspects of his experience of dyslexia, does cause
difficulty in completing work to deadlines, although *Student* says he sometimes
prefers to leave things to the last minute, as he feels this makes him work more
effectively.
Recommended strategies
*Student* found that the use of MapMIND software, which was demonstrated and
discussed, may prove useful in attaching deadlines to activities, thus helping him to
cope with the demands of this aspect of his academic studies more effectively.
B-2-5 - Access to and use of technology
Key impacts
*Student*'s need to avoid busy and noisy environments in order to concentrate
effectively, can make use of the university learning centres difficult for him. He has to
work extensively outside the university in order to implement the sometimes lengthy
and protracted strategies he uses to overcome some of his difficulties.
Recommended strategies
The laptop computer will allow *Student* to make use of his time effectively,
particularly those times when the symptoms of dyslexia, make it necessary for him to
work more flexibly outside the constraints of the university. This will allow him to
access the internet and the university's intranet, essential in accessing lecture notes,
learning resources and discussion boards together with accessing his university
email account daily for information from tutors.
Page 8 of 15
Funding body reference number: 123456789101
*Student* felt that the provision of a laptop computer would allow him to achieve the
necessary flexible working environment to meet his needs.
Insurance and extended maintenance and support until the end of August 2019
was discussed and is recommended along with antivirus protection.
MS Office 2013 is required to allow *Student* to access the word processing
facilities, including Word, Outlook and PowerPoint, necessary to enable him to work
outside university due to the impact of his experience of dyslexia. This is available
through his HEP.
To ensure that *Student* is able to use the recommended assistive software and
suggested strategies effectively, 6 hours of Onsite Assistive Technology IT
Training is recommended. It is advised that *Student* accesses this support in 2hour blocks in order to aid concentration.
B-2-6 - Practical sessions, placements, field trips and additional course
activities
Key impacts
N/A
Recommended strategies
N/A
B-2-7 – Examinations and timed assessments
Key impacts
*Student* uses some effective but relatively "long winded" ways to answer academic
questions, especially mathematically based ones. His slow reading speed and
ineffective handwriting can militate against effective performance in examinations.
His approach to revision is also affected by his experience of dyslexia meaning that
he is sometimes thrown onto last minute cramming to cope with this.
Recommended strategies
*Student* will benefit from help to develop his skills in a number of specific areas:Page 9 of 15
Funding body reference number: 123456789101

to assist *Student* in planning and implementing strategies that make his
performance in exams more effective

improving revision techniques

improving structuring and organisation of examination answers
The help and support of Specialist 1 to 1 Study Skills Support was discussed and
is recommended.
B-2-8 - Social interaction and communication
Key impacts
*Student* has good communication and social skills, especially with those with whom
he feels comfortable. He can work well in groups and although he finds presenting to
others in a more formal way daunting, he can still do so effectively if nervously.
Recommended strategies
N/A
B-2-9 - Travel and access to higher education environment
Key impacts
N/A
Recommended strategies
N/A
B-2-10 - Additional information
Key impacts
N/A
Recommended strategies
N/A
Page 10 of 15
Funding body reference number: 123456789101
C.
Summary and costs
C – 1 List of recommended support
Hardware
 WKH Laptop
 Record Rite 100
Software
 Antivirus
 Text2Speech v12
 MapMIND
 NoteComp
Non-Medical Helper support
 Assistive Technology Training (Onsite)
 35 hours of Specialist One to One Study Skills Support
Page 11 of 15
Funding body reference number: 123456789101
C-2 Costs
Equipment allowance
Summary of specialist equipment quotes
Supplier
Quote number
Net cost
Gross cost
Supplier 1
123456
£1037.11
£1121.31
Supplier 2
ABCDEF
£1073.82
£1220.38
Supplier 3
A1B2C3
£1118.00
£1192.20
Non-Medical Helpers Allowance (NMH)
NMH role
descriptor
Assistive Technology Training
Duration
2hr
Supplier
Number
of
sessions
3
Frequency
In total
Hourly rate (gross
cost)
Hourly rate (net cost)
Supplier 1
£71.00
£85.20
Supplier 2
£80.00
£80.00
NMH Role
Descriptor
Specialist One to One Study Skills Support
Duration
1hr
Supplier
Number
of
sessions
35
Frequency
Per AY
Hourly rate (gross
cost)
Hourly rate (net cost)
Supplier 1
£70.00
£84.00
Supplier 2
£60.00
£60.00
General allowance
Needs Assessment Report
Supplier
Student Loans Company
Page 12 of 15
Net cost
£600.00
Gross cost
£600.00
Funding body reference number: 123456789101
C-3 Summary of costs
Allowance
Total of recommended support
Specialist Equipment
£1121.31
Non-Medical Helper
£2611.20
General
£600.00
Total
Page 13 of 15
£4248.31
Funding body reference number: 123456789101
D. Higher education provider support / reasonable
adjustments
D-1
Higher education provider support
Digital recording device in teaching sessions
Teaching materials before teaching sessions
Reading lists indicate essential reading
D-2
Examinations and assessment
Extended Deadlines - all faculties
Mark for content and ideas
Oral presentations marked for content and ideas
Clear, precise & constructive feedback given on work
D-3
Other advice and guidance
N/A
Page 14 of 15
Funding body reference number: 123456789101
E.
Contact details
Funding body
Name
Student Finance England
Phone number
0300 100 0607
Address
Lingfield Point – Darlington
DL1 7GH
Email
[email protected]
Specialist equipment
Supplier 1
Address:
Phone number:
Email:
Supplier 2
Address:
Phone number:
Email:
Supplier 3
Address:
Phone number:
Email:
Assistive technology training
Supplier 1
Address:
Phone number:
Email:
Supplier 2
Address:
Phone number:
Email:
Non-Medical Help
Supplier 1
Address:
Phone number:
Email:
Supplier 2
Address:
Phone number:
Email:
Higher Education Provider
Contact name
First Name Surname
Contact role
Disability Adviser
Phone number
0000 0000 0000
Address
Street, Town, Postcode
Page 15 of 15
Email
[email protected]
Funding body reference number: 123456789101