[senco-forum] Specialist teacher

Sheridan,
Isn't AMBDA often accredited in that way?  i.e. you have fulfilled a certain
set of criteria (a standard) that then BDA can award.  It's about the
standard, not the initial course title or institution at which you studied.
Hopefully the course helped you to gain some additional insights about
dyslexia assessment as well as teaching. If not, that seems a shame.

The unrecognized courses, - why would they not want recognition?  What do
they do that does not fulfil the criteria? I don't have the answers, but
when there is a recognized criteria out there, it seems a little strange to
not want it.

On to your next point.  There are always talented educators without
qualifications, and qualified educators without talent.  Applies not only to
education. . . . (I say this as a person who came to teaching in her later
years.)
Sharon F

-----Original Message-----
From: Sheridan [mailto:sheridan.sharp1 at btinternet.com] 
Sent: 04 October 2007 22:16
To: 'Sharon Fawcitt'; 'Stuart Lucas'; senco-forum at lists.becta.org.uk
Subject: RE: [senco-forum] Specialist teacher - roles/responsibilities

I have a post graduate diploma in SEN (SpLD) which sounds very similar to
Barbara's but done in a different Welsh Uni. I had to apply for it because
my Uni received their accreditation after I qualified.  I didn't have to do
anything extra to get the AMBDA status other than prove to the BDA that the
institution where I got my diploma had been accredited with the BDA. 

I applied for it because it seemed to be what I needed to be able to assess
for exam dispensation. The benefits I got are the same as Barbara in that it
looks good on reports and when assessing for exams. It didn't do anything to
change the way I teach. 

There are many other specialist dyslexia qualifications from other Uni's /
institutions that do not have AMBDA accreditation but are just as good as
the one I did. Does that mean they should not be considered to be
specialists in dyslexia? 

As with everything, there isn't always a black and white solution to things.
I'm sure there are many people with long strings of qualifications who have
better academic than teaching skills. Equally there are many people with
excellent teaching skills who don't have dyslexia AMBDA qualification.

The issue of employing TAs as replacements for specialist is also
controversial- I have to say I'm torn about this. Having gone through all
the training I feel replacing specialist teachers with TA.s would devalue my
position and qualifications. However, I work with a colleague who is a TA.
She doesn't have any dyslexia qualifications. She has been on numerous
courses and learned on the job with the specialists dyslexia teachers. She
has a wealth of knowledge and experience (nearly 20+ years) supporting /
tutoring children with dyslexia. She is excellent at her job. She would out
perform many people with AMBDA/dyslexia qualifications. What should be done
with her skills and experience? Should they be disguarded or devalued "just
because she's a TA?" 

Regarding time allowed for assessing etc. I'm slightly different to many in
the forum because I'm part of one of the few LEA SpLD Services left in the
country. I'm officially peripatetic, but have been visiting one of my
schools for over 10 years and spend most of my time there.  Any assessments
for exams etc is done during lesson times when I see the pupils or during my
PPA time. 
Cheers

Sheridan

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