Abstract
With the widening participation agenda has come a concern for effective
support of this diversity of students. Early diagnostic assessments used to
identify students needing support with their development of academic
literacies have been recognised as one source of information to help identify
and support of students at risk. This paper discusses the issues raised by the
administration of a diagnostic academic literacy test in an introductory
media studies unit. Analysis of this small-scale qualitative study, which
investigated the responses to staff and students to the diagnostic test,
suggest the purchase of key ideas from critical disability studies. Critical
disability studies’ extensive consideration of the consequences of identifying
and labelling students according to a "diagnosis” is discussed here in
relation to the ethical issues arising from the use of diagnostic testing and
the sharing of information about student performance amongst teaching
staff.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education |
| Publisher | National Committee for Enabling Educators (NCEE) |
| Pages | 454-462 |
| Number of pages | 9 |
| ISBN (Print) | 1876346639 |
| Publication status | Published - 2011 |
| Event | International Australasian Conference on Enabling Access to Higher Education (1st : 2011) - Adelaide Duration: 5 Dec 2011 → 7 Dec 2011 |
Conference
| Conference | International Australasian Conference on Enabling Access to Higher Education (1st : 2011) |
|---|---|
| City | Adelaide |
| Period | 5/12/11 → 7/12/11 |
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Cite this
Simon, J., Matthews, N., & Kelly, E. (2011). Doing “diagnosis”: using critical disability studies to inform academic literacy policy and practice. In Proceedings of the 1st International Australasian Conference on Enabling Access to Higher Education (pp. 454-462). National Committee for Enabling Educators (NCEE).