[SSC] SSC Digest, Vol 19, Issue 5
douglas brooks
douggie12 at live.co.uk
Tue Jul 3 15:37:45 UTC 2012
Hi All.
My apologies firstly for not attending last Saturday, it appears I missed a really interesting day reading the comments posted,
Sadly I will miss Wednesdays meeting also due to prior commitments
.
regards,
Doug Brooks
> From: ssc-request at lists.aktivix.org
> Subject: SSC Digest, Vol 19, Issue 5
> To: ssc at lists.aktivix.org
> Date: Tue, 3 Jul 2012 12:00:21 +0000
>
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> Today's Topics:
>
> 1. Re: SSC Digest, Vol 19, Issue 4 (sarah at socialsciencecentre.org.uk)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Mon, 2 Jul 2012 23:15:00 +0200
> From: <sarah at socialsciencecentre.org.uk>
> To: <ssc at lists.aktivix.org>
> Subject: Re: [SSC] SSC Digest, Vol 19, Issue 4
> Message-ID: <49923.1341263700 at socialsciencecentre.org.uk>
> Content-Type: text/plain; charset="utf-8"
>
> Hi everyone,
>
> I agree with Sandie and Mike W. here, that it would be a good idea to reflect on where we are and how we're doing on Wednesday, and beyond.
> In the meantime I'm really enjoying the conversations that Alan's reflections have initiated.
>
> Can we announce for the meeting with people wanting to study, on this Wednesday, that I'll be there to help out with childcare if anyone
> will need it? Not sure how to go about doing that...
>
> Best,
> Sarah
>
> On Mon 2/07/12 20:41, ssc-request at lists.aktivix.org wrote:
> > Send SSC mailing list submissions to
> > ssc at lis
> > ts.aktivix.org
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> > https://lists.aktivix.org/mailman/listinfo/ssc
> or, via email, send a message with subject or body 'help' to
> > ssc-request at lists.aktivix.org
> > You can reach the person managing the list at
> > s
> > sc-owner at lists.aktivix.org
> > When replying, please edit your Subject line so it is more specific
> > than "Re: Contents of SSC digest..."
> >
> >
> > Today's Topics:
> >
> > 1. Re: [Norton AntiSpam] Communications, assessment and
> > disability (Alan Gurbutt)
> >
> >
> > ----------------------------------------------------------------------
> >
> > Message: 1
> > Date: Mon, 2 Jul 2012 21:40:52 +0100
> > From: "Alan Gurbutt" <agurbutt at g
> > mail.com>
> To: "'Sandie Stratford'" <sa
> > ndiestrat at phonecoop.coop>
> Cc: ssc at lis
> > ts.aktivix.org
> Subject: Re: [SSC] [Norton AntiSpam] Communications, assessment and
> > disability
> > Message-ID: <000c01cd5892$f94fabb0$ebef0310$@com>
> > Content-Type: text/plain; charset="us-ascii"
> >
> > Dear Sandi / everyone,
> >
> > Grace enjoyed her day. Her grandmother once said her wisdom exceeded
> > her
> age, which, at the time, seemed like a strange comment to make, she was
> > very
> young.
> >
> >
> >
> > I look forward to a time when neuroscience and education become more
> > integrated towards learning, but think science will only prove what
> > Vygotsgy
> already knew. The Brainwaves 2 project at the Royal Society is making
> > headway.
> >
> >
> >
> > People never cease to amaze me, we are remarkably resilient. I'm sure
> > SSC
> will provide support when needed. It just feels right.
> >
> >
> >
> > Best wishes,
> >
> >
> >
> > Alan
> >
> >
> >
> > From: Sandie Stratford [sa
> > ndiestrat at phonecoop.coop]
> Sent: 02 July 2012 20:19
> > To: Alan Gurbutt; ssc at lis
> > ts.aktivix.org
> Subject: Re: [Norton AntiSpam][SSC] Communications, assessment and
> > disability
> >
> >
> >
> > Hi all
> >
> >
> >
> > It was delightful to have Grace take part, with her quiet wisdom and
> > careful
> listening. I am so pleased that she felt able to be part of us.
> >
> >
> >
> > Thanks Alan for a really useful insight into dyslexia. I love the ZPD
> > theory and get more from it every time I study it. It's one of those
> > truly
> intuitive models, for me.
> >
> >
> >
> > You make the very valuable point that dealing with people as individuals
> > is
> what really matters. I hope that's what the SSC will excel at.
> >
> >
> >
> > Sandie
> >
> > ----- Original Message -----
> >
> > From: Alan Gurbutt <agurbutt at g
> > mail.com>
> > To: ssc at lis
> > ts.aktivix.org
> > Sent: Sunday, July 01, 2012 9:16 PM
> >
> > Subject: [Norton AntiSpam][SSC] Communications, assessment and
> > disability
> >
> >
> > Dear All,
> >
> >
> >
> > It was good to meet you all yesterday. Thank you for allowing my daughter
> > to
> stay. I wanted her to experience learning set aside from schooling.
> > She's
> been busy with GCSEs which is leaving little time for reading more
> > widely.
> It must have worked; she is full of enthusiasm and is now busy
> > transferring
> the creative projects tree to a computer representation.
> >
> >
> >
> > We enjoyed the communications workshop, looking at speaking and
> > listening
> for personalised accessible learning.
> >
> >
> >
> > Regarding disability and special education needs, I'm conscious that I
> > was
> asked to write a short paper about my experience with dyslexia. Please
> > accept my apologies for not having time to do this hence being ill
> > prepared
> for yesterday.
> >
> >
> >
> > To the best of my knowledge I am the only member of my family to have
> > been
> affected by dyslexia and by a twist of fate it hasn't been passed down to
> > my
> children. However, it should be noted that the word 'dyslexia' is a
> > very
> broad term which can have implications beyond genetic transmission,
> > for
> intergenerational learning. This can be compounded by compulsory
> > education
> where standardisation can fail to capture creativity of the young
> > and/or
> disabled.
> >
> >
> >
> > Some describe dyslexia as a specific learning disability (SpLD) whilst
> > others see it as a gift of neurological diversity. I guess, where
> > adjustments are made to learning it becomes less of a disability, where
> > they
> are not the opposite may apply. It is doubtful however to be clear-cut
> > because for some the effects can be severe. For example, dyslexia is
> > associated with conditions such as ADHD.
> >
> >
> >
> > Then there's the issue of how society constructs disability. Some argue
> > for
> inclusion, for equality of opportunity, whilst others see inclusion as
> > a
> dumbing down of excellence or cheating. State education in England has
> > provided few favours. It has been in a state of flux since the 1944
> > Education Act on how to divide children. Recent amendments to state
> > education around admissions and academies will mean it will only get
> > worse
> for those who don't fit the mould. What this essentially means is that
> > Higher Education will become a distant dream for many.
> >
> >
> >
> > There are legal protections in the Equality Act 2010. Basically, if a
> > condition is expected to last for more than 12 months reasonable
> > adjustments
> must be made. I'll revisit this at some point.
> >
> >
> >
> > The Scottish Government have produced a working definition of dyslexia
> > which
> is quite useful
> >
> >
> >
> > Dyslexia can be described as a continuum of difficulties in learning
> > to
> read, write and/or spell, which persist despite the provision of
> > appropriate
> learning opportunities. These difficulties often do not reflect an
> > individual's cognitive abilities and may not be typical of performance
> > in
> other areas. The impact of dyslexia as a barrier to learning varies in
> > degree according to the learning and teaching environment, as there
> > are
> often associated difficulties such as:
> >
> >
> >
> > . auditory and /or visual processing of language-based
> > information
> > . phonological awareness
> >
> > . oral language skills and reading fluency
> >
> > . short-term and working memory
> >
> > . sequencing and directionality
> >
> > . number skills
> >
> > . organisational ability
> >
> > . Motor skills and co-ordination may also be affected.
> >
> > Dyslexia exists in all cultures and across the range of abilities and
> > socio-economic backgrounds. It is a hereditary, life-long,
> > neuro-developmental condition. Unidentified, dyslexia is likely to result
> > in
> low self esteem, high stress, atypical behaviour, and low achievement.
> >
> > Learners with dyslexia will benefit from early identification,
> > appropriate
> intervention and targeted effective teaching, enabling them to become
> > successful learners, confident individuals, effective contributors and
> > responsible citizens.
> >
> > My extreme view for what it is worth is based on retrospection combined
> > with
> what I have learnt at the University of Lincoln on a child studies
> > programme. Everything we become, our ability to process language, with
> > the
> exception of profound and unrelated illness, relates to our attachment
> > to
> our primary caregiver and our culture: social interactions with other
> > people
> and institutions.
> >
> >
> >
> > The work of Russian educational psychologist and revolutionary Lev
> > Vygotsky
> has had a profound influence on me, but not in the usual sense. As is
> > common
> to many dyslexics I often miss chunks of text, transpose meaning and
> > arrive
> at a different place. I misread Vygotsky's Zone of Proximal
> > Development
> (ZPD) meant I would need to analyse gaps in my own skills in order to
> > find
> additional support for my children's homework. Anyway, all was not lost
> > by
> failing to realise that teachers are intended to provide support within
> > the
> zone of consolidated knowledge and potential ability. At this point I
> > had
> spent three years campaigning for the underlying deficits associated
> > with
> premature birth to be passed from health into education so knew Vygotsky
> > had
> been at work here too (long story). It also became apparent that
> > interventions such as REAL (Raising Early Achievement in Literacy) use
> > his
> theories of ZPD and language development. Moreover, the correct
> > interpretation of Vygotsky's work was he rejected the notion that
> > children
> have to first meet a particular stage of maturation in order to move on
> > to
> the next stage of learning. With the right support learning could take
> > place
> through effective use of language. Most importantly, he had noted
> > learning
> can precede child development. He was ahead of his time. Current fMRI
> > studies are noting that brain development occurs in spurts and the brain
> > is
> far more plastic than was previously thought, particularly in teenage
> > years.
> Professor Price (UCL) recently said: "We have to be careful not to write
> > off
> poorer performers at an early age when in fact their IQ may improve
> > significantly given a few more years".
> >
> >
> >
> > Why am I waffling on about brain development and how does it relate to
> > dyslexia?
> >
> >
> >
> > Allen Schore et al. have provided a multi disciplinary synthesis of
> > neuroscience from which they have determined sensitive periods of
> > brain
> development, particularly in the first 6 months, 24 months and
> > adolescence
> (up to 21/25 years of age). Most importantly, this type of research
> > reinforces the influence of the environment on the brain throughout life
> > -
> on human potential. Furthermore, it is now generally noted that when
> > damage
> occurs to one area of the brain, the problem can be mediated by making
> > another area of the brain accessible for that activity.
> >
> >
> >
> > This is why we need to make reasonable adjustments for students with
> > disabilities in the assessment process. We need to move away from
> > standardisation and state control.
> >
> >
> >
> > Best wishes,
> >
> >
> >
> > Alan
> >
> >
> > _____
> >
> >
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> > _____
> >
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