[SSC] SSC Digest, Vol 19, Issue 5
Jared Pappas-Kelley
pappaskelley at gmail.com
Wed Jul 4 10:29:43 UTC 2012
Hi All,
Sorry, for some reason my schedule is also conspiring against me. I broke a crown the other day and today is the only time my dentist could work me in… and I will be out of the country for the next meeting. After that, it should all be smooth sailing. I hope everything goes well at the meeting.
Regards,
Jared
On 3 Jul 2012, at 17:10, Richard Keeble wrote:
> My apologies too for absence tomorrow.
> I look forward to hearing about it,
> Richard K
>
> From: ssc-bounces at lists.aktivix.org [mailto:ssc-bounces at lists.aktivix.org] On Behalf Of douglas brooks
> Sent: 03 July 2012 16:38
> To: ssc at lists.aktivix.org
> Subject: Re: [SSC] SSC Digest, Vol 19, Issue 5
>
> 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
> >
> > Send SSC mailing list submissions to
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> >
> > When replying, please edit your Subject line so it is more specific
> > than "Re: Contents of SSC digest..."
> >
> >
> > 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
> > > To subscribe or unsubscribe via the World Wide Web, visit
> > > 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
> > >
> > >
> > > _____
> > >
> > >
> > > _______________________________________________
> > > SSC mailing list
> > > SSC at lists.aktivix.org
> > > https://lists.aktivix.org/mailman/listinfo/ssc
> > > _____
> > >
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> > > End of SSC Digest, Vol 19, Issue 4
> > > **********************************
> > >
> > >
> > >
> >
> >
> >
> >
> >
> > ------------------------------
> >
> > _______________________________________________
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> >
> >
> > End of SSC Digest, Vol 19, Issue 5
> > **********************************
>
>
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