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<DIV><FONT size=2 face=Arial>Hi all</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>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.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>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.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>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.</FONT></DIV>
<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Sandie</FONT></DIV>
<BLOCKQUOTE
style="BORDER-LEFT: #000000 2px solid; PADDING-LEFT: 5px; PADDING-RIGHT: 0px; MARGIN-LEFT: 5px; MARGIN-RIGHT: 0px">
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="FONT: 10pt arial; BACKGROUND: #e4e4e4; font-color: black"><B>From:</B>
<A title=agurbutt@gmail.com href="mailto:agurbutt@gmail.com">Alan Gurbutt</A>
</DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=ssc@lists.aktivix.org
href="mailto:ssc@lists.aktivix.org">ssc@lists.aktivix.org</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Sunday, July 01, 2012 9:16 PM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> [Norton AntiSpam][SSC]
Communications, assessment and disability</DIV>
<DIV><BR></DIV>
<DIV class=Section1>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">Dear
All,<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">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.<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">We
enjoyed the communications workshop, looking at speaking and listening for
personalised accessible learning.<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">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. <o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">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.</SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">
This can be compounded by compulsory education where standardisation can fail
to capture creativity of the young and/or disabled. </SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt"><o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">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.
<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">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.
<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">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.<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><B><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">The
Scottish Government have produced a working definition of dyslexia which is
quite useful <o:p></o:p></SPAN></B></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><B><U><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt"><o:p><SPAN
style="TEXT-DECORATION: none"> </SPAN></o:p></SPAN></U></B></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">Dyslexia
can be described as a continuum of difficulties </SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">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:<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%; TEXT-INDENT: -18pt; mso-list: l0 level1 lfo1"
class=MsoListParagraphCxSpFirst><![if !supportLists]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; FONT-SIZE: 12pt"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">auditory
and /or visual processing of language-based information</SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; FONT-SIZE: 12pt"><o:p></o:p></SPAN></P>
<P
style="LINE-HEIGHT: 115%; TEXT-INDENT: -18pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"
class=MsoListParagraphCxSpMiddle><![if !supportLists]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; FONT-SIZE: 12pt"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">phonological
awareness<o:p></o:p></SPAN></P>
<P
style="LINE-HEIGHT: 115%; TEXT-INDENT: -18pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"
class=MsoListParagraphCxSpMiddle><![if !supportLists]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; FONT-SIZE: 12pt"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">oral
language skills and reading fluency<o:p></o:p></SPAN></P>
<P
style="LINE-HEIGHT: 115%; TEXT-INDENT: -18pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"
class=MsoListParagraphCxSpMiddle><![if !supportLists]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; FONT-SIZE: 12pt"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">short-term
and working memory<o:p></o:p></SPAN></P>
<P
style="LINE-HEIGHT: 115%; TEXT-INDENT: -18pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"
class=MsoListParagraphCxSpMiddle><![if !supportLists]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; FONT-SIZE: 12pt"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">sequencing
and directionality<o:p></o:p></SPAN></P>
<P
style="LINE-HEIGHT: 115%; TEXT-INDENT: -18pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"
class=MsoListParagraphCxSpMiddle><![if !supportLists]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; FONT-SIZE: 12pt"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">number
skills<o:p></o:p></SPAN></P>
<P
style="LINE-HEIGHT: 115%; TEXT-INDENT: -18pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"
class=MsoListParagraphCxSpMiddle><![if !supportLists]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; FONT-SIZE: 12pt"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">organisational
ability<o:p></o:p></SPAN></P>
<P
style="LINE-HEIGHT: 115%; TEXT-INDENT: -18pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"
class=MsoListParagraphCxSpLast><![if !supportLists]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: Symbol; FONT-SIZE: 12pt"><SPAN
style="mso-list: Ignore">·<SPAN
style="FONT: 7pt 'Times New Roman'">
</SPAN></SPAN></SPAN><![endif]><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">Motor
skills and co-ordination may also be affected.<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%"><SPAN
style="FONT-FAMILY: 'Arial','sans-serif'">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.<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%"><SPAN
style="FONT-FAMILY: 'Arial','sans-serif'">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.<SPAN
style="COLOR: black"><o:p></o:p></SPAN></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">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. <o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">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 </SPAN><EM><SPAN
style="LINE-HEIGHT: 115%; FONT-STYLE: normal; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">theories
of ZPD and</SPAN></EM><EM><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">
</SPAN></EM><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">language
development. <EM><SPAN
style="FONT-STYLE: normal; FONT-FAMILY: 'Arial','sans-serif'">Moreover, the
correct interpretation of Vygotsky’s </SPAN></EM></SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">work
was he rejected the notion that </SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">children
have</SPAN><SPAN style="LINE-HEIGHT: 115%; FONT-SIZE: 12pt"> </SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">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”. <o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">Why
am I waffling on about brain development and how does it relate to
dyslexia?<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">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, i</SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; COLOR: black; FONT-SIZE: 12pt">t
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. </SPAN><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">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. <o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">Best
wishes,<o:p></o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt"><o:p> </o:p></SPAN></P>
<P style="LINE-HEIGHT: 115%" class=MsoNormal><SPAN
style="LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 12pt">Alan
</SPAN><o:p></o:p></P></DIV>
<P>
<HR>
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