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Hi All.<BR>
<BR>
My apologies firstly for not attending last Saturday, it appears I missed a really interesting day reading the comments posted,<BR>
<BR>
Sadly I will miss Wednesdays meeting also due to prior commitments<BR>.<BR>
<BR>
regards,<BR>
<BR>
Doug Brooks<BR>
<BR>
<BR>
<DIV>
<DIV id=SkyDrivePlaceholder></DIV>> From: ssc-request@lists.aktivix.org<BR>> Subject: SSC Digest, Vol 19, Issue 5<BR>> To: ssc@lists.aktivix.org<BR>> Date: Tue, 3 Jul 2012 12:00:21 +0000<BR>> <BR>> Send SSC mailing list submissions to<BR>> ssc@lists.aktivix.org<BR>> <BR>> To subscribe or unsubscribe via the World Wide Web, visit<BR>> https://lists.aktivix.org/mailman/listinfo/ssc<BR>> or, via email, send a message with subject or body 'help' to<BR>> ssc-request@lists.aktivix.org<BR>> <BR>> You can reach the person managing the list at<BR>> ssc-owner@lists.aktivix.org<BR>> <BR>> When replying, please edit your Subject line so it is more specific<BR>> than "Re: Contents of SSC digest..."<BR>> <BR>> <BR>> Today's Topics:<BR>> <BR>> 1. Re: SSC Digest, Vol 19, Issue 4 (sarah@socialsciencecentre.org.uk)<BR>> <BR>> <BR>> ----------------------------------------------------------------------<BR>> <BR>> Message: 1<BR>> Date: Mon, 2 Jul 2012 23:15:00 +0200<BR>> From: <sarah@socialsciencecentre.org.uk><BR>> To: <ssc@lists.aktivix.org><BR>> Subject: Re: [SSC] SSC Digest, Vol 19, Issue 4<BR>> Message-ID: <49923.1341263700@socialsciencecentre.org.uk><BR>> Content-Type: text/plain; charset="utf-8"<BR>> <BR>> Hi everyone,<BR>> <BR>> 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. <BR>> In the meantime I'm really enjoying the conversations that Alan's reflections have initiated. <BR>> <BR>> 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 <BR>> will need it? Not sure how to go about doing that...<BR>> <BR>> Best,<BR>> Sarah <BR>> <BR>> On Mon 2/07/12 20:41, ssc-request@lists.aktivix.org wrote:<BR>> > Send SSC mailing list submissions to<BR>> > ssc@lis<BR>> > ts.aktivix.org<BR>> > To subscribe or unsubscribe via the World Wide Web, visit<BR>> > https://lists.aktivix.org/mailman/listinfo/ssc<BR>> or, via email, send a message with subject or body 'help' to<BR>> > ssc-request@lists.aktivix.org<BR>> > You can reach the person managing the list at<BR>> > s<BR>> > sc-owner@lists.aktivix.org<BR>> > When replying, please edit your Subject line so it is more specific<BR>> > than "Re: Contents of SSC digest..."<BR>> > <BR>> > <BR>> > Today's Topics:<BR>> > <BR>> > 1. Re: [Norton AntiSpam] Communications, assessment and<BR>> > disability (Alan Gurbutt)<BR>> > <BR>> > <BR>> > ----------------------------------------------------------------------<BR>> > <BR>> > Message: 1<BR>> > Date: Mon, 2 Jul 2012 21:40:52 +0100<BR>> > From: "Alan Gurbutt" <agurbutt@g<BR>> > mail.com><BR>> To: "'Sandie Stratford'" <sa<BR>> > ndiestrat@phonecoop.coop><BR>> Cc: ssc@lis<BR>> > ts.aktivix.org<BR>> Subject: Re: [SSC] [Norton AntiSpam] Communications, assessment and<BR>> > disability<BR>> > Message-ID: <000c01cd5892$f94fabb0$ebef0310$@com><BR>> > Content-Type: text/plain; charset="us-ascii"<BR>> > <BR>> > Dear Sandi / everyone,<BR>> > <BR>> > Grace enjoyed her day. Her grandmother once said her wisdom exceeded<BR>> > her<BR>> age, which, at the time, seemed like a strange comment to make, she was<BR>> > very<BR>> young. <BR>> > <BR>> > <BR>> > <BR>> > I look forward to a time when neuroscience and education become more<BR>> > integrated towards learning, but think science will only prove what<BR>> > Vygotsgy<BR>> already knew. The Brainwaves 2 project at the Royal Society is making<BR>> > headway.<BR>> > <BR>> > <BR>> > <BR>> > People never cease to amaze me, we are remarkably resilient. I'm sure<BR>> > SSC<BR>> will provide support when needed. It just feels right.<BR>> > <BR>> > <BR>> > <BR>> > Best wishes,<BR>> > <BR>> > <BR>> > <BR>> > Alan <BR>> > <BR>> > <BR>> > <BR>> > From: Sandie Stratford [sa<BR>> > ndiestrat@phonecoop.coop] <BR>> Sent: 02 July 2012 20:19<BR>> > To: Alan Gurbutt; ssc@lis<BR>> > ts.aktivix.org<BR>> Subject: Re: [Norton AntiSpam][SSC] Communications, assessment and<BR>> > disability<BR>> > <BR>> > <BR>> > <BR>> > Hi all<BR>> > <BR>> > <BR>> > <BR>> > It was delightful to have Grace take part, with her quiet wisdom and<BR>> > careful<BR>> listening. I am so pleased that she felt able to be part of us.<BR>> > <BR>> > <BR>> > <BR>> > Thanks Alan for a really useful insight into dyslexia. I love the ZPD<BR>> > theory and get more from it every time I study it. It's one of those<BR>> > truly<BR>> intuitive models, for me.<BR>> > <BR>> > <BR>> > <BR>> > You make the very valuable point that dealing with people as individuals<BR>> > is<BR>> what really matters. I hope that's what the SSC will excel at.<BR>> > <BR>> > <BR>> > <BR>> > Sandie<BR>> > <BR>> > ----- Original Message ----- <BR>> > <BR>> > From: Alan Gurbutt <agurbutt@g<BR>> > mail.com> <BR>> > To: ssc@lis<BR>> > ts.aktivix.org <BR>> > Sent: Sunday, July 01, 2012 9:16 PM<BR>> > <BR>> > Subject: [Norton AntiSpam][SSC] Communications, assessment and<BR>> > disability<BR>> > <BR>> > <BR>> > Dear All,<BR>> > <BR>> > <BR>> > <BR>> > It was good to meet you all yesterday. Thank you for allowing my daughter<BR>> > to<BR>> stay. I wanted her to experience learning set aside from schooling.<BR>> > She's<BR>> been busy with GCSEs which is leaving little time for reading more<BR>> > widely.<BR>> It must have worked; she is full of enthusiasm and is now busy<BR>> > transferring<BR>> the creative projects tree to a computer representation.<BR>> > <BR>> > <BR>> > <BR>> > We enjoyed the communications workshop, looking at speaking and<BR>> > listening<BR>> for personalised accessible learning.<BR>> > <BR>> > <BR>> > <BR>> > Regarding disability and special education needs, I'm conscious that I<BR>> > was<BR>> asked to write a short paper about my experience with dyslexia. Please<BR>> > accept my apologies for not having time to do this hence being ill<BR>> > prepared<BR>> for yesterday. <BR>> > <BR>> > <BR>> > <BR>> > To the best of my knowledge I am the only member of my family to have<BR>> > been<BR>> affected by dyslexia and by a twist of fate it hasn't been passed down to<BR>> > my<BR>> children. However, it should be noted that the word 'dyslexia' is a<BR>> > very<BR>> broad term which can have implications beyond genetic transmission,<BR>> > for<BR>> intergenerational learning. This can be compounded by compulsory<BR>> > education<BR>> where standardisation can fail to capture creativity of the young<BR>> > and/or<BR>> disabled. <BR>> > <BR>> > <BR>> > <BR>> > Some describe dyslexia as a specific learning disability (SpLD) whilst<BR>> > others see it as a gift of neurological diversity. I guess, where<BR>> > adjustments are made to learning it becomes less of a disability, where<BR>> > they<BR>> are not the opposite may apply. It is doubtful however to be clear-cut<BR>> > because for some the effects can be severe. For example, dyslexia is<BR>> > associated with conditions such as ADHD. <BR>> > <BR>> > <BR>> > <BR>> > Then there's the issue of how society constructs disability. Some argue<BR>> > for<BR>> inclusion, for equality of opportunity, whilst others see inclusion as<BR>> > a<BR>> dumbing down of excellence or cheating. State education in England has<BR>> > provided few favours. It has been in a state of flux since the 1944<BR>> > Education Act on how to divide children. Recent amendments to state<BR>> > education around admissions and academies will mean it will only get<BR>> > worse<BR>> for those who don't fit the mould. What this essentially means is that<BR>> > Higher Education will become a distant dream for many. <BR>> > <BR>> > <BR>> > <BR>> > There are legal protections in the Equality Act 2010. Basically, if a<BR>> > condition is expected to last for more than 12 months reasonable<BR>> > adjustments<BR>> must be made. I'll revisit this at some point.<BR>> > <BR>> > <BR>> > <BR>> > The Scottish Government have produced a working definition of dyslexia<BR>> > which<BR>> is quite useful <BR>> > <BR>> > <BR>> > <BR>> > Dyslexia can be described as a continuum of difficulties in learning<BR>> > to<BR>> read, write and/or spell, which persist despite the provision of<BR>> > appropriate<BR>> learning opportunities. These difficulties often do not reflect an<BR>> > individual's cognitive abilities and may not be typical of performance<BR>> > in<BR>> other areas. The impact of dyslexia as a barrier to learning varies in<BR>> > degree according to the learning and teaching environment, as there<BR>> > are<BR>> often associated difficulties such as:<BR>> > <BR>> > <BR>> > <BR>> > . auditory and /or visual processing of language-based<BR>> > information<BR>> > . phonological awareness<BR>> > <BR>> > . oral language skills and reading fluency<BR>> > <BR>> > . short-term and working memory<BR>> > <BR>> > . sequencing and directionality<BR>> > <BR>> > . number skills<BR>> > <BR>> > . organisational ability<BR>> > <BR>> > . Motor skills and co-ordination may also be affected.<BR>> > <BR>> > Dyslexia exists in all cultures and across the range of abilities and<BR>> > socio-economic backgrounds. It is a hereditary, life-long,<BR>> > neuro-developmental condition. Unidentified, dyslexia is likely to result<BR>> > in<BR>> low self esteem, high stress, atypical behaviour, and low achievement.<BR>> > <BR>> > Learners with dyslexia will benefit from early identification,<BR>> > appropriate<BR>> intervention and targeted effective teaching, enabling them to become<BR>> > successful learners, confident individuals, effective contributors and<BR>> > responsible citizens.<BR>> > <BR>> > My extreme view for what it is worth is based on retrospection combined<BR>> > with<BR>> what I have learnt at the University of Lincoln on a child studies<BR>> > programme. Everything we become, our ability to process language, with<BR>> > the<BR>> exception of profound and unrelated illness, relates to our attachment<BR>> > to<BR>> our primary caregiver and our culture: social interactions with other<BR>> > people<BR>> and institutions. <BR>> > <BR>> > <BR>> > <BR>> > The work of Russian educational psychologist and revolutionary Lev<BR>> > Vygotsky<BR>> has had a profound influence on me, but not in the usual sense. As is<BR>> > common<BR>> to many dyslexics I often miss chunks of text, transpose meaning and<BR>> > arrive<BR>> at a different place. I misread Vygotsky's Zone of Proximal<BR>> > Development<BR>> (ZPD) meant I would need to analyse gaps in my own skills in order to<BR>> > find<BR>> additional support for my children's homework. Anyway, all was not lost<BR>> > by<BR>> failing to realise that teachers are intended to provide support within<BR>> > the<BR>> zone of consolidated knowledge and potential ability. At this point I<BR>> > had<BR>> spent three years campaigning for the underlying deficits associated<BR>> > with<BR>> premature birth to be passed from health into education so knew Vygotsky<BR>> > had<BR>> been at work here too (long story). It also became apparent that<BR>> > interventions such as REAL (Raising Early Achievement in Literacy) use<BR>> > his<BR>> theories of ZPD and language development. Moreover, the correct<BR>> > interpretation of Vygotsky's work was he rejected the notion that<BR>> > children<BR>> have to first meet a particular stage of maturation in order to move on<BR>> > to<BR>> the next stage of learning. With the right support learning could take<BR>> > place<BR>> through effective use of language. Most importantly, he had noted<BR>> > learning<BR>> can precede child development. He was ahead of his time. Current fMRI<BR>> > studies are noting that brain development occurs in spurts and the brain<BR>> > is<BR>> far more plastic than was previously thought, particularly in teenage<BR>> > years.<BR>> Professor Price (UCL) recently said: "We have to be careful not to write<BR>> > off<BR>> poorer performers at an early age when in fact their IQ may improve<BR>> > significantly given a few more years". <BR>> > <BR>> > <BR>> > <BR>> > Why am I waffling on about brain development and how does it relate to<BR>> > dyslexia?<BR>> > <BR>> > <BR>> > <BR>> > Allen Schore et al. have provided a multi disciplinary synthesis of<BR>> > neuroscience from which they have determined sensitive periods of<BR>> > brain<BR>> development, particularly in the first 6 months, 24 months and<BR>> > adolescence<BR>> (up to 21/25 years of age). Most importantly, this type of research<BR>> > reinforces the influence of the environment on the brain throughout life<BR>> > -<BR>> on human potential. Furthermore, it is now generally noted that when<BR>> > damage<BR>> occurs to one area of the brain, the problem can be mediated by making<BR>> > another area of the brain accessible for that activity. <BR>> > <BR>> > <BR>> > <BR>> > This is why we need to make reasonable adjustments for students with<BR>> > disabilities in the assessment process. We need to move away from<BR>> > standardisation and state control. <BR>> > <BR>> > <BR>> > <BR>> > Best wishes,<BR>> > <BR>> > <BR>> > <BR>> > Alan <BR>> > <BR>> > <BR>> > _____ <BR>> > <BR>> > <BR>> > _______________________________________________<BR>> > SSC mailing list<BR>> > SSC@lists.aktivix.org<BR>> > https://lists.aktivix.org/mailman/listinfo/ssc<BR>> > _____ <BR>> > <BR>> > No virus found in this message.<BR>> > Checked by AVG - www.avg.com<BR>> Version: 2012.0.2180 / Virus Database: 2437/5106 - Release Date:<BR>> > 07/02/12<BR>> > -------------- next part --------------<BR>> > An HTML attachment was scrubbed...<BR>> > URL: <https://lists.aktivix.org/pipermail/ssc/attachments/20120702/4b<BR>> > 4c679c/attachment.html><BR>> > ------------------------------<BR>> > <BR>> > _______________________________________________<BR>> > SSC mailing list<BR>> > SSC@lists.aktivix.org<BR>> > https://lists.aktivix.org/mailman/listinfo/ssc<BR>> > <BR>> > End of SSC Digest, Vol 19, Issue 4<BR>> > **********************************<BR>> > <BR>> > <BR>> > <BR>> <BR>> <BR>> <BR>> <BR>> <BR>> ------------------------------<BR>> <BR>> _______________________________________________<BR>> SSC mailing list<BR>> SSC@lists.aktivix.org<BR>> https://lists.aktivix.org/mailman/listinfo/ssc<BR>> <BR>> <BR>> End of SSC Digest, Vol 19, Issue 5<BR>> **********************************<BR></DIV> </div></body>
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