<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
<HTML><HEAD>
<META http-equiv=Content-Type content="text/html; charset=us-ascii">
<STYLE>.hmmessage P {
PADDING-RIGHT: 0px; PADDING-LEFT: 0px; PADDING-BOTTOM: 0px; MARGIN: 0px; PADDING-TOP: 0px
}
BODY.hmmessage {
FONT-SIZE: 10pt; FONT-FAMILY: Tahoma
}
</STYLE>
<META content="MSHTML 6.00.6000.17109" name=GENERATOR></HEAD>
<BODY class=hmmessage>
<DIV dir=ltr align=left><SPAN class=303020916-03072012><FONT face=Arial
color=#0000ff>My apologies too for absence tomorrow.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=303020916-03072012><FONT face=Arial
color=#0000ff>I look forward to hearing about it,</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=303020916-03072012><FONT face=Arial
color=#0000ff>Richard K</FONT></SPAN></DIV><BR>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left>
<HR tabIndex=-1>
<FONT face=Tahoma><B>From:</B> ssc-bounces@lists.aktivix.org
[mailto:ssc-bounces@lists.aktivix.org] <B>On Behalf Of </B>douglas
brooks<BR><B>Sent:</B> 03 July 2012 16:38<BR><B>To:</B>
ssc@lists.aktivix.org<BR><B>Subject:</B> Re: [SSC] SSC Digest, Vol 19, Issue
5<BR></FONT><BR></DIV>
<DIV></DIV>
<DIV dir=ltr>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><DIV> </DIV><DIV><FONT size="2" face="Times New Roman"><br/><b><i>The University of Lincoln</i> - a top performer in student satisfaction, enjoying an unrivalled ascent through the University league tables, set in a dynamic, research rich and vibrant campus in the heart of a great historic student-friendly city.</b></FONT></DIV><DIV><FONT size="1" face="Arial"><br/><br/>The information in this e-mail and any attachments may be confidential. If you have received this email in error please notify the sender immediately and remove it from your system. Do not disclose the contents to another person or take copies.<br/><br/>Email is not secure and may contain viruses. The University of Lincoln makes every effort to ensure email is sent without viruses, but cannot guarantee this and recommends recipients take appropriate precautions.<br/><br/>The University may monitor email traffic data and content in accordance with its policies and English law. Further information can be found at: http://www.lincoln.ac.uk/legal.</FONT></DIV></BODY></HTML>