3rd Advocacy Session August 2012

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  • .
  • EXPECTED !!!! REGARDLESS OF WHETHER IT … OUGHT VS. IS ROLE OF STUDENT behaviour: attend class responsibilities: hand in assignments on time expectations: study for tests, be responsible for own learning privileges: access to library, student services, etc.
  • Have students list positive and negative social roles. Ex. Student, homeowner, member, parent vs. eternal child, menace, burden of charity, object of pity. OH: Major Common Socio-historical role perceptions of individuals or groups who are different, devalued, minority or handicapped.
  • REMINDER: OUGHT VS. IS
  • Have students list qualities and conditions that they see as being devalued. WRITE THEM ON THE BOARD. Do students think that having a learning disability is seen as a difference that is perceived as significant by a ruling or majority segment of society who value this difference negatively? If not, ask them if they have ever been made to feel bad about having a disability – maybe felt like people thought they are stupid or felt that they themselves were stupid. OH: Minority Groups Widely Devalued In Western Society
  • Minimize devaluation: Not perceive the difference Perceive the difference in fewer areas Perceive the difference as insignificant by a significant majority of the people. View the difference positively. ALL OF THIS WITHOUT PUSHING OTHER PEOPLE DOWN
  • OH: Rielle as baby graduate. What is communicated about the role this child is filling or is EXPECTED to fill in the future?
  • – with typical students typical prof ’s, TA’s, other students, etc. Like typical students but paying even closer attention to behaviour. For a university student, this provides a broad range of choice. This does not restrict individuality but provides guidelines for appropriate behaviour.
  • 4. OH: Examples of equating people with their impairments Indirect references influence people but this can also be influenced by the individual. Facility Names – Project Advance vs. Let the students come up with a name that would enhance a negative image. For example: Slow starters. OH: Why are the Following Facilities Named as they Are?
  • - non-verbal information – where we don ’t use language – understanding how wood joins together to make a table - puzzles
  • Norm-referenced – have been administered to large groups of children More than 1 form = can be assessed more than once without being overly – practiced – in situations where might want to assess pre- and post- to determine progress Standard administration – very precise instructions have been to given, and strict criteria for scoring and adminisitration Does it test what it says it does
  • Diagnostic tests – those that are trying to pin-point the difficulty the student is experiencing as opposed to describing reading level – trying to discover the HOW Writing does not tend to be among the standarized tests as it is much more difficulty to assess this way Notion of batteries – often try to come up with one “package”that will test everything – example with respect to academic tests is the WRAT series – reading out of context, spelling, math
  • 3rd Advocacy Session August 2012

    1. 1. The Successful PostSecondary Student
    2. 2. Website - Agenda
    3. 3. What are you going to takeaway from what we haveto say? What choices will you make?
    4. 4. What has that got to do withschool?
    5. 5. It is all about choice – andwhat you deem is important Because we can teach you nothing…. Unless you want to learn And if you do not want to be here – you are free to leave – today If you stay – you commit to 9 days of building your post-secondary to be a foundation for the next 6 years What do you want to take away from today? How are we going to do that together?
    6. 6. Rules of Engagement Willbe common to all university classrooms Student code of conduct Expectations for my sessions
    7. 7. You can do this What will you choose?
    8. 8. 2001 Statistics Population Sampled (15 years and older) = 23 901 360 or about 24 000 000 6 173 225 start university = 24% 3 687 650 complete degree = 15% 642 055 complete a masters = 2.6% 128 625 complete a PhD = .5%
    9. 9. Social Role As Defined by Sociologist Talcott ParsonsA Social Role may be defined as a socially expected pattern… of behaviours, responsibilities, expectations, and privileges.
    10. 10. Characteristics of the Successful Student What do they look like? What don’t they look like? How do they behave? How don’t they behave? Divide into 4 groups
    11. 11. CharacteristicsWhat do they look like? What don’t they look like?1. “smart” – glasses, reading 1. Rumpled 2. Scruffy2. Carries backpack 3. Baggy clothes3. Well dressed 4. Intoxicated4. Carries books 5. Parties all the time5. Conservative 6. Bags under their clothing eyes
    12. 12. CharacteristicsHow do they How don’t they Behave? behave?1. Motivated 1. Lazy2. Articulate 2. Disrespectful3. Well spoken 3. Hostile
    13. 13. Images of Students
    14. 14. Age? Gender? Diversity? Who will be in your classes?
    15. 15. Social Role of the Student of behaviour responsibilities – Expectations –and privileges –What are these for a student
    16. 16. Social Role of the Student of behaviour, - doing work responsibilities - studying, completing assignments, attending class Expectations – you will work hard, you will fulfill all class requirements and privileges – access to library, access to funding, access to student services, reduced rates for museums, travel, ability to choose courses, create own time table
    17. 17. Roles Powerfully Impact Upon: Image in eyes of others ~ status & reputation Image in own eyes ~ self-image Acceptance and belonging Associations and relationships Autonomy and freedom Personal growth and development Opportunities Material side of life Lifestyle
    18. 18. What other Social Roles Do You Hold· It is useful to make a list of the roles that you hold in your life.· These may include some of the following common roles:· Spouse, child, parent, sibling, worker, friend, profession, hobbyist, voluntary worker, older person.
    19. 19. What Happens when RolesConflict?
    20. 20. Social Roles and LDsConnection Terminology re LD  Permanent disability – tied to rights  Neurological dysfunction in one or more of the psychological processes related to learning Learn “differently” vs Learning Disability Concept of “passing” Concept of “comorbidity” stopped here
    21. 21. There are both positiveand negative socialroles.List positive social rolesand negative ones
    22. 22. The Social Definition ofDevaluation A person becomes perceived or defined as devalued…1. By being different from others…2. In one or more dimensions…3. Which are perceived as significant by a majority or ruling segment of a society…4. Who value this difference negatively.
    23. 23. Society Devalues Certain Qualities &Conditions
    24. 24. Minority groups WidelyDevalued in Western Society Those impaired in  Senses – vision, hearing  Body – CP, epilespy, etc  Mind – psychiatric illness, intellectual disability Those see as disordered in behavior  Activity level – hyperactive, lethargic  Self-destructive , substance dependent  Sexual orientation or conduct Socially rebellious  Lawless, delinquent, imprisioned  dissident Wolf Wolfsenberger - Syracuse University Training Institute
    25. 25. Minority groups WidelyDevalued in Western Society The poor Those with few or unwanted skills  Illiterate  unemployed Those“unassimilated” for other reasons:  Age – unborn, newborn, aged  Race, nationality, ethnicity  religion
    26. 26. So what do we do about it?Minimize devaluation...Maximizevalued social roles…
    27. 27. By paying attention to…the socially expected pattern of behaviours, responsibilities, expectations, and privileges,…of a University Student
    28. 28. We accomplish this through rolecommunicators What are role communicators?
    29. 29. Role Communicators1. The structure & context of the physical environment University Campus vs. separate space
    30. 30. Role Communicators1. The people associated with a person or group, including clients, staff, others
    31. 31. Role Communicators The behaviours that are expected, demanded, shaped, & acted out
    32. 32. Role Communicators con’t.4. The language that is used:a. Direct address to people a. Dr. vs. Sir vs. Missb. Indirect references to peoplec. Names of services processes, including activities, staff titlesd. Facility/service names a. Student Affairs vs. Student, Community and Leadership Development
    33. 33. Role Communicators con’t.5. Other imagery attached to a person or group 1. stereotypes
    34. 34. Awareness/Advocacy Why at present at beginning of program?
    35. 35. STEPS TO LEARNING Senses Processing Memory Expression
    36. 36. Senses Eyes, ears, mouth, skin
    37. 37. Processing* breakdown starting here often defines an LD Visual Processing Auditory Processing Tactile (skin) Kinesthetic Processing (body movement) Speed of processing crucial factor in interpreting information
    38. 38. Concrete Example ofProcessing Rick Lavoie Processing
    39. 39. Memory  Working ***  Short Term  Long Term
    40. 40. Expression Speaking Reading Writing
    41. 41. Breakdown in Pathways General way of explaining what a learning disability is - breakdown or slowdown of pathways that process, interpret, express information
    42. 42. Learning Disabilities:A new definitionLearning Disabilities Association ofOntario (LDAO)2001
    43. 43. “Learning Disabilities” refers to a variety of disorders that affect the acquisition, retention, understanding organization or use ofverbal and/or non-verbal information
    44. 44. These disorders result from impairments in one ormore psychological processes related tolearning,in combination with otherwise average abilitiesessential for thinking and reasoning.
    45. 45. “Psychological Processes” - An evolving list that has focused on functions such as: phonological processing memory and attention processing speed
    46. 46. Learning disabilities are specific not globalimpairments and as such are distinct fromintellectual disabilities.
    47. 47. Learning disabilities range in severity andinvariable interfere with the acquisition and useof one or more of the following important skills:  Orallanguage (e.g., listening, speaking, understanding)  Reading (e.g., decoding, comprehension)  Written language (e.g., spelling, written expression)  Mathematics (e.g., computation, problem solving)
    48. 48. Learning disabilities may also cause difficultieswith organizational skills, social perception andsocial interaction.
    49. 49. The impairments are generally life-long.However, their effects may be expresseddifferently over time, depending on the matchbetween the demands of the environment andthe individual’s characteristics.
    50. 50. Common Elements Regardlessof Definition  Neurological dysfunction  Uneven growth pattern and psychological processing deficits  Difficulty in academic and learning tasks  Discrepancy between achievement and potential  Exclusion of other causes
    51. 51. Now we have a sense of whata LD is How do we assess one?
    52. 52. Traditional AssessmentRely on standardized / formal tests Use scores to compare student’s progress with others “norm-referenced” Tests available in more than 1 form Standard administration Contains grade norms, age norms, percentiles Information on validity of the test
    53. 53. Traditional AssessmentCaveats What are the limitations of the tests you are using Use multiple sources of data when possible to get a more accurate picture
    54. 54. Standardized TestsReading- Nelson-Denny Test of Reading Comprehension (Vocab/Comp/Rate)Diagnostic Reading- Woodcock Reading Mastery Tests - RevisedLanguage- Peabody Picture vocabulary testVisual – Motor- Bender
    55. 55. Types of Standardized TestsTests of Mental Abilities and Processes IQ WISC – III – Wechsler Intellignce Scale for Children > 16 – WAIS – Wechsler Adult Intelligence Scale Stanford-Binet Kaufman Assessment Battery for Children (KAB-C)
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