The Successful PostSecondary Student –Session 2
Website - Agenda
What are you going to takeaway from what we haveto say? What   choices will you make?
What has that got to do withschool?
It is all about choice – andwhat you deem is important   Because we can teach you nothing….   Unless you want to learn ...
Rules of Engagement Willbe common to all university  classrooms Student   code of conduct Expectations   for my sessions
You can do this What   will you choose?
2001 Statistics Population Sampled (15 years and older)  = 23 901 360 or about 24 000 000 6 173 225 start university = ...
Social Role        As Defined by Sociologist Talcott ParsonsA Social Role may be defined as a socially  expected pattern…...
Characteristics of the       Successful Student What do they look like? What don’t they look like? How do they behave?...
CharacteristicsWhat do they look like?   What don’t they look                            like?1.   “smart” – glasses,     ...
CharacteristicsHow do they        How don’t they  Behave?            behave?1.   Motivated     1.   Lazy2.   Articulate   ...
Images of Students
Age? Gender? Diversity? Who   will be in your classes?
Social Role of the Student of behaviour responsibilities – Expectations –and privileges –What are these for a student
Social Role of the Student of behaviour, - doing work responsibilities - studying, completing  assignments, attending cl...
Roles Powerfully Impact Upon: Image    in eyes of others ~ status &  reputation Image in own eyes ~ self-image Acceptan...
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 inc...
What Happens when RolesConflict?
Social Roles and LDsConnection Terminology   re LD    Permanent disability – tied to rights    Neurological dysfunction...
There are both positiveand negative socialroles.List positive social rolesand negative ones
The Social Definition ofDevaluation     A person becomes perceived or     defined as devalued…1.   By being different from...
Society Devalues Certain Qualities  &Conditions
Minority groups WidelyDevalued in Western Society   Those impaired in       Senses – vision, hearing       Body – CP, e...
Minority groups WidelyDevalued in Western Society The poor Those with few or unwanted skills    Illiterate    unemploy...
So what do we do    about it?Minimize   devaluation...Maximizevalued social        roles…
By paying attention to…the socially expected pattern of behaviours, responsibilities, expectations, and privileges,…of...
We accomplish this through rolecommunicators What are role communicators?
Role Communicators1.   The structure & context of the physical     environment     University Campus vs. separate space
Role Communicators1.   The people associated with a person or     group, including clients, staff, others
Role Communicators The    behaviours that are expected, demanded, shaped, & acted out
Role Communicators con’t.4.    The language that is used:a.    Direct address to people     a.   Dr. vs. Sir vs. Missb.   ...
Role Communicators con’t.5.    Other imagery attached to a person or      group     1.   stereotypes
Awareness/Advocacy Why   at present at beginning of program?
STEPS TO LEARNING Senses Processing Memory Expression
Senses Eyes,   ears, mouth, skin
Processing* breakdown starting here often defines an LD Visual Processing Auditory Processing Tactile (skin) Kinesthet...
Concrete Example ofProcessing Rick   Lavoie Processing
Memory    Working ***    Short Term    Long Term
Expression Speaking Reading Writing
Breakdown in Pathways General  way of explaining what a learning disability is - breakdown or slowdown of pathways that p...
Learning Disabilities:A new definitionLearning Disabilities Association ofOntario (LDAO)2001
“Learning Disabilities” refers to a variety of  disorders that affect the                     acquisition,                ...
These disorders result from impairments in one ormore psychological processes related tolearning,in combination with other...
“Psychological Processes” - An evolving list that  has focused on functions such as: phonological processing memory and ...
Learning disabilities are specific not globalimpairments and as such are distinct fromintellectual disabilities.
Learning disabilities range in severity andinvariable interfere with the acquisition and useof one or more of the followin...
Learning disabilities may also cause difficultieswith organizational skills, social perception andsocial interaction.
The impairments are generally life-long.However, their effects may be expresseddifferently over time, depending on the mat...
Common Elements Regardlessof Definition    Neurological dysfunction    Uneven growth pattern and psychological     proce...
Now we have a sense of whata LD is How   do we assess one?
Traditional AssessmentRely on standardized / formal tests Use scores to compare student’s  progress with others “norm-re...
Traditional AssessmentCaveats What  are the limitations of the tests you  are using Use multiple sources of data when  p...
Standardized TestsReading- Nelson-Denny Test of Reading  Comprehension (Vocab/Comp/Rate)Diagnostic Reading- Woodcock Readi...
Types of Standardized TestsTests of Mental Abilities and Processes IQ WISC – III – Wechsler Intellignce Scale for  Childr...
2nd Advocacy Session August 2012
2nd Advocacy Session August 2012
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2nd Advocacy Session August 2012

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2nd Advocacy Session August 2012

  1. 1. The Successful PostSecondary Student –Session 2
  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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