2nd Advocacy Session August 2012
description
Transcript of 2nd Advocacy Session August 2012
![Page 1: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/1.jpg)
The Successful Post Secondary Student – Session 2
![Page 2: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/2.jpg)
Website - Agenda
![Page 3: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/3.jpg)
What are you going to take away from what we have to say?
What choices will you make?
![Page 4: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/4.jpg)
What has that got to do with school?
![Page 5: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/5.jpg)
It is all about choice – and what 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?
![Page 6: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/6.jpg)
Rules of Engagement Will be common to all university
classrooms
Student code of conduct
Expectations for my sessions
![Page 7: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/7.jpg)
You can do this What will you choose?
![Page 8: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/8.jpg)
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%
![Page 9: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/9.jpg)
Social RoleAs Defined by Sociologist Talcott Parsons
A Social Role may be defined as a socially expected pattern…
of behaviours, responsibilities, expectations, and privileges.
![Page 10: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/10.jpg)
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
![Page 11: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/11.jpg)
CharacteristicsWhat do they look
like?
1. “smart” – glasses, reading
2. Carries backpack3. Well dressed4. Carries books5. Conservative
clothing
What don’t they look like?
1. Rumpled2. Scruffy3. Baggy clothes4. Intoxicated5. Parties all the time6. Bags under their
eyes
![Page 12: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/12.jpg)
CharacteristicsHow do they
Behave?
1. Motivated2. Articulate3. Well spoken
How don’t they behave?
1. Lazy2. Disrespectful3. Hostile
![Page 13: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/13.jpg)
Images of Students
![Page 14: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/14.jpg)
Age? Gender? Diversity? Who will be in your classes?
![Page 15: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/15.jpg)
Social Role of the Student of behaviour responsibilities – Expectations – and privileges –
What are these for a student
![Page 16: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/16.jpg)
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
![Page 17: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/17.jpg)
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
![Page 18: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/18.jpg)
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.
![Page 19: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/19.jpg)
What Happens when Roles Conflict?
![Page 20: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/20.jpg)
Social Roles and LDs Connection 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
![Page 21: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/21.jpg)
There are both positive and negative social roles.
List positive social roles and negative ones
![Page 22: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/22.jpg)
The Social Definition of Devaluation
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.
![Page 23: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/23.jpg)
Society Devalues Certain Qualities
&Conditions
![Page 24: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/24.jpg)
Minority groups Widely Devalued 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
![Page 25: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/25.jpg)
Minority groups Widely Devalued 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
![Page 26: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/26.jpg)
So what do we do about it?
Minimize devaluation...
Maximize valued social roles…
![Page 27: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/27.jpg)
By paying attention to…the socially expected
pattern of behaviours, responsibilities, expectations, and privileges,
…of a University Student
![Page 28: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/28.jpg)
We accomplish this through role communicators
What are role communicators?
![Page 29: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/29.jpg)
Role Communicators1. The structure & context of the physical
environment
University Campus vs. separate space
![Page 30: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/30.jpg)
Role Communicators1. The people associated with a person
or group, including clients, staff, others
![Page 31: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/31.jpg)
Role Communicators The behaviours that are expected,
demanded, shaped, & acted out
![Page 32: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/32.jpg)
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
![Page 33: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/33.jpg)
Role Communicators con’t.5. Other imagery attached to a person or
group
1. stereotypes
![Page 34: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/34.jpg)
Awareness/Advocacy Why at present at beginning of
program?
![Page 35: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/35.jpg)
STEPS TO LEARNING Senses
Processing Memory Expression
![Page 36: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/36.jpg)
Senses Eyes, ears, mouth, skin
![Page 37: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/37.jpg)
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
![Page 38: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/38.jpg)
Concrete Example of Processing Rick Lavoie Processing
![Page 39: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/39.jpg)
Memory
Working *** Short Term Long Term
![Page 40: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/40.jpg)
Expression Speaking Reading Writing
![Page 41: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/41.jpg)
Breakdown in Pathways General way of explaining what a
learning disability is - breakdown or slowdown of pathways that process, interpret, express information
![Page 42: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/42.jpg)
Learning Disabilities:A new definition
Learning Disabilities Association of Ontario (LDAO)
2001
![Page 43: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/43.jpg)
“Learning Disabilities” refers to a variety of disorders that affect the
acquisition,retention,
understandingorganization
or use of
verbal and/or non-verbal information
![Page 44: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/44.jpg)
These disorders result from impairments in one or more psychological processes related to learning,
in combination with otherwise average abilities essential for thinking and reasoning.
![Page 45: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/45.jpg)
“Psychological Processes” - An evolving list that has focused on functions such as:
phonological processing memory and attention processing speed
![Page 46: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/46.jpg)
Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.
![Page 47: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/47.jpg)
Learning disabilities range in severity and invariable interfere with the acquisition and use of one or more of the following important skills:
Oral language (e.g., listening, speaking, understanding)
Reading (e.g., decoding, comprehension) Written language (e.g., spelling, written
expression) Mathematics (e.g., computation, problem
solving)
![Page 48: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/48.jpg)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction.
![Page 49: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/49.jpg)
The impairments are generally life-long.
However, their effects may be expressed differently over time, depending on the match between the demands of the environment and the individual’s characteristics.
![Page 50: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/50.jpg)
Common Elements Regardless of 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
![Page 51: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/51.jpg)
Now we have a sense of what a LD is How do we assess one?
![Page 52: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/52.jpg)
![Page 53: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/53.jpg)
![Page 54: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/54.jpg)
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
![Page 55: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/55.jpg)
Traditional Assessment Caveats What are the limitations of the tests you
are using Use multiple sources of data when
possible to get a more accurate picture
![Page 56: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/56.jpg)
Standardized TestsReading- Nelson-Denny Test of Reading
Comprehension (Vocab/Comp/Rate)Diagnostic Reading- Woodcock Reading Mastery Tests -
RevisedLanguage- Peabody Picture vocabulary testVisual – Motor- Bender
![Page 57: 2nd Advocacy Session August 2012](https://reader036.fdocuments.us/reader036/viewer/2022070303/54b6b59f4a7959ef6d8b45f0/html5/thumbnails/57.jpg)
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)