5. 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?
6. Rules of Engagement
Willbe common to all university
classrooms
Student code of conduct
Expectations for my sessions
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. Social Role
As Defined by Sociologist Talcott Parsons
A Social Role may be defined as a socially
expected pattern…
of behaviours,
responsibilities,
expectations,
and privileges.
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. Characteristics
What do they look like? What don’t they look
like?
1. “smart” – glasses,
reading 1. Rumpled
2. Scruffy
2. Carries backpack
3. Baggy clothes
3. Well dressed 4. Intoxicated
4. Carries books 5. Parties all the time
5. Conservative 6. Bags under their
clothing eyes
12. Characteristics
How do they How don’t they
Behave? behave?
1. Motivated 1. Lazy
2. Articulate 2. Disrespectful
3. Well spoken 3. Hostile
15. Social Role of the Student
of behaviour
responsibilities –
Expectations –
and privileges –
What are these for a student
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. 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. 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.
20. 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
21. There are both positive
and negative social
roles.
List positive social roles
and negative ones
22. 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.
24. 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
25. 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
26. So what do we do
about it?
Minimize devaluation...
Maximizevalued social
roles…
27. By paying attention to…
the socially expected
pattern of behaviours,
responsibilities,
expectations,
and privileges,
…of a University Student
28. We accomplish this through role
communicators
What are role communicators?
29. Role Communicators
1. The structure & context of the physical
environment
University Campus vs. separate space
30. Role Communicators
1. The people associated with a person or
group, including clients, staff, others
32. Role Communicators con’t.
4. The language that is used:
a. Direct address to people
a. Dr. vs. Sir vs. Miss
b. Indirect references to people
c. Names of services processes,
including activities, staff titles
d. Facility/service names
a. Student Affairs vs. Student, Community
and Leadership Development
41. Breakdown in Pathways
General way of explaining what a
learning disability is - breakdown or
slowdown of pathways that process,
interpret, express information
43. “Learning Disabilities” refers to a variety of
disorders that affect the
acquisition,
retention,
understanding
organization
or use of
verbal and/or non-verbal information
44. 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.
45. “Psychological Processes” - An evolving list that
has focused on functions such as:
phonological processing
memory and attention
processing speed
46. Learning disabilities are specific not global
impairments and as such are distinct from
intellectual disabilities.
47. Learning disabilities range in severity and
invariable interfere with the acquisition and use
of 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. Learning disabilities may also cause difficulties
with organizational skills, social perception and
social interaction.
49. 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.
50. 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
51. Now we have a sense of what
a LD is
How do we assess one?
52.
53.
54. Traditional Assessment
Rely 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
55. 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
56. Standardized Tests
Reading
- Nelson-Denny Test of Reading
Comprehension (Vocab/Comp/Rate)
Diagnostic Reading
- Woodcock Reading Mastery Tests -
Revised
Language
- Peabody Picture vocabulary test
Visual – Motor
- Bender
57. Types of Standardized Tests
Tests 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)
Editor's Notes
.
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