Tuesday January 15th 2019 John Keenan John.keenan@newman.ac.uk

1. Tuesday January 15th 2019 John Keenan John.keenan@newman.ac.uk

2. Professionalism

3. Assignment Details: 4000 words A critical analysis of an evidence-based approach to teaching in English consisting of: A review of research literature on a problematic aspect of teaching and learning English that has been agreed with the module leader. A discussion of the potential implications of the reviewed literature for the effective teaching of a problematic part of the English curriculum. Suggestions for how these implications might inform teaching of the chosen part of the curriculum.

4. 29.4.19 https://www.timeanddate.com/countdown/generic?iso=20190429T00&p0=297&font=cursive

6. Today… • Examine, through a review of literature, the nature of dyslexia, autism, ADHD and other learning disabilities and how they affect pupils’ language development.

7. Thought

9. Problem for boys Problem for a pupil with dyslexia Problem for a pupil with autism Problem for a pupil with EAL Problem for a pupil with ADHD Other needs

10. What can you do? https://childdevelopmentinfo.com/learning/learning_disabilities/teacher/

11. What can you do? https://www.dawsonera.com/readonline/9780203138830 Dramatherapy with children, young people and schools: enabling creativity, sociability, communication and learning Leigh, Lauraine

12. Solution for boys Solution for a pupil with dyslexia Solution for a pupil with autism Solution for a pupil with EAL Solution for a pupil with ADHD Other needs

13. ADHD – Level 7

14. Problématisation

15. Bourdieu The power to impose recognition depends on the capacity to mobilise around a name Bourdieu, 1984, p.481

16. Foucault- power ‘the ability to act on the actions of others’

17. The other The one over whom power is exercised Foucault, 1982, p.220

18. Discourses inform: What can be said Who can speak The positions from which they can speak Leitch 2007: 264

19. Valerie Harwood ‘the power to diagnose disorderly children’’

20. Michel Foucault THE POSITIONS TO WHICH WE ARE SUMMONED ADHD

21. ADHD Medical View Environmental View

23. 39% of children with ADHD have had fixed term exclusions from school 11% of excluded children with ADHD have been excluded permanently. 49% of male and 33% of female sentenced prisoners were excluded from school. http://www.addiss.co.uk/schoolreport.pdf

24. • 32-40% more likely to drop out of school• 50-70% more likely to have few or no friends• 70-80% more likely to under perform at work• 40-50% more likely to engage in antisocial behaviour http://www.addiss.co.uk/schoolreport.pdf

25. http://www.addiss.co.uk/schoolreport.pdf

30. P,.35

32. . The focus here is on micro-integrating practices of routinisation. These practices, material manifestations of normative discourses of good behaviour, enact a medicalised episteme, including some children while excluding others. Those who fail to conform to the norms are singled out for special education or treatment, one form of which is a diagnosis of ADHD. In investigating elements of what has been termed school’s hidden curriculum, Jackson et al. (1993) offer two categories that seek to govern moral life in the classroom: moral instruction and moral practice. p60

33. The discipline of routine helps to constitute a ‘formed framework’ for existence by cultuvating a sense of ‘being’, and its separation from ‘non-being’ Giddens 1991 in 61

34. 76

35. p. 80

36. The sociologist Howard Becker (1963) advanced this premise in the simplest of terms with his argument in Outsiders: creating a norm creates positions on both sides of it, it creates those on the inside and those on the outside. Therefore, rather than talking about a ‘delinquent’, ‘deviant’, or ‘criminal’ as a set of more or less essential characteristics, as independent forces in themselves, we might instead talk about them in terms of their position according to the social norms which have produced the categories of ‘legal/illegal’, ‘good/bad’, ‘normal/abnormal’ and so forth. The liberatory potential of this premise is that rather than there being a thing such as a criminal, with essential and largely unchangeable characteristics, there are instead norms, rules and codes which are socially defi ned and which can be changed. To do so, however, requires the assumptions that keep them in operation to be disturbed. It is very diffi cult to make these argument in relation to ADHD without it being perceived by many of those stakeholders mentioned above that you are siding with the myth makers: understood as denying the very existence of ADHD, and that you have no capacity to care for the suffering it produces, that you are a radical, a theorist with no interest in empirical realities, only a political agenda (Barkley, 2002).

37. Regarding the other, there is the punitive practice of the school through which the badly behaved child is made an object of discipline. Perhaps the distinction between those with power and those without is not always so clear as with conventional images of oppression such as slavery. Perhaps the language of oppression can be useful in drawing out the experiences of stigma described in the newspaper article as acting on children diagnosed with ADHD, as well as the stigma that attaches to their mothers, who are blamed for the existence of mental disorder in their children. Who is the powerful in this situation? Who is ‘the stigmatiser’? Who promotes the assumptions on which the stigma is based? Convention implies that mothers have a certain power over their children, but it is clear just from this brief newspaper snippet that mothers might be made objects of greater powers in their enaction of this role. And is the child the lowest common denominator, the powerless one at the bottom of the pile? Certainly it seems that others have authority over them, that they resemble the tennis ball of Laing’s (1969) analogy; ‘served, smashed, volleyed, lobbed’ (p. 15). Yet they are also ‘the centre of the game and the spectacle’ (p. 15); simple changes in a child’s behaviour forces these authorities to mobilise resources: time, energy, money, labour, in an attempt not just to control or quash this behaviour, but to shape it, through discipline, into something more socially acceptable and economically

41. Socratic Discussion

42. problematisation critical dialogue epistemology voice

43. Dyslexia

44. 20% - learning difficulties physical, sensory, emotional, behavioural Cited in Doyle, 1996: 72

45. What does it mean for your lessons?

46. History of dyslexia Kussmaul 1877 – word blindness Berlin 1877 – dyslexia Hinshelwood 1895 – congenital Norrie 1938 - organisation for dyslexic people Miles and Miles 1990 Dyslexia: A Hundred Years On

47. ‘It is illogical for a person to say, ‘My child cannot read because he is dyslexic’...It tells us no more than saying a person is bleeding badly because he has a haemorrhage or that someone has a high temperature because they are feverish.’ Doyle, 1996: 69 Pumfrey and Reason (1998) 11 definitions Rice and Brooks (2004) 40 definitions Cited in Mortimore, 2008: 50

48. ‘It seems to be a natural human phenomenon to want to classify events and concepts and then apply labels to them....the use of the label ‘dyslexia’ should present no problems just as long as it is understood that it may describe a variety of behaviours...it remains a challenge to educate the public regarding the concept of dyslexia’ Lawrence, 2009: 139-140

49. Alexia Auditory dyslexia Deep dyslexia vs Surface dyslexia (rules) Dysphonetic dyslexia Graphemic processor dyslexia Hyperlexia (speaking) Morphemic dyslexia Semantic processor dyslexia Strephosymbolia (mirror) Visual processor dyslexia Doyle, 1996: 70-71