storlann.co.uk/asn-slt # asn-slt # gàidhlig

1. www.storlann.co.uk/asn-slt #asn-slt #gàidhlig

2. Language and Culture “In the United States, monolingualism traditionally has been the norm. Bilingualism was regarded as a social stigma and a liability... the hostility has nothing to do with the language as such… hostility is directed not at the language but at the culture… the bilingual represents an alien way of thinking and alien values.” Barry MacLaughlin 1978, cited by Francois Grosjean. (2010) Bilingual Life and Reality

3. Language and Culture “Bilinguals are often viewed with suspicion either as linguistic or cultural hybrids who may be at conflict with themselves, or as individuals whose shifting linguistic allegiances imply shifting political allegiances and moral commitment.” Aneta Pavlenko, cited by Francois Grosjean . (2010) Bilingual Life and Reality

4. The Weirdest people in the World “Behavioral scientists routinely publish broad claims about human psychology and behavior in the world’s top journals based on samples drawn entirely from Western, Educated, Industrialized, Rich, and Democratic (WEIRD) societies. Researchers – often implicitly – assume that either there is little variation across human populations, or that these “standard subjects” are as representative of the species as any other population” Henrich, Heine,& Norenzayan. (2010) Behavioral and Brain Science 33 61-135

5. Anglocentrism in Current Research and Practice • 1. David L Share (Faculty of Education, Haifa) • Examines the Implications for the diagnosis and assessment of Dyslexia in European Alphabets • 2.Aim of COST Action IS0804 • Second language learners often produce language patterns resembling those of children with Specific Language Impairment (SLI). The overlap among the features of bilingual and impaired language lead to methodological and clinical confusion, which this Action aims to resolve in order to improve language assessment of minority language children.

6. ASN in GME • Workforce: 50/77 in first 10 years. 24/77 in first 5 years. 14/77 in 16-30+ years; • Locally based training with peers valued; • Good home / school collaboration; • Only 1 standardised test in Gaelic – wide range of informal assessment methods; • Rank order of ASN in GME mirrors national statistics; • Limited statistics covering Speech and Language Therapy and Educational Psychology assessments in GME in sample.

7. Alienation “Let me right at the outset define what I mean by alienation. It is the cry of men who feel themselves the victims of blind economic forces beyond their control. It’s the frustration of ordinary people excluded from the processes of decision making. The feeling of despair and hopelessness that pervades people who feel with justification that they have no real say in shaping or determining their own destinies.” Jimmy Reid

8. Report on Headship “The sense of being ‘hemmed in’ without the latitude to make decisions and to ‘have responsibility without control’ remains a pressing issue to be addressed. There is clearly scope for local authorities to involve Headteachers more as senior, rather than middle, managers. Feelings of being ‘done to’ and ‘put upon’could be addressed by providing opportunities for heads’ concerns to be heard openly by their authorities without fear of reprisal.” J MacBeath et al. (2009) The Recruitment and Retention of Head teachers in Scotland

9. Education Staff Stress Mean score 3.8 3.2 4.0 4.0 4.1 4.4 4.5 Thanks to EIS – Scott Porter Research

10. Enhancing Control

11. Thanks to John Ravenscroft

12. Alienation “Let me right at the outset define what I mean by alienation. It is the cry of men who feel themselves the victims of blind economic forces beyond their control. It’s the frustration of ordinary people excluded from the processes of decision making. The feeling of despair and hopelessness that pervades people who feel with justification that they have no real say in shaping or determining their own destinies.” Jimmy Reid

13. Inclusive Assessment • A main conclusion of the first phase of the Agency project was the identification of the concept ‘inclusive assessment’. This was defined as: “An approach to assessment in mainstream settings where policy and practice are designed to promote the learning of all pupils as far as possible. The overall goal of inclusive assessment is that all assessment policies and procedures should support and enhance the successful inclusion and participation of all pupils vulnerable to exclusion, including those with SEN.” • (Assessment Project Summary Report(2009) ) • {European Agency on Special Educational Needs}

14. Dynamic Assessment: Beyond The Zone Of Proximal Development • Scores on standardized, normative tests are low • Learning appears to be restrained • There are language problems • There are marked cultural differences • Classification is not the only central issue Feuerstein, Haywood, Rand, Hoffman, & Jensen, 1982/1986; Haywood, 1997; Lidz, 1991)

15. Working Memory(WM) - Processing Speed :Children with Specific language Impairment relative to age peers • Poor: • Short term memory capacity • Verbal storage • WM capacity • Updating • Concurrent processing storage • Inhibition • Central Executive • Sustained Attention • Processing Speed • Similar: • VisuoSpatial Storage • Attentional allocation/shifting Adapted from JA Montgomery et al (2010) Working Memory and Specific language Impairment: Update on the Relation and Perspectives on Assessment and Treatment, American journal of Speech language Pathology Vol19

16. ENHANCE ASSESSMENT: MANAGE CHANGE “Perspective transformation is the process of becoming critically aware of how and why our presuppositions have come to constrain the way we perceive, understand, and feel about our world; of reformulating these assumptions to permit a more inclusive, discriminating, permeable and integrative perspective; and of making decisions or otherwise acting on these new understandings.” Mezirow (1990)

17. www.storlann.co.uk/asn-slt #asn-slt #gàidhlig