PAS Pedagogic Analysis System MDVI Copenhagen September 2012.

1. PASPedagogic Analysis SystemMDVI Copenhagen September 2012. PAS advisers: Ditte Lise Juul Pedersen and Inger Rydal dljp@ibos.dkir@ibos.dk

2. PAS

3. Why PAS in the Youth-group? We wanted to make a better education for the students by finding an effective learning path • We wanted to focus on and develop the students potential instead on focus on all the things that they can’t do. • Not just solve but how they solved the task

4. Why PAS PAS is linking educational theory and practice with neuropsychological theories. • PAS is developed to observe, to rate, and to make hypothesis and pedagogic directions. • PAS is a tool to describe the student’s potential and competences. PAS results helps to plan curriculum and to adjust the teaching individually with focus on the student’s competences and potential.

5. PAS is particularly useful for students with more than one disability, for example MDVIs. PAS is made for persons with: • General learning difficulties • Acquired brain injury • Socio-emotional difficulties • Specific learning difficulties • Bilingual persons with learning difficulties • Reading and writing disabilities • Mental difficulties • Other diagnoses • But PAS is not made for blind students. Most of the tasks are visual

6. PASfocuson • Attention • Memory • Communication • Language • Visual function • Auditory function • Motor function • Mathematics • Logic • Personal competences • Social competences

7. PAS is developed and based on • The zone of proximal development in Vygotsky’s analysis of learning and instruction • A.R. Luria’s neuropsychological theories and the study of higher cortical functions • Howards Gardner’s theories of multiple intelligences.

8. About our work with PAS We are certified to make PAS analyses at ”Munkholm Training Center” • In cooperation with ”Munkholm” we are developing PAS for blind students. • We have worked on some of the visual tasks and developed them to auditory and tactile tasks. • Doing this it is important to make sure that we test the right thing. It is not always adequate to replace a visual task with an auditory or tactile task

9. Attention Focused attention Sustained attention (Memory) No attention = no learning!! Task: “Keys, scissors, umbrella”

14. Flexible Attention Switch between subtasks Selected attention Work and finish the task despite disturbances (we will make some kind of disturbances during this task)

16. Try it yourselves….. Instructions • Together to and to • One is ”tester” and the other one is student • First line: say the colour of the block • Second line: say the size of the block • Third line: say the opposite colour • Fourth line: say the opposite size • For each switch the ”tester” says, ”switch!!!” • Rest of the paper: switching between the 4 rules • Colour, opposite colour, size and opposite size • The ”tester” decide when to switch and says ”switch!!”

17. What was it like? When is it necessary in daily life to switch between subtasks? Flexible attention: To divide it is necessary to switch between the 4 rules. • Divide • Multiply • Subtraction • Adding

18. From visual to tactile (prototype) • Different sizes little and big blocks • Different kind of surface on the blocks smooth and rough instead of black and white

20. PAS drawing: • Visual sense • Work part to part or holistic? • Attention • Analysis • Strategy • Memory

21. PAS drawing young/adult

22. PAS drawing (Visual) Luna (visually impaired) • Girl, 19 years old • Blind of the left eye • Sight 6/18 - 6/24 on the right eye • Nystagmus and hypersensitive to light • General learning difficulties • Belated puberty • Nice, accommodating and humorous. • Motivated, cooperative and eager to do her best. • Low self-esteem

25. PAS drawing memory

26. Observations • Adequate and clear instruction is necessary • She needs affirmation though the task • Strong visual sense, despite her low vision (we were a little bit surprised) • She works part to part and in smaller holistic • She needs support to make a holistic approach • She can concentrate over time • She feels comfortable and proud accomplishing a task • From other tasks we notice: • Poor auditory sense • (we often change visual tasks with auditory tasks but for Luna it is not an effective learning path)

27. From visual to tactile (prototype) • Drawing is replaced into a 3 D tactile model made by Lego bricks • 2 different levels

30. PAS drawing tactile (Lower level): Osman • Boy, 20 years old • Almost blind • Colour-blind • Poor motor skills • Disabilities in space and direction senses • Long latency • Lower end of normal intelligence • Reading disabilities • Obtained highest grade in the oral part in one of the Danish citizenship tests! • A very difficult student to educate.

32. Observations • Do not quite understand the instructions, but he says that he does. • Big problems with analyses and strategy • Good memory in this task The task makes it clear that he has: • Disabilities in space and direction senses • Poor motor skills He needs help to find out, what’s the target of the task and he needs help to solve it. It is necessary to guide him through the task.

33. PAS drawing tactile (Higher level): Mia • Girl, 19 years old • Blind • Normal intelligence • Lack of initiative in some areas • Identity-seeking • Is now training as massage therapist at IBOS

35. Observations • Understands the instruction • Good space and direction senses • Good attention and memory • Good analyses • Good strategy • Finds out, that she has placed one block the wrong way and solves the task

36. Examples of other tasks that we changed into a tactile version

41. Examples of other tasks changed into tactile or auditory versions Logic • Master Mind with tactile bricks • Put different beads in 3 bowls by instruction Social and personal skills • Questionnaire We can read it for the student, enlarge the text, Braille • Social stories We can read it for the student

43. Munkholm http://www.munkholm.cc/