3.1.1 Treatment or management? In the preceding paragraph you will notice that we talked generally about the treatment of conditions, but referred to ‘managing’ dyslexia. Why did we do this? It relates to the following important general issues: Is treatment (i.e. intervention) warranted ? We mentioned this issue when we were discussing sociocultural or personal distress based definitions of abnormality. Intervention is not always desi 3.1 Thinking about intervention So far we have looked at issues relating to how we define ‘abnormal’ behaviour, and how we think about explanations. Now we will consider the more practical issue of how to approach the treatment of such difficulties. As in the previous section, we will discuss behavioural, cognitive and biological perspectives on treatment and consider specific techniques from each perspective that are applicable to the management of dyslexia. 2.5.1 Highly unsaturated fatty acids As we saw in Section 1, ‘medical’ approaches to some psychological conditions have focused on biochemistry and the use of corresponding drug treatments. Very little research of this kind has been applied to dyslexia. However, emerging evidence suggests that there may be a biochemical contribution involving abnormal metabolism of highly unsaturated fatty acids (HUFA) – essential substances that play a key role in brain development and the maintenance of normal brain function. In f 2.3.1 Sex differences An intriguing aspect of dyslexia is the apparent excess of males who are affected. This could simply reflect referral bias – a tendency for boys to be identified as dyslexic more readily than girls. In the past, society's expectations of boys and girls were very different with respect to educational achievement. There is now much less overt stereotyping of this kind, but there may still be other reasons why dyslexia might be more readily identified in boys. For example, eviden 2.3 Biological explanations of dyslexia Some physical characteristics appear to be ‘typical’ of people with reading difficulties, although their relevance is debated. These include being male, tendencies towards left-handedness or mixed-handedness (i.e. inconsistency of hand preference across different tasks), and a variety of neurological 'soft’ signs and minor physical anomalies. We will consider each of these in detail in the sections that follow. There is also some evidence that people with dyslexia (and the 1.7.3 Differentiating dyslexia from other developmental conditions While dyslexia is distinctive, there are other developmental syndromes that often co-occur with it. Examples include: developmental dysphasia – specific difficulties with spoken language attention deficit/hyperactivity disorder – involving particular problems with concentration and/or behaviour developmental dyspraxia – developmental coordination disorder. Developmental dysphasia Developm 1.7.1 Differentiating dyslexia from other reading difficulties The idea that dyslexia is distinctive from other forms of reading difficulty is still debated. One viewpoint is that reading ability is a simple continuum, with exceptionally gifted readers at one end and people with dyslexia at the other. However, as we have already seen, dyslexia involves more than just difficulties in reading and writing. Reading difficulties must be specific and accompanied by a variable profile of cognitive abilities. It is the presence of other characteristics unrelated 1.2.2 Medical approaches to normality What did you write for ‘normal’ eyesight? The ability to see clearly without glasses? It is unlikely that you wrote down short- or long-sightedness as an example of ‘normal’ eyesight, even though they are very common. However, they are not seen as ‘normal’ because having to wear glasses is perceived as a limitation or even a form of disability. This relates to one of several so-called ‘medical models’ of normality, which centre on the idea of uniformity of physical and psychol Conclusion This free course provided an introduction to studying Education, Childhood & Youth qualifications. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. 6 And action! Getting the cameras rolling is just the beginning – there are endless possibilities you can explore. As a visual medium, DV lends itself to the creative expression of ideas, feelings and information, but it is harder to define what constitutes creativity. It's easy to equate a creative medium with a lack of constraints – an ‘anything goes’ attitude. In BECTA's pilot study, however, teachers reported that placing clear constraints on pupils’ coursework generated the best 1 4. Making the music fit the film It is a huge step from identifying how music can be expressive, to composing music which captures the essence of the visual images, mood and action of a story. Composers such as David Arnold constantly stress how personal their response to the finished film is, but they still manage to guide our expectations and we feel uncomfortable if the music is ‘wrong’ somehow: too loud or quiet, expressing action too explicitly, or not saying enough. Click on the first link below to watch a vi Conclusion I hope you now have a better idea of what it means to visualise a piece of mathematics. Visualising is a critically important process when mathematicians and others actually do mathematics. Unfortunately, the process of visualising does not appear in publications, which all tend to be displayed very formally and are mostly restricted to the final results. As teachers we need to ensure that we are very aware of all the processes of mathematics and so we must always attempt to know 4. In the classroom There are many possible strategies for making more use of visualisation within the mathematics classroom. There are several visualisation activities for you to experiment with in Activity 3. One teacher's approach to incorporating visualisation is given in the following case study and three-part video clip. 6.1 ‘Non-citizenship’ to ‘social-citizenship’ and worker rights We respect our masters, and are willing to work for our support, and that of our parents, but we want time for more rest, a little play, and to learn to read and write. We do not think it right that we should know nothing but work and suffering, from Monday morning to Saturday night, to make others rich. Do, good gentlemen, inquire carefully into our concern.
[Submission from Manchester's Factory Children Committe 1 Global corporate citizenship? Rarely have businesses found such a complex and challenging set of economic pressures, political uncertainties and societal expectations. Regardless of their industry sector, country of origin, or corporate ownership structure, they are under growing pressure to demonstrate outstanding performance not only in terms of competitiveness and market growth, but also in their corporate governance and their corporate citizenshi Learning outcomes After studying this course, you should be able to: critically appreciate the significance of claims made for ‘global corporate citizenship’ understand the nature of work and ‘social citizenship’ recognise the difference between ‘acts citizenship’ and ‘status citizenship’ assess the ‘ethical dimension’ to arguments about citizenship identify the relevance of historical comparisons for understanding co 2. Does art have a value? Art has been described as an open concept: a cumulative and developing category of objects and processes, which by its nature is not easily definable. Therefore it might be more relevant to consider how art based activities enhance human aptitudes, abilities and skills. Some of the skills and values gained from the study of art and art history are listed below. For present purposes these can be subdivided into those that are intrinsic (undertaken for their own sake) and those tha Learning outcomes After studying this course, you should be able to: understand the underlying values and justifications of teaching art and art history within the school curriculum understand developing strategies to explore and engage with some of the subject criticisms voiced understand enhancing and supporting pupil engagement with and exploration of these issues understand extending teaching approaches that incorporate some of these values and ide Learning outcomes After studying this course, you should be able to: Understand the process of teaching and learning in classrooms, and the role of language in that process appreciate how a sociocultural approach can be used to make critical, constructive analyses of classroom interaction in a variety of second language learning contexts use this knowledge to reflect on second language learning processes in the classroom.
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