Re: RE: [xmca] Fleer/Hedegaard for discussion

[ERIC.RAMBERG@spps.org]

Hey Carol:

Great question, it refers to a child being 'diagnosed' with a 'learning 
disability' based on how the six hours spent in school rather than the 
entire picture of how the child is developing and functioning.  This was 
written in 1982 and is based on evidence gathered in the 1970's so there 
has been progress in the evaluation of students that takes into account 
observing the child in multiple settings and contexts.  Another great 
article to read is Traupman's and Cole's  "Learning from a learning 
disabled child."  published in 1979 as part of a symposium conducted at 
the University of Minnesota.

eric




Carol Macdonald <carolmacdon@gmail.com>
Sent by: xmca-bounces@weber.ucsd.edu
05/06/2010 10:56 AM
Please respond to "eXtended Mind, Culture, Activity"

 
        To:     "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
        cc: 
        Subject:        Re: RE: [xmca] Fleer/Hedegaard for discussion


Eric
What is the "6 hour LD syndrome" mentioned on page 2?

I thought it might refer to watching a child in their own context and then
deciding that they are not learning disabled after all. I might be 
seriously
off the plot here, though.

Do you know?
Carol

On 6 May 2010 16:59, <ERIC.RAMBERG@spps.org> wrote:

> Hello all:
>
> The following archived LCHC newsletter written in July of 1982 discusses
> much of this "socially situated institutional practices" in the 
beginning
> time of the development of the 5th dimension.
>
> http://lchc.ucsd.edu/Histarch/jl82v4n3.PDF
>
> Here is an excerpt:
>
>
>
>
>
> I enjoyed the article as well and appreciate any research that provides
> insight into how institutional practices can impact the development of a
> child.  Thank you to the authors for such great work!
>
> eric
>
>
>
>
> "White, Phillip" <Phillip.White@ucdenver.edu>
> Sent by: xmca-bounces@weber.ucsd.edu
> 05/05/2010 01:35 PM
> Please respond to "eXtended Mind, Culture, Activity"
>
>
>        To:     "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>         cc:
>         Subject:        RE: RE: [xmca] Fleer/Hedegaard for discussion
>
>
> Larry - your analysis fits with my understanding of agency, engagement 
and
> identity.  as Lave points out, these attributes do emerge out of
> participation within activities -
>
> also, while i have my own goals for the classroom, these goals are not
> necessarily shared by the other participants within the classroom -
>
> one point: you wrote -
>  "What the Fleer/Hedegaard article points out is how the REGULATORY
> FUNCTION of socially situated institutional practices constrains [and
> affords] particular developmental pathways. What I want to add is the
> construct of ENGAGEMENT [as a movement or tension of RESPONSE and
> WITHDRAWAL] and how institutional structures REGULATE this function of
> engagement [or disengagement] "
>
> i'm not so sure that Andrew is being confronted by "socially situated
> institutional practices" as what i understand to be socially situated
> practices operationalized by the classroom teacher(s).
>
> the classroom teacher(s), i would think, had other ways of responding to
> Andrew.
>
> phillip
>
>
> Phillip White, PhD
> University of Colorado Denver
> School of Education
> phillip.white@ucdenver.edu
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