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RE: RE: [xmca] Fleer/Hedegaard for discussion
it began December 7 1981 -- what made you think the evidence was gathered in
the 70's?
-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of ERIC.RAMBERG@spps.org
Sent: Thursday, May 06, 2010 12:38 PM
To: eXtended Mind, Culture, Activity
Subject: Re: RE: [xmca] Fleer/Hedegaard for discussion
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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