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Course EDUC 711-5

SIMON FRASER UNIVERSITY
VANCOUVER

B. Gindis Ph.D.

CONTEMPORARY BILINGUAL PSYCHO-EDUCATIONAL ASSESSMENT
IN THE CONTEXT OF
VYGOTSKY'S SOCIAL-CULTURAL ACTIVITY THEORY

3-20 July 2012

Syllabus

Session 1 (July 3). Topic: Major tenets of Social-Cultural Activity Theory as applied to special education assessment and remediation. (This will be a brief introduction of the key paradigms. Details and practical implications of each concept listed below will be considered in the appropriate sections of the course)

  • Theory of dis-ontogenesis (distorted development): "natural" and "cultural" lines of development and the notion of "primary" and "secondary" handicaps.
  • Dynamic nature of disability, "disability-specific psycho-educational profile," and the issue of proper remedial methodology ("compensatory techniques").
  • Cultural aspect of remedial education: cultural difference and cultural deprivation.
  • Concept of leading activity, internalization (appropriation) of psychological tools and the notion of "mediated learning experience" in the context of remedial education.
  • Vygotsky's idea of "positive differentiation" and "inclusion" in the framework of contemporary practice of "least restrictive environment" for children with educational handicaps.
  • Zone of Proximal Development (ZPD) in assessment and remedial education.
  • Dynamic assessment vs. static assessment.

Session 2 (July 4). Topic: Developmental and social history of the student in the context of theory of dis-ontogenesis and primary vs. secondary disability. Bilingual issue, types and levels of bilingualism, "subtractive" model of second language learning in the circumstances of educational and mental health disabilities.

Session 3 (July 5). Topic: Tests and clinical procedures - adaptive behavior and social/emotional functioning in family, school, and community at large.

Session 4 (July 6). Topic: Tests and clinical procedures - cognitive functioning.

Session 5 (July 9). Topic: Tests and clinical procedures - academic and pre-academic functioning.

Session 6 (July 10). Topic: Tests and clinical procedures - "dynamic assessment".

Session 7 (July 11). Topic: Interpretation of clinical data in the context of developmental history of the student: appropriation of "psychological tools", "mediated learning experience", and the notion of "literacy".

Session 8 (July 12). Topic: Interpretation of the clinical data - "cultural difference" and "cultural deprivation" in psychological and educational functioning.

Session 9 (July 13). Topic: Interpretation of the clinical data - "leading activity," "disability-specific psycho-educational profile," and the dynamic nature of disability.

Session 10 (July 16). Topic: Interpretation of the clinical data - native language attrition ("subtractive" bilingualism), cumulative cognitive deficit, and developmental trauma disorder in children with "atypical" background.

Session 11 (July 17). Topic: Zone of Proximal Development (ZPD) in remedial education and the issue of proper remedial methodology applied to specific educational handicapping conditions (high-incident disabilities only).

Session 12 (July 18). Topic: Notion of "positive differentiation/inclusion" and contemporary practice of "the least restrictive environment" for children with educational handicaps in North America.

Session 13 (July 19). Topic: Recommendations for the school (educational classification, school placement, level of instruction for specific subjects, teaching/remedial methodologies, school-based supportive services, classroom accommodations, test taking modifications, extended school year option, transitional plan, training/support for school personnel, counseling goals/methods, behavior modification programming, and disability manifestation determination clause) and for the family (parental techniques, parental counseling, self-education, individual and family psychotherapy, medical monitoring if needed).

Session 14 (July 20). Topic: Individual case presentations during a "mock" Educational Planning Conference.

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