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"This is not a Deficit, it’s a Difference" - conversations with students about their
diagnostic reports
Barbara Kelly & Bob BurwellUniversity of Hull
ADSHE Conference Presentation 2014
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Rationale for Reframing Feedback
• Feedback on EP Report is an important first stage in teaching & support process.
• Guidance on feedback seemed limited, overlooked and unexplored.
• Students going through the process of undertaking a diagnostic assessment can find it a challenging, bewildering and stressful experience.
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Rationale cont.
• Assessment process is Technicist; something ‘done to them’, by an expert.
• Assessment reports by nature highlight student’s literacy and cognitive deficits.
• Tutor challenges: how can we make feedback an informative, positive and empowering experience?
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Aims • To provide practical guidance - understanding the test’s
rationale - summary/synthesis of test scores – 3 broad themes.
• Reframe interpretation of the report’s findings. Perceive SpLD profile as less of a deficit but more in terms of a Specific Learning Difference.
• Explain how support recommendations/DSA package relates to the SpLD profile, supporting students to become confident and independent learners.
• Create an SpLD ‘Assessment Feedback Map’ – a user-friendly
summary of the student’s SpLD profile.
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A question of Identity
The dyslexia assessment process is usually about identifying a deficit – ‘this is what I can’t do’, ‘this is what is wrong with me’.Many students understanding of who they are is based on bitter experience of failure.
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Underlying issues to consider when feeding back report outcome
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Underlying issues might include: • Stress & Anxiety (feeling overwhelmed
by the complexity of recent assessment and with HE/life)
• Low self-esteem & feeling incompetent.
• Limited understanding of learning abilities and difficulties/differences.
• Learned helplessness.• Reliance on inappropriate coping
strategies.• PANIC
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Who am I?• ‘born with’ vs ‘acquired’ disability• When you are born with a disability, that is
part of your identity• Most people born with a disability wouldn’t
want to change it• Acquired disability requires adjustment to
new situation• Dyslexia falls between ‘born with’ &
‘acquired’
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A reminder of the bigger picture
To understand dyslexia is to accept that there is a pattern of difficulties that has an effect:• neurologically• socially • physically• intellectually
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Central, rather than peripheral issues
• How have you found academic/learning experiences so far?
• Unpacking and loosening of previous conceptions about their capability – ‘I’m stupid’.
• How support in school made them feel – inappropriate support/lack of support.
• Beginning to identify patterns in learning behaviours which might be explained by the report.
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How to engage with student• Relaxed & exploratory process• Close listening• Unpacking the learning journey• Engage student in dialogue about their styles
of thinking, learning & writing – relate to report
• Personalised construction of meaning• Explore the nature of dyslexia and reframe the
past and present learning differences
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Listening Skills Active Listening
Attending
Maintaining eye contact & open posture
This person is interested in me
Actively listening
+ actively paraphrasing what they are saying
This person hears & understands what I am talking about
Empathetic listening
+ notices & reflects back non-verbal cues (tone of voice) & acknowledges their emotion.
They understand my reality
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‘Close Listening’Listening with intuition
•Maintain eye contact.•Open posture.•Active paraphrasing.•Reflect back non-verbal cues (tone of voice, posture) & use of emotion.•Acknowledge their emotion.•Intuition + Insight = ability to acknowledge /express the impact of what student is saying.
This person helps me understand my position more fully than I can by myself.
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Promoting positive messagesabout different styles of learning
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A different way of thinking
• Holistic • Non-verbal thinking• High speed• ‘Random’• Instantaneous• Interconnected• Going off at a tangent• Complex
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Developing students‘ understanding of the test rationale
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Teach students rationale for tests: 3 broad themes.
• Attainment in Literacy • Underlying Ability
• Cognitive Processing
• Summary helps students have a working understanding of their scores and its relationship to their SpLD profile.
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Task: Assessment Feedback Map
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Feedback
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To sum up ......
• Decoding/reframing the report can lead to ownership & understanding – empowerment rather than alienation + opportunity to allay their fears
• Potential to engage the student & provide a platform for development of confidence & self-esteem
• Bridge between psychological assessment & practical learning guidance/specialist tuition
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When you get it right ........
“For the first time in my life it felt as if someone had actually articulated what I had felt my whole life and explained the reasons why I would get frustrated.” (DB 2010)