[Home-on-the-range] discussion about SDL

[Susan Tabor]

Hi, Dianne:

I too would find such a discussion useful for a variety of reasons.  Where
may I
Find good reading material? Thanks!
Susan
-----Original Message-----
From: home-on-the-range-bounces at nfbnet.org
[mailto:home-on-the-range-bounces at nfbnet.org] On Behalf Of Dianne Hemphill
Sent: Tuesday, March 20, 2012 8:52 PM
To: NFB of Kansas Internet Mailing List
Subject: [Home-on-the-range] discussion about SDL

Hello all - I just listened to an important article regarding research in
the NFB's journal of research providing  analysis of the use of problem
solving techniques used in the training approach that the NFB uses in their
very effective training model referred to as "Structured Discovery". I think
it is important for us, as federationist, to be able to provide a clear
description of how SDL is different from "traditional" rehabilitation
training approaches. I do not find many who are able to do so...so wonder if
this would be a good time to provide a forum n for this here at
home-on-the-range. Some of you out there have experienced both training
based on traditional "guided" teaching methodology and the SDL approach.
Perhaps you  can help provide some clarifications of how  these two
approaches differ in both philosophy and actual  training  methods. Many of
you will have questions that those who have a broader understanding of both
models, that could help clarify the differences between the two and why one
fosters greater confidence based on the ability to apply problem solving
skills to the many unstructured problems we face throughout our day. 

I would really like for everyone to participate in this discussion so that
the NFBK can better understand the significance of the "structured
discovery" teaching method. To get us going, here are some sample questions
that I have heard from people trying to figure out how these two approaches
differ:
1. How do these two approaches differ in philosophy?
2. Who determines what knowledge , skills and training opportunities are
offered? ...   the adult student or the instructor/professional? ...and are
these different in comparing the two models? 
3. What is the significance of an approach based on a combination of both
structure and discovery and is this really different from guided learning?
If so, how? 
4. What is significant about asking the adult student questions rather than
providing a clear, concise answer to their questions? 
 5.  Why does SDL force the adult student to use the long, white cane at all
times if they have some useful vision? Some think that if you have any
vision you should use it until you don't have any left...in fact, there are
those, including low-vision doctors that believe that it is a gross misuse
of tax-payers dollars to provide training to those with any any useful
vision at all!
 6.  of course, why should the adult student going through formal training
be expected to wear sleep shades during the training? This last question
gets to the heart  of the disagreements that have long  divided many a rehab
system, their staff/teachers and consumer organizations. 

I would like for everyone to get involved in this one, if you would -
everyone's input and questions are relevant here. This whole training
approach has been one of the most controversial subjects in the rehab
community that I can recall. And yet with the majority of those receiving
their formal rehab training from a traditional program resulting in greater
than 70 percent of us never becoming employed or being significantly
underemployed...one would  think  the time for a change in rehab training
methods are long over due.  So if you have questions or comments on this
topic, I think that the NFBK would be b better prepared in the future to
help others better understand why "structured discovery learning" is so
highly regarded and supported by the NFB.  We can all learn from each other
from such a discussion...Dianne
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