Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f39CsXg26846; Mon, 9 Apr 2001 08:54:33 -0400 (EDT) Date: Mon, 9 Apr 2001 08:54:33 -0400 (EDT) Message-Id: <3AD1B02A.F29CC74B@ellijay.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3386] RE: Consumer empowerment Curriculum --- X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: multipart/alternative; X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 12028 Lines: 294 --Boundary_(ID_c9F6xBvUD8EL2T4WQMRQKQ) Content-type: text/plain; charset=us-ascii Content-transfer-encoding: 7BIT Susan, Don't some languages place the noun before the verb, and adjectives after the noun, etc? It may be that she is attempting to integrate native language structure with English. If she is at least high school formally educated in her own language that would strengthen the tendency to integrate both styles. Confusing for her. I've been following your posts here and have responded to a few. I realize fully what it means to be LD. I was LD before the term originated I'll bet. At age ten I experienced a brain injury that stopped my ability to communicate with written or spoken language, and math fell apart. Not sure how long it was before I could talk but that only restored from an "as needed" basis. From the 5th grade on I was socially passed, failed more subjects than passed, mother forced repeat of the 9th grade, didn't help much. I graduated from high school, and got into the Navy because I could take multiple choice tests, right brain analytical skills were ok. Joined the Navy and they taught me math, under duress, but I learned it, up to advanced levels, for computer programming. Relearned written expression 20 years after the injury. Have relearned verbal espression after 40 years. The facts are that our past and current forms of public academic education delivery systems are exceptionally limited, both in scope and in effectiveness. It refuses to adapt to the needs of the student and therefore only actually serves about 10% of the population. The other 90% do not learn up to their capacity. The responsibility for this failure has been denied and inappropriately referred back to the child. That's my story and I'm sticking to it. Art LaChance Gilmer Learning Center Ellijay, GA Susan Rowley wrote: > > > > > > Eileen,What a great posting. As someone who is unable to listen and > take notes at the same time, school was hell for me until I stopped > trying to take notes, closed my eyes and listened. Then, of course, I > was chastised for sleeping in class. To make things worse I have > trouble sitting still for longer than thirty minutes. > > I've worked with LD high school students and have found that we are > able to figure out strategies that work for them. Many teachers and > administrators are supportive, others are not. > > On a different note, I have a question - a plea for help - I have a > Moldovan student who is becoming fluent in colloquial spoken English. > However, in her writing she makes all the typical reversals and signs > of a learning difference or disability. Does anybody have any > references on how these things manifest themselves in second > languages? Help. > > Thanks. > > Susan Rowley < srowley@tcc.tacoma.ctc.edu> > > >From: Eileen Trainor > >Reply-To: nifl-ld@nifl.gov > >To: Multiple recipients of list > >Subject: [NIFL-LD:3384] RE: Consumer empowerment Curriculum --- > >Date: Sun, 8 Apr 2001 20:56:51 -0400 (EDT) > > > >What a power thread of conversation! The more I learn, the more I > watch my > >child struggle with learning differences, the more certain I become > that > >standard education does not meeting the needs of most students. > Whether > >cultural bias, ignorance, or ingrained ways of teaching are > responsible, I do > >not know. > > > >When I think of this learning differences, I remember three people in > my life: > > > >* One friend who could attend class and absorb what he needed without > notes or > >reading books. > > > >* Another friend struggled with notes, tutoring, group learning, and > >frustration. > > > >* My best friend had a set schedule. Daily, she would get notes from > someone > >who was a good student and copy them. That night she would read them > aloud, > >and discuss the notes with her classmates in the AM. > > > >All three of the students were straight A students. So was I. I had > to > >attend class, take notes, transcribe the notes, summarize the notes, > read them > >again, and highlight items I thought were important. Then I would > find my > >friend that could learn without difficulty and check my reality. > > > >All learning differences are processing problems. Not everyone > processes > >information the same way. If we teach to one style of learning, we > are short > >changing at least half of our students. Not only that, we are > thwarting their > >education and increasing their frustration. > > > >To get a real feeling for this frustration, attend a session with Dr. > Richard > >Cooper. In one hour he can make you realize exactly how someone with > learning > >differences feels. He is a little rough on the participants, but you > will > >gain and understanding of learning differences and develop an empathy > that > >will last your entire career. > > > >There are many ways to teach learners who have learning differences. > It is > >not much different from dealing with our own children. Do our > children all > >learn to stand/walk/run walk at the same age? Do they all speak, eat > solid > >foods, sleep through the night at the same time? Why are we so > accepting of > >the differences in our children and so hard on the differences in > learning > >styles? > > > >I wish I had the answers. But then, I am no expert... > > > >Eileen Trainor, Grant Coordinator > >Project Inter-ALT http://cie.ci.swt.edu/interalt > >Texas Crime Stoppers http://www.crimestoppers.swt.edu > >Center for Initiatives in Education > >Southwest Texas State University > >San Marcos, TX > >et02@swt.edu > >512 245 9047 > > > > ----------------------------------------------------------------------- > Get your FREE download of MSN Explorer at http://explorer.msn.com --Boundary_(ID_c9F6xBvUD8EL2T4WQMRQKQ) Content-type: text/html; charset=us-ascii Content-transfer-encoding: 7BIT <!doctype html public "-//w3c//dtd html 4.0 transitional//en"> <html> Susan, <p>Don't some languages place the noun before the verb, and adjectives after the noun, etc? It may be that she is attempting to integrate native language structure with English. If she is at least high school formally educated in her own language that would strengthen the tendency to integrate both styles. Confusing for her. <p>I've been following your posts here and have responded to a few. I realize fully what it means to be LD. I was LD before the term originated I'll bet. At age ten I experienced a brain injury that stopped my ability to communicate with written or spoken language, and math fell apart. Not sure how long it was before I could talk but that only restored from an "as needed" basis. From the 5th grade on I was socially passed, failed more subjects than passed, mother forced repeat of the 9th grade, didn't help much. I graduated from high school, and got into the Navy because I could take multiple choice tests, right brain analytical skills were ok. Joined the Navy and they taught me math, under duress, but I learned it, up to advanced levels, for computer programming. Relearned written expression 20 years after the injury. Have relearned verbal espression after 40 years. <p>The facts are that our past and current forms of public academic education delivery systems are exceptionally limited, both in scope and in effectiveness. It refuses to adapt to the needs of the student and therefore only actually serves about 10% of the population. The other 90% do not learn up to their capacity. The responsibility for this failure has been denied and inappropriately referred back to the child. <p>That's my story and I'm sticking to it. <p>Art LaChance <br>Gilmer Learning Center <br>Ellijay, GA <br> <p>Susan Rowley wrote: <blockquote TYPE=CITE> <br> <br> <br> <p>Eileen,What a great posting. As someone who is unable to listen and take notes at the same time, school was hell for me until I stopped trying to take notes, closed my eyes and listened. Then, of course, I was chastised for sleeping in class. To make things worse I have trouble sitting still for longer than thirty minutes. <p>I've worked with LD high school students and have found that we are able to figure out strategies that work for them. Many teachers and administrators are supportive, others are not. <p>On a different note, I have a question - a plea for help - I have a Moldovan student who is becoming fluent in colloquial spoken English. However, in her writing she makes all the typical reversals and signs of a learning difference or disability. Does anybody have any references on how these things manifest themselves in second languages? Help. <p>Thanks. <p>Susan Rowley < <a href="mailto:srowley@tcc.tacoma.ctc.edu">srowley@tcc.tacoma.ctc.edu</a>> <p>>From: Eileen Trainor <ET02@SWT.EDU> <br>>Reply-To: nifl-ld@nifl.gov <br>>To: Multiple recipients of list <NIFL-LD@LITERACY.NIFL.GOV> <br>>Subject: [NIFL-LD:3384] RE: Consumer empowerment Curriculum --- <br>>Date: Sun, 8 Apr 2001 20:56:51 -0400 (EDT) <br>> <br>>What a power thread of conversation! The more I learn, the more I watch my <br>>child struggle with learning differences, the more certain I become that <br>>standard education does not meeting the needs of most students. Whether <br>>cultural bias, ignorance, or ingrained ways of teaching are responsible, I do <br>>not know. <br>> <br>>When I think of this learning differences, I remember three people in my life: <br>> <br>>* One friend who could attend class and absorb what he needed without notes or <br>>reading books. <br>> <br>>* Another friend struggled with notes, tutoring, group learning, and <br>>frustration. <br>> <br>>* My best friend had a set schedule. Daily, she would get notes from someone <br>>who was a good student and copy them. That night she would read them aloud, <br>>and discuss the notes with her classmates in the AM. <br>> <br>>All three of the students were straight A students. So was I. I had to <br>>attend class, take notes, transcribe the notes, summarize the notes, read them <br>>again, and highlight items I thought were important. Then I would find my <br>>friend that could learn without difficulty and check my reality. <br>> <br>>All learning differences are processing problems. Not everyone processes <br>>information the same way. If we teach to one style of learning, we are short <br>>changing at least half of our students. Not only that, we are thwarting their <br>>education and increasing their frustration. <br>> <br>>To get a real feeling for this frustration, attend a session with Dr. Richard <br>>Cooper. In one hour he can make you realize exactly how someone with learning <br>>differences feels. He is a little rough on the participants, but you will <br>>gain and understanding of learning differences and develop an empathy that <br>>will last your entire career. <br>> <br>>There are many ways to teach learners who have learning differences. It is <br>>not much different from dealing with our own children. Do our children all <br>>learn to stand/walk/run walk at the same age? Do they all speak, eat solid <br>>foods, sleep through the night at the same time? Why are we so accepting of <br>>the differences in our children and so hard on the differences in learning <br>>styles? <br>> <br>>I wish I had the answers. But then, I am no expert... <br>> <br>>Eileen Trainor, Grant Coordinator <br>>Project Inter-ALT <A HREF="http://cie.ci.swt.edu/interalt">http://cie.ci.swt.edu/interalt> <br>>Texas Crime Stoppers <A HREF="http://www.crimestoppers.swt.edu">http://www.crimestoppers.swt.edu> <br>>Center for Initiatives in Education <br>>Southwest Texas State University <br>>San Marcos, TX <br>>et02@swt.edu <br>>512 245 9047 <br>> <p> <hr>Get your FREE download of MSN Explorer at <a href="http://explorer.msn.com">http://explorer.msn.com></blockquote> </html> --Boundary_(ID_c9F6xBvUD8EL2T4WQMRQKQ)--
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