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 f39G3ug03174; Mon, 9 Apr 2001 12:03:56 -0400 (EDT) Date: Mon, 9 Apr 2001 12:03:56 -0400 (EDT) Message-Id: <sad1a473.018@205.174.118.5> 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: "Joyce Hamilton" <jhamilto@hs.spotsylvania.k12.va.us> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3389] RE: Consumer empowerment Curriculum --- X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise 5.5.2 Status: O Content-Length: 5025 Lines: 145 I know that Robin Schwarz at the American University in Washington, DC, has been looked up to as an "expert" in this relatively new (and not much researched) area of LD/ESL. You might try sending a message out over the NIFL-ESL listserve, which I'm sure she reads regularly. Good luck! Joyce Hamilton Regional Adult Education Spotsylvania, VA >>> eileen trainor <et02@swt.edu> 04/09/01 10:08AM >>> 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 Susan: Here is some information on topic: http://www.latimes.com/news/state/updates/lat_read010316.htm http://www.ldonline.org/ld_indepth/foreign_lang/index.html http://www.cal.org/ncle/LDcase.htm www.cal.org/ncle/digests/LD2.htm Forgive me if yo have all these. I am many listservs and sometimes forget who sent what! -- Eileen Trainor, Grant Coordinator Center for Initiatives in Education http://cie.ci.swt.edu Project Inter-ALT http://cie.ci.swt.edu/interalt Texas Crime Stoppers http://www.crimestoppers.swt.edu Southwest Texas State University College of Education 601 University Drive San Marcos, TX 78666 et02@swt.edu (email) 512 245 9047 (voice) 512 245 8151 (fax) 877 798 8324 (toll free)
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