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 g0IFWb024476; Fri, 18 Jan 2002 10:32:37 -0500 (EST) Date: Fri, 18 Jan 2002 10:32:37 -0500 (EST) Message-Id: <000d01c1a034$cf3eafa0$9c82f3ce@DeepThought> 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: "Woods" <woods@ncia.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3849] RE: NIFL-LD:3810 NO Support for phonetic X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2600.0000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1218 Lines: 27 Art LaChance wrote: > We've all taught students who just never got it. But why didn't they get it? > They could do a bunch of other stuff, ... I've come to the conclusion that everyone gets something, but when they don't get what we want them to get, then we say there must be something wrong with them, or something must be broken. They must have a disability. Our expectations form one side of the coin. Students' success at meeting our expectations forms the other side. So often we consider only the latter when we talk about learning disabilities; the former is equally important. > One question that we need to answer is why is it that a high percentage of LD > kids are of above average "intelligence". If we're talking strict legal definitions of LD as per the Individuals with Disabilities Education Act, normal or above normal intelligence is part of the definition of LD, isn't it? In other words, you have to have normal or above normal intelligence in order to be considered LD. If you have low intelligence, it's a different disability (or you have none at all). So maybe the reason we see a high percentage of LD kids with above average intelligence is because of the way we have defined LD. Tom
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