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 g0TJMin24276; Tue, 29 Jan 2002 14:22:44 -0500 (EST) Date: Tue, 29 Jan 2002 14:22:44 -0500 (EST) Message-Id: <3C56F636.DA8F908@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:3862] RE: NIFL-LD:3810 LD and above average intellig X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 3277 Lines: 80 Ahhh and we also have the student who appears "normal" or "average" who is able to learn something way over his head and we call that "luck". I say we don't know yet. art "Jones, Karen" wrote: > <<One question that we need to answer is why is it that a > > high percentage of LD > > kids are of above average "intelligence".>> > > I also wonder if LD is simply more obvious in people who have higher > intelligence. People look at a student who seems very bright in other ways > but isn't learning in the situation and say "-ah, a learning disability must > be at work here." People look at a student who otherwise seems rather > ordinary or even dull and isn't learning in the situation and say "well, > maybe this one isn't so capable, let's remediate..." I'm not saying this is > right, only that I think it happens, and so we SEE LD in these above average > intelligence people because that is where we think to look... Karen Jones > > -----Original Message----- > From: Michelle Shuttlesworth [mailto:mshuttlesworth@yahoo.com] > Sent: Tuesday, January 29, 2002 9:01 AM > To: Multiple recipients of list > Subject: [NIFL-LD:3855] RE: NIFL-LD:3810 NO Support for phonetic > > > One question that we need to answer is why is it that a > > high percentage of LD > > kids are of above average "intelligence". Could it be > > that they learn so > > efficiently that they learn the mistakes, both their own > > and the teachers, as > > well as the good stuff?? And then the whole process > > becomes increasingly more > > complex and confounded because it's all interconnected > > within?? > > Art, > > I once heard someone refer to intelligences as how fast > someone understood something. In my experience, many > people with high levels of intelligence understand and view > things much differently than someone with an average > intelligence. It is my belief that many times the problem > is not that the student is not intelligent enough to learn, > but that the information has not been presented in such a > way to the student that they can understand it in the first > place. > > I, myself, have a learning disability and I know, for me at > least, that often I didn't understand what the teacher is > trying to show me how to do because the teacher was not > explaining it to me in a way that made sense to my view of > the world. I really think that that is probably the main > problem behind many of these learning disabilities that are > shown. > > Now, I'm not trying to say that the teachers are > incompetant. It has nothing to do with that. It has to do > with a different way of looking at the world. For > instance, I had a horrid time in trying to learn my > multiplucation tables because I would look at 6x8 and > instead of just straight out sayign that the answer was 48, > my mind seperated it into 3x4 + 3x4. I still have no idea > why. It's kind of like that. By the way, that is not how > my teacher taught me to do the problem. I created that > version on my own in an attempt to put her answer in line > with my own. > > I hope that made some semblance of sense. > > Michelle > > __________________________________________________ > Do You Yahoo!? > Great stuff seeking new owners in Yahoo! Auctions! > http://auctions.yahoo.com
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