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 g11Cpfu13918; Fri, 1 Feb 2002 07:51:41 -0500 (EST) Date: Fri, 1 Feb 2002 07:51:41 -0500 (EST) Message-Id: <3C5A8F92.1A6639C9@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:3879] Re: ADHD 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: 2106 Lines: 48 OK Tom, I really didn't like the handle anyhow. Kinda bogus don't you think? And I agree with you 1,000%. It does become an "excuse" whether it's real or not. That's my reference to life long mediocrity. Suddenly we have a reason to not do, either as a parent or as a student, and when we teach children to cop out at an early age sometimes it stays with them for life. I don't like labels at all. I can't figure out who gets helped by them? We're all different and getting more so as time goes on. I remember Barbara Vitale telling me a few years ago that if you teach to the right hemisphere dominant folks the left dominant folks would tag right along but the reverse is not true. I think we've all seen references to "left brain curriculum" in most current school systems, so I wonder if the new policy is going to turn in that direction? art Art LaChance Gilmer Learning Center Ellijay, GA Woods wrote: > Art wrote: > > And we're back to the "IF" factor. IF > > the person sees a need to outdistance the impact or sees a need to > > change behaviors, then they may seek outside help, or attempt it > > themselves > > > As an added factor, if ya'll couldn't already tell, I'm pretty much a > > behaviorist. > > Sorry Art. That doesn't sound much like a behaviorist to me. > A question I'd like to put forward is what good is putting a name to it? I > mean, how does giving a name to the condition help me as a teacher? Or how > does it help the student? I have seen times where it comes as a great relief > to the parents of a child to be able to put a label to their child's > condition. It helps them understand why their child can be so difficult and > so different from other kids. I've also seen times when a kid would use his > label as a cop out, saying "I can't be expected to remember my assignment > because I have ADHD." I don't think that's particularly helpful to anyone. > Of course, maybe what I should do is start saying the same thing, "Johnny > can't be expected to remember his assignment because he has ADHD." But then, > wouldn't I be the one copping out? > > Tom
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