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 j280GVC28929; Mon, 7 Mar 2005 19:16:31 -0500 (EST) Date: Mon, 7 Mar 2005 19:16:31 -0500 (EST) Message-Id: <LOBBICLOAFKBEPDBHIAJOEPBFMAA.l.cuttler@comcast.net> 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: "Lucille Cuttler" <l.cuttler@comcast.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4596] Re: Dyslexia Research X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.6604 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4109 Lines: 125 Thank you for bringing this into the open. It's time for colleges responsible for training teachers to understand learning differences, and to teach as Anita and myself have put forth. Get rid of labels. Know that when the student is not learning, the onus is on the teacher to teach so the student WILL LEARN. Lucille Cuttler, Educational Remediator -----Original Message----- From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov]On Behalf Of Anita Landoll Sent: Monday, March 07, 2005 4:52 PM To: Multiple recipients of list Subject: [NIFL-LD:4595] Re: Dyslexia Research I agree. Many students simply learn differently. The system turns the learning difference into disorder. When the students are taught concretely and multi-sensorily, then they learn. Many of these learners are visual-spatial learners. Many, many teachers are audio-verbal-sequential learners, and need to learn how to teach visual-spatial learners. Anita learntoreadnow.com --- Varshna Narumanchi-Jackson <varshna@grandecom.net> wrote: > I can't tell you how many parents I have encountered > in the first four years > of my oldest child's education who have been told > their child has ADD, ADHD, > dyslexia, emotional disturbance, etc because they > don't fit the model > student stereotype. It's heart-wrenching to see > these young children cope > with the depression and angst the educational system > creates in them. It's > even harder to tell their parents to fight the good > fight and challenge > educators to do better than throw out labels for > behaviors that are poorly > understood and thus lack credibility. > > I hope that current research allows us all a moment > of epiphany that > 'normal' human behavior is much more broadly defined > than we currently > allow. In evolutionary time, written language and > 'classroom' behavior are > new pressures on the brain to adapt or create > responses that allow the > individual to succeed in a competitive environment. > What I think we are > witnessing is not science's newfound ability to > locate 'disorders' through > gene mapping, but a shift in the kinds of factors > that influence evolution > that are no longer directly tied to survival. Our > institutions of > education, however, are slow to recognize that human > behavior (and the > underlying genes that catalogue those behaviors) is > as diverse as the human > experience on this planet. Why else, for example, do > we need 6000 languages > in order to talk to each other? > > Finally, academic potential and achievement are so > narrowly defined, it is > no surprise that our institutions are failing to > 'educate' the majority of > learners who fall outside of those norms. Many > peoples have based their > transmission of history and culture on oral language > (e.g., through epic > poetry, song, story-telling). I wonder, are we just > assigning a diagnosis > of dyslexia to learners (among other dis-abilities) > that are well-adapted to > oral language as the medium for learning, but not to > written language, in > order to further a societal preference? > > Varshna Narumanchi-Jackson > Austin, TX > > on 3/6/05 11:05 PM, Woods at woods@ncia.net wrote: > > > I can see where one day we might know more about > how the genes express > > themselves. Knowing that would be infinitely more > useful than just knowing > > the name of a gene involved in dyslexia or some > other condition. Such > > knowledge might give us insight on targeting > specific kinds of remediation > > and not waste time on ineffective approaches. For > instance, if Mary has the > > 'sees things upside down' gene, we might then know > to not to give her books > > right side up, and we wouldn't make her spend her > life working on word > > attack and using color overlays. > > > > Tom Woods > > > >> The writer asks an interesting question. What > implications could this > >> have > >> for our work with adults that have dyslexia? > > > > > > > __________________________________ Celebrate Yahoo!'s 10th Birthday! Yahoo! Netrospective: 100 Moments of the Web http://birthday.yahoo.com/netrospective/
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