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 j2M20LC12003; Mon, 21 Mar 2005 21:00:21 -0500 (EST) Date: Mon, 21 Mar 2005 21:00:21 -0500 (EST) Message-Id: <003e01c52e82$c00a3dd0$6502a8c0@B65552> 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: "Marilynn Abrahamson" <marilynn@whidbey.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4653] Re: How best to approach student who seems to "blank out" for long periods X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1478 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3208 Lines: 72 Hi, Michele, Do you have a "learning needs specialist" in your Ad. Ed. Dept., that you can have come in and do an oral interview with him to start the process of determining the exact nature of his learning needs? We have LD specialists on our staff who have been trained in identifying indicators of learning disabilities. They will work with the student to develop effective learning strategies and with the instructors to apply appropriate teaching strategies. A learning needs specialist also can start the process so the student can apply for accommodations for taking the GED tests. We have learned that as GED instructors, even with a minimal amount of LD training, that we still need experts who have been formally trained in LDs to come in and assist us with students with the learning difficulties you described. In addition, I would recommend that you contact your GED testing center to familiarize yourself with the L-15 application for accommodations on the GED test. Marilynn ----- Original Message ----- From: "Michele Anne Craig" <shellcraig@ix.netcom.com> To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> Sent: Monday, March 21, 2005 5:15 PM Subject: [NIFL-LD:4652] How best to approach student who seems to "blank out" for long periods > Dear List, > > Last night I had a student join my class who has passed through the hands > of many other teachers at our site. He took three nights to take the CASAs, > but his scores were pretty good (in the 240's for reading and 230's for > math). He has tried to take the GED and failed. As I spoke with him and > watched him work, it almost seemed as if he was having petit mal seizures. > I would ask him a question and his eyes would glaze over and he wouldn't > respond for several minutes. When he did respond, it was obvious he was > just taking up where he left off, but didn't seem cognizant of the fact > that time had elapsed. When he read, it took him about 10 minutes to read a > very easy paragraph, but when he finished it, he had good recollection of > what he had read, he was just painfully slow. He showed me his HS > transcript (from Mexico) and he had received very good high school grades > in courses like philosophy and physics.So while second language acquisition > is an issue, something else is going on. I was beginning to wonder if he > had an accident or something that affected his brain, but I don't really > know how to bring this up. His behavior is also similar to some of the > students I have worked with who have schizophrenia. > > I am thinking about telling him that I noticed that sometimes he takes a > long time to answer a question or to read a passage and has that always > been the case? But....I don't want to turn him off or embarrass him. On the > other hand, he has been bumped from school to school and teacher to > teacher. He told me he really wants to work on his reading skills. > > Has anyone worked with students like this or do you have any suggestions? I > really want to help him pass his GED, but I am at a loss. If it is going to > take him so long to process information, I feel like it would be useful for > me to know why so I can help. > > Michele > > > > > >
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