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 j2M2EQC12739; Mon, 21 Mar 2005 21:14:26 -0500 (EST) Date: Mon, 21 Mar 2005 21:14:26 -0500 (EST) Message-Id: <002b01c52e84$a8086390$6500a8c0@computer> 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: "Meryl Eisenberg" <meryl0709@bellsouth.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4655] 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 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2919 Lines: 71 Michelle, It would probably be in your student's best interest to obtain some background information so you know what you're dealing with Ask if he and a family member would be willing to have a private meeting with you. You would like to get some background information that can help you help him- It would all be kept confidential- This way you'll know if he had any medical problems, was hospitalized, etc. or incurred any accident that may be causing the symptoms you describe. There are several screenings on line that will assist in guiding you through the questioning process. Meryl Eisenberg Specialist, Adults with Disabilities Broward County Public Schools ----- 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 8:15 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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