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 j3JFr3G12548; Tue, 19 Apr 2005 11:53:03 -0400 (EDT) Date: Tue, 19 Apr 2005 11:53:03 -0400 (EDT) Message-Id: <BE8AA15C.1095%alantoops@cs.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: Alan Toops User <alantoops@cs.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4724] Re: NLDs... X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Unknown (No Version) Content-transfer-encoding: 7bit Content-type: text/plain; Status: O Content-Length: 2518 Lines: 70 Susan, Look into PowerPath for Basic Skills, it was developed for exactly the circumstances you mentioned below. It can help you map the neural pathways that are working and help your students build frontal lobe skills too. Alan Toops On 4/19/05 11:40 AM, "Susan Jones" <SUJones@parkland.edu> wrote: > Oh, and NLDs... > > I'm so glad that at least there's recognition that these are genuine cognitive > differences; for example, that some people really don't *get* nonverbal cues > and have to learn to read them, or really have to work at the nuances of a > story (which is in some ways verbal, but it's the nonverbal elements of the > story that aren't being communicated). > > Now that these "quirks" have a name, it makes it a little easier to explain > them to teachers (especially the ones * and that's most of ours * who really > want to understand the students & help them learn). Most of 'em aren't going > to qualify for stuff under ADA (especially the folks I work with who don't > have the resources for that kind of sophisticated testing), and I don't tend > to call them "disorders," but it makes assorted oddities more acceptable :-) > Sometimes I don't even try to figure out when something's NLD or LD or > Dyslexia or assorted mental disorders that manifest themselves as academic > troubles, but I do try to figure out just what kind of information is being > mangled on the way in or out and find a different path for it. > > > > Susan Jones > Academic Development Specialist > Academic Development Center > Parkland College > Champaign, IL 61821 > sujones@parkland.edu > Webmastress, > http://www.resourceroom.net > >>>> AWilder106@aol.com 4/19/2005 9:41:44 AM >>> > Colleagues: > > I am interested in knowing how anybody on this list groups learning > differences, that is, a typology, or types of LD. Probably a lot of > experience comes into play, as when you see the same behaviors for the nth > time, you think: There it is again, I'll try this strategy because it worked > well last time. > > Also, different assessments produce different categories. This is a somewhat > arcane point, but I was talking with a guy yesterday who brought up nld (non > verbal learning differences)and he had never seen these before. > > > Then there is the person with ADHD behaviors which vanish over time. > > Any thought on these topics would be very welcome. > > (and Anne, thank you very much for the newsletter you sent, I was tickled > pink!) > > Thanks. > > Andrea >
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