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 j3JGCHG13299; Tue, 19 Apr 2005 12:12:17 -0400 (EDT) Date: Tue, 19 Apr 2005 12:12:17 -0400 (EDT) Message-Id: <2aa866550691b15f0f404b286311d03e@lmi.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: Maureen Carro <mcarro@lmi.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4726] Re: Typology? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Apple Mail (2.619.2) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; format=flowed Status: O Content-Length: 3443 Lines: 89 Susan, You took the words right out of my mouth! Only you said it much better! After working with so many students who show "snippets" of more than one syndrome, I have concentrated more on what to do to help rather than on what to call it. I worked with a student diagnosed "autistic", who I discovered also had poor phonemic awareness, and thus was very frustrated when he couldn't read, which exacerbated his adverse behaviors. Sometimes, I think we get too caught up in trying to diagnose a specific thing, and then we ourselves don't see the tree for the forest, or is it the forest for the tree??!! I completely agree with the "Whole / Part, Part/Whole observation. It is that "'ole top down vs. bottom up" thing! I too, start with the one they are good at and work toward the other! The "lingo" for these types seems to be "Executive Processing Disorder". They don't seem to know which way to go to solve a problem. On Apr 19, 2005, at 8:29 AM, Susan Jones wrote: > I don't have formal classifications, but I do have amorphous > overlapping categorizations. > > Lots of my informal classification boils down to "whole part" vs. > "part whole" folks, whether it's numbers or words. I've got some who > can't see the trees for the forest, and those who can't see the forest > for the trees. Some of 'em can't move forward with a procedure until > they know why it works, and they can't move forward in reading without > the big picture; others need the steps and get confused and bewildered > if two ways to do the same thing are presented before the first one is > mastered (at which point sometimes they can see how the two are > related). > > My Big Prinicple Of Everything is to start with your strength and work > towards your problems. > > Other folks have specific skills issues * I finally encountered a > smooth, fluent decoder... whose vocabulary is weak enough to throw up > walls; if somebody's ruminating about something, what is that? > > Level of ability to comprehend the abstract is also a big factor > whether it's reading or math; whether I stick to the literal and build > just a bit of abstract around it, or go for pithy metaphors to help > remember and comprehend the details. > > Right now, "why is there a z in the abbreviation for ounces" is a > mildly painful distraction ... I feel a google attack... > > > > 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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