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 j3JGeKG14454; Tue, 19 Apr 2005 12:40:20 -0400 (EDT) Date: Tue, 19 Apr 2005 12:40:20 -0400 (EDT) Message-Id: <f0b77c708917f2a8be2231d6cf0075a9@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:4727] Re: NLDs... 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: 2953 Lines: 77 So true! How is one supposed to know "how a character is feeling" if they cannot tell how the person standing in front of them is feeling? Our emotional center is in the "limbic" system, part of which is the Hippocampus, where we consolidate information from short term memory. HMM! Maybe that is why we remember those "significant emotional experiences". Imagine the consequences of having a cognitive weakness here, and what impact that has on learning. I would love to hear from some people who have been successful with interventions here! I sort of "work from the gut" with some success, but find these among my most challenging students. Maureen On Apr 19, 2005, at 8:40 AM, Susan Jones 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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