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Subject: [NIFL-LD:4730] RE: Typology?
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Michele,
You are the second good thing that has happened to me today--glad you wrote.
Why can't you get your students assessed?
I briefly scanned your post.
Two things are happening--1) something inside the person's brain, which you can't see, 2) accommodations that you are making, probably after long experience, to help the student. You are responding to the disability/difference. You have an informal seat of the pants reaction to the student's difficulties.
On Monday I interviewed the academic dean of a 2 year college that ONLY has students who learn differently.
I asked him for a typology:
1) a) left brain phonology problems, classic dyslexia
b) double deficit, a timing problem that impacts especially
vision.
2) frontal lobe--ADHD (symptoms may disappear when student
starts learning).
3) right brain--non verbal learning difference/disability
I am working in this area, asking people who are in the field to tell me what they see happening. This is really important. You guys are automatically adapting your teaching strategies to your students, even when you don't know what is going on.
The dean I talked with gave me some tips, one was to coordinate meaning with remediation, so when doing Homer, the student is learning how to take notes. He also was very big on books on tape, meaning being that the students could get the information.
For you, doing the work you are doing, I expect that the dean's remarks are somewhere up in the stars. This is a place that charges very high fees, and all the kids go on to reputable 4 year colleges. You can do a lot with money.
If anybody else is reading this post, PLEASE reply to the typology question! As I told the dean, YOU are the people out in the field.
He also told me that the nvld is a relatively new category.
Does the typology make sense to you?
Thanks, Michele, for enlivening my evening.
Andrea
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