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 j3L1A0G24315; Wed, 20 Apr 2005 21:10:01 -0400 (EDT) Date: Wed, 20 Apr 2005 21:10:01 -0400 (EDT) Message-Id: <410-220054421170328@ix.netcom.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: "Michele Anne Craig" <shellcraig@ix.netcom.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4731] RE: Typology? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: text/plain; charset=US-ASCII X-Mailer: EarthLink MailBox 2005.1.57.0 (Windows) Status: O Content-Length: 1703 Lines: 39 Andrea, Thanks! >> Why can't you get your students assessed? We have no one on staff who can do assessments at the adult school where I work. The community college does do LD assessment, but the student has to be enrolled for college classes and some of my students don't feel comfortable doing that. I guess I am not very well versed in brain studies, so some of what you described is fuzzy for me. I know dyslexia, of course, but the causes of it can be really varied. I wouldn't put it into two categories. I also work with students with mental illness (schizophrenia) and traumatic brain injury. I'm not sure how you would typify these because I think it depends on what part of their brain has been damaged, but sometimes there are problems with social interaction that also affect learning, which I would not really call a learning disability. At the moment I have a student who probably has fairly severe aphasia. He writes a GED essay by copying sections out of books to create paragraphs and has large speech processing delays. He has also been homeless and comes in with large bruises on his face (falls? seizures) that he won't discuss. How do you typify him? His mathematical abilities are very high and he can do complex algebra. I find that by making materials available in all the modalities and allowing student choice in the way they use the materials (and providing a little nudging toward certain things) almost everyone can learn. We do hands-on things, some group work, there are video tapes, computer curriculum, and one on one instruction available. I rely heavily on watching how they use the materials and how they seem to learn best and go from there. Michele
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