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 j3LCtTG21083; Thu, 21 Apr 2005 08:55:29 -0400 (EDT) Date: Thu, 21 Apr 2005 08:55:29 -0400 (EDT) Message-Id: <20050421125312.4023.qmail@web52902.mail.yahoo.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: Anita Landoll <amlandoll@yahoo.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4732] RE: Typology? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 2829 Lines: 91 I have found, with my work with adults as well as children, that the best thing to do is this: Provide concrete, multi-sensory learning for all students. Often, as you do that, you will discover how individual students learn best. As far as classifying students, I find it extremely hard to do. So many factors seem to be involved, some of which are intelligence level, level of disability, background, disabilities that impact other disabilities, motivations, etc., etc... Great articles about learning problems can be found at ldonline.org. Anita www.learntoreadnow.com --- AWilder106@aol.com wrote: > 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 > > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:49 EST