Maureen,   Well put!

Twenty percent - one out of five - have a learning difference. The kid
struggling in 4th grade becomes the illiterate adult.  So let's use the
tools to teach reading starting in kindergarten -  actually laying the
foundation in pre-school.   Is there any sesne in refraining from using a
tool to do the trick - explicit, multisensory, structured instruction.

What is there to gain by waiting?
What are we losing by waiting?

Is there anyone out there ready to take action to reform a public education
system that fails so many?  Lucille Cuttler
415 665 2768   l.cuttler at comcast.net
  -----Original Message-----
  From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Maureen Carro
  Sent: Friday, November 06, 2009 10:16 AM
  To: The Learning Disabilities Discussion List
  Subject: [LearningDisabilities 4279] Re: Dyslexia Awareness Week in the UK


  I would not use the term  "a warm myth", but I do agree that individuals
with dyslexia span the same  span of general intelligence, motivation,
diligence, talent, etc. as the general population.   Some are gifted in one
area or another, just as those who are not dyslexic.  Some are of high
intelligence, some are average...just like the rest the population!  There
are gifted dyslexics, and gifted "non-dyslexics'.  Hugo is correct in that
one is not determined to BE dyslexic unless they are of at least "average"
intelligence.  In other words, low intelligence/ mental retardation is an
exclusion ( according to the present powers that be anyway).


  There are many supposedly  "gifted " individuals who are  cited as
examples to our students:  In addition to some that Tom mentions, Thomas
Edison, Steven Spielberg, the mayor of San Francisco, the CEO of CISCO,  and
some would say George Bush ( Neil Bush for sure, as that apparently is why
Barbara Bush took on literacy as her "first lady's cause" to champion).  One
of the major news magazines cited "the Dyslexic CEO's" in a feature a few
years ago.  So it is true that  dyslexics can achieve.... and some beyond
what most of the rest of us "non-dyslexics" achieve.  In fact, back in the
sixties, that seemed to be the "criteria" that underpinned the "discrepancy
model"....is,:  " It is obvious that this kid is too smart not to be able to
read", therefore, he/she must be dyslexic!!!  "


  That being said, I think we should cite these examples cautiously.... as
not ALL dyslexics are gifted!  They will not all be movie stars, inventors,
CEO's, or movie producers any more than the average individual will be those
things. The majority will plug along like the rest of us finding a place in
society.  I often do say that "dyslexia is a weakness in a sea of
strengths"..... so that my students will focus on their strengths and
realize that because of their weakness they might need to work harder than
others to achieve what they are motivated to achieve.  Perhaps the analogy
is found in sports.... not everyone is capable of being a Tiger Woods... but
anyone who wants  can play golf.... and reasonably decently if they are
willing to put in the time.  Does that mean Tiger Woods should not serve as
a "role model"?  I seem to remember some years ago, that a court ruled that
a disabled golfer, Casey Martin, should be allowed to use a golf cart (
against the normal rules of professional golf) to compete in a Pro-Golf
Tournament!  Of course, he otherwise had "all the right stuff" to be a
pro-golfer!


  I think golf is a good example because EVERY golfer has a HANDICAP that
allows him/her a chance to win!  Cool!


  Maureen Carro, MS, ET
  Academic Learning Solutions
  Alamo, CA
  mcarro at lmi.net






  On Nov 6, 2009, at 6:27 AM, HKerr at aol.com wrote:


    In a message dated 06/11/2009 13:56:44 GMT Standard Time,
tsticht at znet.com writes:
      Is dyslexia a condition
      that renders one as disabled and entitled to special treatment in
education,
      or as a superior condition that enables one to stand as a role model
for
      others to strive to emulate
    In the UK dyslexia is legally included among disabilities for
educational purposes. So institutions are placed under an obligation, by
law, to consider, assess and remediate. There have been successful cases
brought against local authorities for allegedly not fulfilling these
requirements.

    As to 'dyslexics' being higher IQ, more hard-working, more skilled
spatially, and on and on, I'm afraid there seems no actual evidence for any
of this. It's probably a warm myth. My own view would be that 'dyslexics'
would be exactly as likely as the rest of the population to be bright,
beautiful, imbued with work ethic, good with their hands or whatever else
anyone might choose to measure.

    Of course, if the old discrepancy criterion is deployed (as it mustn't)
then all 'dyslexics' will turn out to be average or better IQ - that's what
the definition demands!

    Hugo

    at: http://www.hugokerr.info

    "We're here to help each other get through this thing - whatever it
might be." (Kurt Vonnegut)
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