Special Needs Disability Services Disability Laws Assistive

Special Needs
Disability Services
Disability Laws
Assistive Technology
Learning Styles
Project Assist
Cumberland County College
PO Box 1500
Vineland, NJ 08362-1500
http://www.cccnj.edu/projAssist/index.cfm
Sponsored by a grant from
The NJ Commission on Higher Education
PO Box 542
Trenton, NJ 08625-0542
http://www.state.nj.us/highereducation/
Table of Contents
Rick Lavoie
Background
Developing an Educational Philosophy: If You Don‘t Stand Up for Something, You‘ll
Fall for Almost Anything
Fighting the Good Fight: How to Advocate for Your Students Without Losing Your Job
Ask Rick Archives
Dale Brown
Background
Step to Independence: Soar to Success
Tom Caine
Background
Assistive Technology Solutions for Students with Special Needs
Richard Cooper
Background
The Racing Mind
The Reluctant Writer
Right/Left Discrimination Problems
Math Problems: The Thought Processes that Interfere with the Acquisition of Math
Skills
Word Problems
Fraction‘s Four Functions
Parts of Speech
Cheryl Ludwig
Background
Tourette Syndrome and Associated Disorders
Specific Classroom Strategies and Techniques for Students with Tourette Syndrome
Tourette Syndrome
Obsessive Compulsive Disorder
Jim Marketto
Background
Let Me Learn‖ An Advanced Learning System
Wendy Strobel
Background
Cornell University ILR School DBTAC- Northeast ADA Center
Nondiscrimination in Higher Education
Checklist: Having a Disclosure Conversation-Discussing a Disability
Checklist: When Someone Discloses a Disability
Web Accessibility Webinar Series
Web AIM Quick Reference: Testing Web Content for Accessibility
Web AIM Quick Reference: Web Accessibility Principles
Programs and Services
NJ Regional Centers
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Keynote Address:
Shoveling Off the Ramp: Managing and Motivating the Student with
Learning Challenges
Breakout Session:
Understanding Attention Deficits: Viewing the World through a Wide
Angle Lens
Rick Lavoie
Keys to Access: Unlocking the Potential for Students with Disabilities
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Rick Lavoie
Rick Lavoie, M.A., M.Ed. has served as a consultant on Learning
Disabilities to several agencies and organizations including Public
Broadcasting Service, New York Times, the National Center for Learning
Disabilities, USA Today, Girl Scouts of America, and National Public
Radio. He has delivered his message to over 500,000 parents and
professionals throughout North America, Australia, New Zealand and
Hong Kong.
Most parents and professionals know Rick through his videos "How
Difficult Can This Be? The F.A.T. City Workshop", "Last One Picked, First
One Picked On: The Social Implications of Learning Disabilities" and
―When the Chips are Down: Learning Disabilities and Discipline.‖ His
recent videos ―Beyond F.A.T. City: A Look Back, A Look Ahead‖ and ―It‘s
So Much Work to Be Your Friend: Helping the Child with Learning
Disabilities Find Social Success‖ are among the most widely distributed
films in the educational media.
For more information about Rick Lavoie, his speaking schedule and
publications, visit his Web site at www.ricklavoie.com.
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Developing An Educational Philosophy:
If You Don't Stand Up for Something, You'll Fall for Almost Anything
Among the difficulties confronting the field of special education is the perceived
paucity of intensive, philosophical belief systems on the part of many practitioners.
This essay is aimed at those professionals in the early stages of their careers and is
designed to present some basic tenets that can be the foundation for a professional
philosophy.
When attempting to assist a weak, struggling or ineffective teacher, one often notes
that the teacher has no established philosophy of education; no roots, no belief
system, no standard upon which she is able to base her policies and practices in the
classroom. She embraces every new technique as her own and tends to define
progress as adopting what is new because it is new; abandoning what is old
because it is old. Conversely, the talented and effective educator seems to base her
every action upon the firm foundation of an established philosophy or belief system.
Her strength flows from that philosophy and she accepts or rejects materials or
practices based upon their compatibility with her established philosophical concepts.
This belief system has developed over time and has been adapted, modified and
molded by the colleagues and clients that she has interacted with throughout her
career.
Little is done in our teacher training institutions to encourage the young professional
to develop or examine her own educational philosophy. Administrators sometimes
ask for the applicant's educational philosophy in an initial job interview, but the
prospective teacher is seldom required to defend these beliefs with theoretical or
pragmatic evidence.
This essay is designed to submit three philosophical tenets which the author feels
are fundamental to the success and effectiveness of the special educator. The
application of these tenets on a daily, ongoing basis can create a classroom
environment which better meets the unique needs of the learning disabled. The
adoption of these concepts will cause the professional to re-examine three basic
educational tenets: competition, fairness and work ethic.
A recently-completed informal poll of over 300 teachers indicated that 1) competitive
activities comprise the majority of on-task time and 2) such activities are used
primarily because the teacher believes that classroom competition is motivating and
offers valuable experience to prepare the students to deal effectively with the
"competitive adult world". Could it be that this competitive, highly-charged academic
environment is one of the major obstacles to the LD child's success in the
mainstream? The motivational benefits of competition are dubious when we
examine the nature of competition in the real world. For example, 19,000 adults ran
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the grueling New York City Marathon in 1985. They dedicated themselves to hours
of intensive, painful training to become mentally and physically prepared for the
challenge. Yet each runner entered the race with the full knowledge that only two
cash prizes would be awarded. For the majority of amateur runners, their motivation
was rooted in competition with self or personal best. Their goal was to finish the
race and improve upon their previous performance. Most of us do our best work
when attempting to improve our own performance, not when trying to surpass the
performance of others. Yet, in classrooms we have established the dynamic
wherein each child wishes to see his classmates fail. As educators we must
recognize that competition is one of our professional tools and, as such, we must
learn to use it judiciously. Consider the dynamics of the three basic educational
approaches: (Johnson, 1985).
INDIVIDUALIZED EDUCATION: In Individualized activities, the success/failure of
Child A has no effect or impact upon the success/failure of Child B. Each child
works at this own pace and he competes only against his own previous
performance.
COOPERATIVE EDUATION: This strategy emphasizes group goals and
interdependence (Johnson, 1985). In cooperative activities the success of Child A is
dependent upon the success of Child B. Such techniques foster a climate of
friendship, caring and sharing in a classroom setting.
COMPETITIVE EDUCATION: In a competitive classroom, the success of Child A is
dependent on upon the failure of Child B. This approach becomes a breading
ground for cheating, jealousy and damaged self-concept. Of course, the Learning
Disabled child becomes fodder in such a system.
Old habits die slowly. A teacher was having marked difficulty controlling the
dynamics of her classroom. Upon observation, it was felt that she was overemphasizing competition among the students. She was advised to alter her
teaching style and place more emphasis upon cooperative ventures. She agreed
with the concept and took immediate steps to integrate "cooperation" into her lesson
planning. She began by posting a bulletin board with the heading "Let's See Who
Can Be the Most Cooperative this Week" and she initiated an intense competition
wherein students received points and rewards for demonstrating cooperative
behavior. The result, of course, was a corruption of the entire concept of
cooperative education.
Many well-intentioned teachers emphasize competition in their classroom in the
mistaken belief that they are preparing the child for the intense competition that he
will face in society. In their zeal to replicate the "big, bad world" these teachers have
created classroom environments wherein the level and intensity of competition far
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exceeds that of the adult world. Our society does require competition in order to
achieve success, but this competition has two fundamental components: a) adults
do not compete unless they elect to and b) we compete only against our peers and
equals. Most classroom competitive activities (e.g., spelling bees, mathematics
games) do not meet those criteria.
Rather than a means to an end, classroom competition has become an end in itself.
These methods tend to disillusion and discourages mainstreamed students. It also
negatively affects the student's value system and his perception of educational
goals and objectives. Competition can be a valuable educational tool when the child
participates WILLINGLY and the activity provides him with an opportunity to
succeed. Forced, unfair competition, however, can be damaging to class morale
and fragile self concepts.
A second philosophical issue for the practitioner to examine is that of "fairness". It
seems that, as parents and educators, we mold children's values and morals. We
teach them valuable lessons related to honesty, courage, integrity, loyalty and so
on. Yet it seems that we allow children to dictate to us the concept of "fairness".
When asked to define "fairness," most children respond: "Fairness means
everybody gets the same." Unfortunately, we often allow children to convince us
that this indeed is the definition of that concept. As a result, we attempt to deal with
all children in an identical manner. When a teacher modifies a lesson for an LD child
or adjusts the course requirements for him, his classmates charge that the situation
is "unfair". Rather than respond to their complaints, the teacher should explain that
the mature conceptualization of "fairness" is not equal, identical treatment; rather,
"fairness" means that every student receives what he needs. Because each
individual's needs are different, "fairness" dictates that their programs and
expectations will be different. Children are capable of understanding this concept if it
is explained clearly and if it is observed daily in the teacher's modeling behavior.
The third philosophical construct is that of "work ethic." Unfortunately many teachers
in our field labor under the following mistaken belief: "You cannot accomplish any
meaningful work with Learning Disabled children in September. The students are
unable to make the adjustment from the summer months. Of course, you cannot
expect to make progress in May or June because the students are anticipating the
upcoming hiatus. December is unproductive because of the holidays. You should
not expect LD students to be responsive during the first of last period of the day, or
the periods before and after recess and lunch. Mondays and Fridays are, of course,
unproductive as is any week before or after a vacation." With this philosophy, we
are left with approximately one week in mid-April wherein we can expect students to
be responsive, motivated and on-task! This self-fulfilling prophecy is unfortunate and
the cause of many of the behavior management difficulties that abound in special
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education classes. The new professional is well-advised to avoid becoming
entangled in this web. Experience tells us that Learning Disabled children can
remain on task when lessons are presented in a relevant, realistic and stimulating
manner. In order to reach their academic potential, children with special educational
needs require as much "on task" time as possible. The teacher should present her
instructional material in an effective and efficient manner and should expect that her
students can and will cooperate with her and her objectives.
Special Education is an art and a science. The practitioner must develop effective
and therapeutic skills while, simultaneously, increasing her technical competence.
We must develop ourselves as persons and professionals. The adoption of a
pervasive educational philosophy is the initial step in this process.
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Fighting the Good Fight: How to Advocate for Your Students
Without Losing Your Job
By: Rick Lavoie (2008)
One of the greatest blessings of my professional life is the opportunity I have to talk
with hundreds and hundreds of my Special Education colleagues. Before and after
my seminars, I have conversations and discussions with countless teachers from
coast to coast and everywhere in between. It is truly a joy, and these on-the-fly
exchanges give me an updated perspective on the changes and challenges in
America's classrooms.
These conversations are an ongoing source of information and inspiration for me.
They confirm my long-held belief that some of the finest people on the planet are
toiling daily in America's classrooms…and particularly in our Special Education
programs!
Most of these exchanges are reassuring and reinforcing, but occasionally I have
conversations that are troubling and disheartening. These disturbing conversations
remind me that the inclusion battles of the 1970s continue in many American school
districts and that the rights of struggling kids continue to be violated and ignored.
Among the most disturbing comments that I hear are these:
I have a student who really belongs in a regular math class, but the math teacher
won't allow it.
I wanted to advocate for my students' needs, but I don't want to lose my job.
I am new to my school and the other teachers have warned me that I shouldn't rock
the boat. The Special Education teacher at the school last year got fired for
defending parents at an IEP meeting.
The administrators at my school told me not to mention the new Resource Room to
Michael's parents when I met with them because there was no more room in the
program… but that's where he belongs.
It saddens me greatly to hear these all-too common complaints and concerns from
my colleagues. I worked as a school administrator for thirty years and always felt
that teachers' willingness to defend and advocate for students should be
encouraged and reinforced… not discouraged and criticized. One of the most
sacred responsibilities of a Special Education teacher is to advocate for her students
and their needs. We need to be voices for the voiceless.
After all, that's why they call it SPECIAL Education.
For the past several years, I have delivered a seminar entitled "Other People's Kids:
The Ethics of Special Education." In this workshop, I outline a dozen basic ethical
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tenets that must be understood and followed by those of us who toil in the vineyards
of Special Education. These tenets involve confidentiality, collaboration and parental
interactions. But the main emphasis of the workshop is the premise that "The
professional's PRIMARY loyalty and commitment is to the CHILD."
That statement appears to be simple and basic, but it is—in point of fact—quite
profound and significant.
Consider: Reflect upon the last time you wrote and Individualized Educational Plan
for a student. What was your motivation? Who was your audience? What was your
goal? Who were you writing it for? Did you design the document primarily to please
the child's parents? To impress your supervisor? To meet your budget? To adhere to
school policy? To adjust your workload?
If you answered "yes" to any of those questions, you have violated the primary
ethical tenet of our profession: Your fundamental loyalty and commitment must be to
the child. His needs should be foremost in your mind… and in your actions and
decisions.
Now, if you are able to meet the child's need and simultaneously keep your
superiors, colleagues, parents and budgets satisfied—TERRIFIC! But when faced
with the choice of serving the child and /or pleasing your other constituencies… you
must ALWAYS focus on the needs of the child. It is as simple as that.
But — as we all know — some things that are SIMPLE are not EASY.
In a perfect world, no teacher should be criticized for defending, protecting, or
advocating for a child. But, the world is imperfect and teachers often find that they
are asked to compromise students' services in order to maintain budgets and other
real-world constraints. Teachers face this conundrum daily. Their allegiances are
torn: How do I meet the needs of my students while also being a loyal, responsible,
and responsive school employee?
So, what can the teacher do? For your consideration, I offer some basic suggestions
for the teacher who attempts to juggle her commitment to kids along with the realities
of today's school workplace.
The underlying theme of these suggestions is that schools are political. In order for
your voice to be heard and your advocacy to be effective, you must play and win the
'political game' in the hallways, the teachers' lounge, and the administrative suite.
Understand that the PRINCIPAL is the key player in this drama. You must
have the loyalty, support, faith, and cooperation of your principal in order to
advocate effectively.
If you are a new teacher, find a mentor in the school. Find a successful,
respected teacher in your building and become her protégé. She can provide
you with invaluable counsel and advice.
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Ingratiate yourself to colleagues in all departments and at all levels. It does,
indeed, take a village to raise a child and you will need all the teachers,
secretaries, custodians, lunch ladies, and ancillary staff in order to assist you in
your advocacy. Write thank you notes. Be polite. Show interest. Be kind. Don't
complain. Share ideas and materials. Compliment. Support. Smile.
Get out of the Special Education classroom… on a regular basis. Become an
integral part of the school community.
Get involved in staff development and in-service programs. Promote the idea
of using these programs as vehicles to educate and sensitize your colleagues
to the unique needs of students with learning disabilities.
Promote the concept of Universal Design that holds that Special Education
strategies are effective with all kids! If a teacher learns a few "special ed"
techniques to use with the child with LD in her class, she can also use those
strategies with her "best and brightest" student who may be unable to
understand a specific concept. Remind your colleagues that Special Education
is simply really good education.
Organize and participate in Teacher Assistance Teams. This innovative,
transdisciplinary approach consists of teachers and support staff who
voluntarily gather on occasion in an informal setting. One of the team members
presents a brief outline of a difficulty that she is having with a particular
student. The group then brainstorms various suggestions and solutions. This
strategy is often used in business or medical settings with great success.
Be positive and upbeat about your Special Education students. If you
constantly vent (loudly and publicly) about how difficult, complex, and
challenging these kids can be… your colleagues will be less willing to work
with them. Give your kids good, positive, constructive PR.
Propose a study group or Great Books Club where you and your colleagues
read and discuss an educational book. Brainstorm ways that the author's
concepts can be used in your school.
If you are frustrated or troubled by a colleague, take care NOT to communicate
your feelings to parents or students. Nobody wins in that type of conflict. It is
unprofessional and unfair to undermine a colleague's authority or reputation.
Observe your colleagues in their classrooms and encourage them to visit your
class, as well. Learn from one another.
Volunteer for committees and assist with school functions and events. If you
help the yearbook advisor design the layout, he will be more likely to assist
"your" Special Education students who are assigned to his English class.
Again… schools are political: You scratch my back and I'll scratch yours.
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Deal with conflict effectively. Recognize that—in the overwhelming majority of
conflicts—no party is all wrong (or all right!). Try to see all sides of an issue.
Walk in the other person's shoes. Adult conflicts tend to—eventually—impact
on the child. When elephants fight, it's the grass that gets trampled.
Avoid negativity and do not get involved in the negative teacher cliques that
are common in schools. These destructive groups will often try to sabotage the
administration's goals and plans. Be cordial with these folks, but don't allow
them to sap your energy or enthusiasm.
Don't get involved in gossip or destructive rumor-spreading. If you hear a
troubling rumor, go directly to the principal to request clarification or
confirmation.
Getting colleagues to assist
The key to getting your colleagues to provide the support and assistance that your
students require can be summed up in one solitary word: PERSUASION!
You need to persuade your colleagues to invest the extra time, energy, and
resources that the child requires. You must motivate and/or inspire them to make
and maintain this commitment. Persuasion is far more effective than threatening,
cajoling, or ordering.
In order to persuade a person to do something, you must look at the situation from
that person's perspective. Walk in her shoes. This will make you better able to
understand—and allay—her objections and concerns.
There are five basic steps that you should follow if you are trying to persuade
someone to do something.
1. Show them the benefits of your idea.
If possible, show how the child, the school, and the teacher herself will benefit.
2. Be prepared for contradictions and objections.
Think of issues or concerns that your colleague might raise and prepare
effective responses.
3. Be willing to be agreeable… even if you don't agree!
Say, "I can see your point, but if we make a few compromises and
adjustments, we can make this work."
4. Admit mistakes or miscalculations.
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Be willing to say, "Well, I hadn't thought about that…" This approach makes
you seem more trustworthy and flexible.
5. Ask her to consider your recommendations and agree to continue the
discussion at a later time.
If you insist on an "immediate answer," she may feel intimidated or defensive.
It is also effective to use a persuasion method known as "Discovery". This strategy
allows the other person to feel that your suggestion is actually her idea… therefore,
she feels more ownership for the suggestion.
As an example, suppose a special educator (Mary) wants a history teacher (Max) to
modify his testing of a student (Alex) by eliminating the essay section of his monthly
exams. The conversation could go like this:
Mary: I appreciate your extra efforts with Alex. He really seems to enjoy your class
and raved about the museum field trip.
Max: I know he likes history and he participates often in class, but his exam grades
are really poor.
Mary: I wonder what we could do about that. I looked at his last exam and he did
really well on the multiple choice items and the true/false. It was the essay section
that pulled him down.
Max: Yeah. And that's too bad. I know that he knows the material because of his
comments in class.
Mary: So I guess that he knows the stuff—and can explain it verbally—but just can't
get it down on paper. That seems to be the problem…
Max: Wait a minute. What if I give him the essay section orally? I could meet him at
lunch on the day of the test and he could explain his response to me. Would that
work?
Mary: BRILLANT! Wish I had thought of that…
With this approach, Max is very committed to making the strategy work because he
feels that it was his idea.
Manipulative? Sure. But effective.
Why do systems place obstacles in the way of student services?
In order to "fight the good fight," you must know the dragon that you are fighting.
When advocating for students, you will confront common obstacles and objections
from your colleagues. This does not necessarily reflect that they are insensitive or
uncaring. Rather, their objections are often rooted in the reality that available time,
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energy and resources are limited. Every established organization has a tendency to
resist change and defend the status quo… even if the status quo is not working!
I recall a teacher once entering my office and saying, "I have kept Joshua in for
recess for 15 days in a row and he STILL isn't doing his math homework!" Well, let's
circle the 'slow learner' in this picture… IT AIN'T WORKING!!!
In their brilliant and groundbreaking book, From Emotions to Advocacy, Pete and
Pam Wright outline the most common objections confronted by those who advocate
for special needs students:
1. Insistence on adhering to longstanding policies and procedures (We've always
done it this way).
2. Resistance to making exceptions (If we do this for Allison, we will have to do it
for everyone).
3. Resistance to setting a precedent (This will open the floodgates and all the
parents will want these services).
4. Insufficient training (Our teachers don't know how to do that…).
5. Insufficient staff (We simply don't have enough people to do this…).
6. Unavailability of services (Our school doesn't do that… we never have!).
7. Commitment to a one-size-fits-all approach (All of our students with LD use
this reading system).
8. Insufficient Funds (That would cost too much… we don't have the money).
9. Overwhelmed (We've never seen a kid with such complex needs before…).
10.
Lack of understanding of legal aspects (Even if the law requires it, we
can't do it…).
You should prepare effective, accurate, and appropriate responses to each of these
objectives BEFORE you approach the powers-that-be with your proposals.
Although these objections are understandable from the other person's perspective,
all of them are contrary to the letter and spirit of current Special Education law.
The Wrights cite an eye-opening 2001 study conducted by Galen Alessi. She
reviewed 5,000 evaluations written by school psychologists in order to determine the
factors the psychologists felt were contributing to the child's failure/frustration in
school. She listed five factors (inappropriate curriculum, ineffective teaching,
ineffective school management practices, inadequate family support, child-based
problems/disabilities) that are widely accepted as reasons why kids fail in school.
Her review found that in 5,000 reports, the factors listed above were cited in the
following manner as primary causes for the child's failure.
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Inappropriate
curriculum
0% times
Ineffective teaching
practices
0% times
Ineffective school
management
0% times
Parent/home factors
20%
times
Child based problems
100%
times
When in doubt, blame the victim!
Getting the support of your principal
As an advocate, your key and indispensable ally is the building principal. No matter
how talented or devoted the faculty is, no matter how powerful or influential the
parent body is, no matter how committed the School Board is… the child will NOT
get responsive, effective services unless he has the support of the person in the
principal's office.
Every time I have observed a school program that is exceptional in its
responsiveness (or lack of responsiveness!) to the needs of struggling children, the
primary influencing factor is the PRINCIPAL.
A landmark study of management styles of principals rendered the following
profound results:
We found some BAD schools with a GOOD principal… but we found no GOOD
schools with a BAD principal
However, research indicates that many principals hold very negative feelings about
Special Education and may view these students as a "drain" on a system that is
already strained to the breaking point.
In order to effectively advocate for children with special needs, and in order to be a
"shepherd of change" in the school, the principal must understand and embrace ten
basic concepts.
1.
Change is a process, not an event.
2.
Change requires intense preparation.
3.
In order for organizations to change, individuals must change.
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4.
5.
Change generally occurs from the top down.
Mandates do not make change work; only a sound, supportive process
makes change effective.
6.
Change will be effective only if accompanied by support.
7.
Under legislative guidelines, students are entitled to services. You are not
"doing the family a favor" by creating and implementing responsive
programs. You are just doing your job.
8.
Each child is an individual and must be viewed as such. There is no one,
solitary program or approach that works effectively with all kids… even if
they have the same diagnosis or label. If the child can't learn the way we
teach, we need to teach the way he learns.
9.
Special Education is not a place or a program. Rather, it is a flexible set of
services and supports.
10. Effective Special Education services do not exist in a vacuum. Neither do
they exist detached from the general program. They must be an integral and
important part of the school-wide culture.
The key to dealing effectively with your principal or supervisor is to view situations
and issues from the principal's perspective. I learned two important life lessons from
two unlikely sources: a former boss and a U.S. President.
When I was appointed headmaster at a residential school on Cape Cod, I had a
meeting with the chairman of the school's board. He provided me with some
significant and valuable advice at our initial meeting, "Run this school in the way you
think is best. I will not interfere. But don't ever let me be surprised."
Always keep your superiors informed. Tell him about any problems that may be
"bubbling." Don't wait until small problems grow into a crisis. If a child or a parent is
having difficulty, mention it to the principal. In this way, she won't feel blindsided if
the problem does become critical.
The second lesson came from Ronald Reagan. Prior to his presidency, Reagan
honed his daily management skills as Governor of California and he knew how to run
and manage a complex organization. He continually reminded his staff, "Don't bring
me problems, bring me solutions."
When an aide entered the Oval Office, he would not merely announce a problem or
a challenge that required the President's attention but, rather, the aide would
verbally outline the problem and offer three of four viable solutions for the
President's consideration:
Mr. President, we don't have sufficient Congressional votes to pass House Bill #94266. We could shelve the bill and re-introduce it next session, OR we could remove
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the objectionable amendments and, thereby, gain some votes, OR we could add
several of the important provisions of the bill to another piece of legislation.
What course of action would you suggest?
This approach will greatly enhance your effectiveness with your principal. All day
long, people enter he office and present her with problems, challenges, difficulties,
conundrums, and crises. What a refreshing change to have someone offer solutions!
Dr. Harding, several of the parents of my Special Education students are upset that
the kids' grades in their subject areas are being negatively impacted by their inability
to complete their homework. The parents made some pretty compelling arguments
that the assignments are overly difficult and that the kids' after-school therapy and
tutoring commitments prevent them from getting the homework done.
Some of the parents told me, frankly, that they are unable to assist the kids with the
homework because of their own language difficulties. A few of them are very upset
and indicated that they might bring the issue to the district office.
I have a few solutions. First, we could assign one of our aides to work with the kids
after lunch every day so they could get assistance with the more difficult
assignments. Or we could meet with the content area teachers and discuss
modifying the assignments. Or we could establish a policy where these kids get two
separate report cards: one for class work performance and one for the homework
performance.
Which solution do you think is best?
This approach is effective for two reasons: 1) It clearly demonstrates that your
solutions will benefit the principal because it prevents a potential conflict with the
district office, and 2) It gives her input into the decision so she is more likely to be
committed to its success.
Some other "principal pleasing tips"
Share good news with your principal occasionally. Don't go to her office ONLY
when you have a problem or a request, soon she will dread seeing you. Stop
by to share good news about your students or colleagues.
Don't overuse the principal for discipline problems. Try to handle most
disruptive behavior on your own. If you don't, you begin to develop a reputation
among your students that you have a very limited repertoire for dealing with
disruptive behavior, and they will continually push you to the edge with ever
escalating behavior difficulties: You can do anything you want in Mr. Malzone's
class, but don't push him too far or he'll send you to the principal.
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You will impress your principal—and make him your ally—if you "play by the
rules." Be punctual. Submit paperwork on time. Stick to the schedule. Be
positive. Volunteer.
A hint: Most principals work during the summer months. Visit the school and
spend some time with her. Ask if you can help in any way. The summer is a
great opportunity to build and enhance your relationship with her.
Conclusion
In summary, if you wish to be an effective advocate for your students, remember the
eleven P's that will enable you to enhance your cooperation and collaboration with
your colleagues.
Principal:
Gain the support of your school's leader.
Problem Solver:
Be viewed by your colleagues as a person who solves problems, rather than
causes them.
Planning:
Have specific, observable, understandable goals for each student.
Practical:
Provide your colleagues with suggestions and solutions that are pragmatic and
workable. Consider their time and energy constraints.
Participate:
Be an active, contributing member of the school community.
Passion:
Share your passion with your colleagues.
Positive:
Try to remain positive when dealing with colleagues.
Potential:
Be ever mindful of the potential of your students.
"Polish the Apple":
Give compliments and praise willingly and often.
Prepare:
Always have evidence and data to support your suggestions.
Pray:
It couldn't hurt… and it just might help.
18
But the most important P is Protect. It is your sacred duty to protect all students
from harm, humiliation, or hurt. You simply cannot stand by and watch when a
student suffers.
As Dante reminds us:
"The hottest places in Hell are reserved for good people who — in times of moral
crisis — choose to do nothing."
Lavoie, R. (2008). Fighting the Good Fight: How to Advocate for Your Students
Without Losing Your Job. Exclusive to LD OnLine.
19
Dear Rick,
I attended your recent session in New Mexico and really enjoyed it! As a Regular
Education teacher, I truly try to stay abreast of the latest developments in Special
Education. What a fast-moving field!
I am diligent about reviewing the assessment files of the mainstreamed students in my
classes. At times, I find that reading these reports is akin to swimming in mud! Very
confusing! One problem is the number of initials or acronyms that are used! IEP! OT! PT!
LEA! LRE! Are all of these terms necessary?
I know that you are an important person in the field. Can't you convince your Special
Education colleagues to eliminate this Alphabet Soup from their reports?
Annie
Santa Fe
Dear Annie,
Sorry. Not a chance! Special Ed-ers will
never surrender their acronyms . . . you
will have to "pry their cold, dead hands"
from their beloved alphabet!
But . . . maybe I could help by providing
a list of the most commonly-used
acronyms that you may find in
assessment reports. I have also provided definitions for the terms that are not selfexplanatory ADA Americans with Disabilities Act
ADD Attention Deficit Disorder
AD/HD Attention Deficit Hyperactivity Disorder
ADL Activities of Daily Living (daily tasks required for self-care; eating, dressing)
APE Adapted Physical Education
ARD Admission, Review and Dismissal Meeting (in some states)
AT Assistive Technology (any device or product that improves the functioning ability
of a child)
- ASK RICK Thought for the Month:
"What you believe in has to be bigger than
what you are afraid of!"
Anonymous
(Thanks to Arlene Stewart
of North Carolina LDA)
20
CA Chronological Age
CF Cystic Fibrosis
CHI Closed Head Injury
CP Cerebral Palsy
DD Developmental Delay
ED Emotional Disorder
EI Early Intervention
ESY Extended School Year (extension of special services beyond the 180 day
school year)
FAPE Free, appropriate public education (guaranteed by IDEA)
HI Hearing Impaired
HH Hard-of-Hearing
IDEA Individuals with Disabilities Education Act
IEP Individualized Educational Plan
IFSP Individual Family Service Plan (for children 0 - 3 years)
ISP Individual Service Plan
IPE Individual Plan for Employment
IL Intellectual Limitation
IQ Intelligence Quotient
LD Learning Disabled
LSS Local School System (formerly called LEA, Local Educational Agency)
MA Mental Age
MD Muscular Dystrophy
MR Mental Retardation
OCD Obsessive Compulsive Disorder
OH Orthopedic Handicap
OHI Other Health Impaired
OT Occupational Therapy
PDD Pervasive Developmental Disorder
PS Partially Sighted
PT Physical Therapy
SEA State Educational Agency
SED Serious Emotional Disorder
SLD Specific Learning Disability
SSI Supplemental Security Income
TBI Traumatic Brain Injury
TDD Telecommunication for the Deaf
TS Tourettes Syndrome
VI Visual Impairment
21
Hope this helps.
VTY,
RDL
Dear Rick,
My son, Zack, is in the third grade and his teacher has suggested that he might
have an Attention Deficit Disorder because he has trouble paying attention and is
very distractible. It is hard for me to believe this because none of his brothers have
ADD and Zack has never had trouble in school before.
My sister-in-law is a nurse and she told me that there are several medical
conditions that have ADD-like symptoms and these are often misdiagnosed as
ADD. Can you help?
Anna
Vancouver, BC
Dear Anna,
Your sister-in-law is right! There are several medical conditions that "mask"
themselves as ADD. It is always a good idea to have your pediatrician examine
your son to be sure that none of these conditions exist. Most experts in the field
of Special Education concur that ADD is currently being over-diagnosed in many
quarters. This is particularly troubling in situations wherein the child's behavior is
misdiagnosed as ADD and he received treatment for this condition . . . when, in
reality, the child has a significant medical condition that goes untreated.
Among most common "ADD masks" are:
ALLERGIES, ASTHMA - Breathing difficulties can interfere with the child's ability
to concentrate and pay attention.
DIABETES/HYPOGLYCEMIA - Inconsistencies or sudden changes in blood
sugar levels can cause difficulty with concentration and a sudden increase in
activity levels.
HEARING or VISUAL PROBLEMS - A child who is unable to clearly see or hear
what is going on in the classroom will often misbehave or become disruptive.
IRON DEFICIENCY ANEMIA - A lack of sufficient amounts of iron in a child's
blood can cause attention and impulsivity problems.
MEDICATIONS - The side effects of certain medications can cause ADD-like
symptoms.
NEUROLOGICAL CONDITIONS - Children who have repeated small seizures
will often stare into space and will be unable to recall events.
PSYCHIATRIC PROBLEMS - The symptoms of stress, anxiety or depression are
22
quite similar to ADD symptoms.
LEARNING PROBLEMS - Children with Learning Disabilities experience a daily
cycle of frustration and failure that can cause disruptive behavior.
THYROID PROBLEMS - A malfunctioning thyroid gland can affect sleep,
emotions and activity levels.
Sincerely,
Rick
Dear Rick,
I hope that you can help me. I am furious at my school system. My second grade
child, Bonnie, is having trouble in her reading class. She was one of the best
readers in her first grade and her teacher told me that she was able to read some
third grade words.
This year, she doesn't like her reading class and never reads her books at home
anymore. I think that she has a Learning Disability and I want to call a lawyer to be
sure that Bonnie's rights are protected. What do you suggest?
Linda
Portland, OR
Dear Linda,
I suggest that you switch to decaf!!
Seriously, Linda, it is much too early to secure the services of an attorney. You
should try to work closely and cooperatively with your school system before you
consider "taking the gloves off". Bonnie is protected by the law and the regulations
are very specific. You should first speak to her teacher and possibly arrange for
Bonnie to be assessed . . . but I see no reason to seek legal counsel at this stage.
Nancy Knisley, a Maryland educational consultant, suggests guidelines for parents
who are considering hiring an attorney for a special education issue:
YOU PROBABLY DON'T NEED AN ATTORNEY IF . . .
. . . this is your initial contact or meeting with school personnel regarding your
child's academic problems. If your first action is to hire an attorney, you have
created an adversarial relationship. Invest your initial energies in trying to create a
cooperative partnership with your child's teachers.
. . . the school has not refused to do something that you intend to request. Don't
ASSUME that they will refuse . . . give them a chance to say "yes". Try to work it
out.
23
. . . you feel comfortable handling the process yourself. Most parents are able to
negotiate the "special education maze WITHOUT the assistance of an attorney.
But make sure that you understand your child's needs . . . and that you know your
legal rights.
. . . you can secure the services of a mediator to assist with the dispute.
YOU MAY NEED TO CONSULT AN ATTORNEY IF . . .
. . . the school refuses to evaluate your child or ignores your requests for
assistance.
. . . the school refuses to convene an IEP meeting that you have requested.
. . . the school refuses to provide appropriate testings or recommends tests that
you feel are inappropriate.
. . . the school refuses to consider or accept an independent evaluation that you
have presented to them.
. . . the school determines that your child is not in need of special services and
you disagree.
. . . the school takes action related to your child's disability without your knowledge
or consent.
. . . you disagree significantly about the educational programs and related services
that the school has offered.
. . . the school refuses to make a modification in the child's program or they insist
on making adjustments with which you disagree.
. . . the school fails to provide the services outlined in the IEP.
. . the school often sends your child home because of disability-related behaviors
instead of appropriately addressing those behaviors by providing positive
behavioral supports or interventions.
. . . your child is expelled or suspended for more than ten days for disabilityrelated behaviors.
. . . the school has decided to discontinue special education services, and you
disagree.
. . . you are not allowed to review your child's records.
. . . you believe that information in your child's school records is inaccurate and
the school refuses to correct the information.
24
YOU
DO
- ASK RICK Thought for the Month:
NEED
AN
I
once
knew
a
family
from
Long Island. This particularly close-knit group
ATTORNEY
consisted
of
Mom,
Dad
and
three boys. Tim and Terry were twins and
IF . . .
their brother Stephen was five years their junior.
. . . you feel The year 1973 found this family happy and prosperous. Dad's business
that
the was doing well and the family enjoyed plentiful resources. Mom found
school
is the house to be quite lonely as the twins were sophomores at Holy Cross
acting in a and Northwestern and Steve was attending a "special education" school
way that you in Massachusetts. Steve had a severe learning disability and his
believe
is neighborhood school wasn't able to provide an adequate program.
Although he missed his family, he was delighted to leave behind the
immediately
frustration and anxiety that he experienced daily in his local school. The
dangerous to specialized boarding school was able to meet his unique needs.
your
child's Unfortunately, the year 1974 was not kind to the family. Dad's business
experienced major unforeseen difficulties and he was forced to sell the
physical,
mental
or company at a great financial loss. The family had to give up many of the
comforts and luxuries that they had enjoyed. The parents knew that they
emotional
would be unable to afford the tuition bills that were looming in the fall.
well-being.
After much discussion between themselves, Mom and Dad agreed not to
. . . the school interrupt the twins' college education. Rather they would withdraw Steve
is
from the Massachusetts program and return him to the local school.
discriminating They elected not to discuss this with their sons and made the
against your announcement in August, a few weeks before the beginning of school.
child because The twins were confused by the decision, but left on Labor Day for their
respective colleges. Meanwhile, the parents tried to assist a disappointed
of
his Steve as he made a difficult transition to his old school.
disabilities
On a mid-September Saturday morning, Dad answered an unexpected
and
they knock at the front door. There on the porch stood Tim and Terry,
refuse to take suitcases in hand. They had been conducting lengthy, long-distance
action to end conversations together and they had figured out the scenario. Each of
the boys went to his college advisor and applied for a one-year leave of
this
absence. They returned home with plans to work for a year and apply
discrimination. their salaries to Steve's tuition at the Massachusetts program. Through
. . . you or the years of exposure to the true definition and implementation of "fairness,"
school have they were able to apply it in a most meaningful way.
requested a Rick
due process
hearing.
If you do decide to seek counsel, I advise that you contact an attorney who has
background and experience in Education Law. This is a complex and specialized
area of the profession.
Unfortunately, parents and school systems often invest significant monies in
litigation and legal skirmishes. It is always in the CHILD'S best interest that the
25
parents and schools work cooperatively with one another in the design and
implementation of a student's program. It is so important that we all "try to get
along".
In the Conference Room at Riverview, we hung a sign that states an ancient
African Proverb.
"When elephants fight, it's the grass that gets trampled."
In other words, when the adults in a child's life are in conflict . . . it is the CHILD
who is ultimately hurt.
Due Process is a legal procedure and you may need professional counsel to
traverse this road. But - first - try to settle matters with cooperation and
collaboration.
Good luck to you . . . and Bonnie.
Sincerely,
Rick
Dear Rick,
My eight year old, Trevor, was recently diagnosed with a Learning Disability. Although
we were upset by the diagnosis, we finally understand the reasons for his failure in
school and his anxiety. We are now working to get him the academic help he needs.
Interestingly, my question for you does not pertain to our son but to our 13 year old
daughter, Brooke. She is very successful in school and has never had a particularly
good relationship with her younger brother. However, his diagnosis seems to be very
upsetting for her and she continually talks about it and asks questions. In order to
protect her brother's privacy, we have told her that it is "none of her business". Were
we right?
Brenda
Venice, CA
Dear Brenda,
NOPE! Brooke needs information about her brother's condition and you should
provide it. One of my most popular seminars is entitled, "LIFE ON THE WATERBED:
The Learning Disabled Child at Home and in the Family". I use the waterbed analogy
thusly:
"A family of five is like five people lying side-by-side on a waterbed . . . when ONE
person moves, EVERYONE feels the ripple."
If one member of the family is experiencing significant difficulty in his/her life, ALL
family members are directly or indirectly affected. You don't just have a special
needs child; you now have a special needs FAMILY.
As a Mom, you often become frustrated with the behavior or actions of your Learning
26
Disabled child. This frustration and anger, unfortunately, occasionally manifests itself
in yelling, pouting, crying or withdrawing. However, if Brooke reacts to Trevor this
way, she may well be punished or scolded. This response is unfair and it only serves
to rock that waterbed!
Larry Silver's classic work, THE MISUNDERSTOOD CHILD, outlines some of the
reactions that parents might see from siblings of kids with special needs. Those
reactions include:
ANXIETY: Children often become unnerved and anxious when the parents fail to
share information about their sibling's condition. They know that Mom and Dad are
worried about their brother and that they are visiting doctors for help. The sibling
begins to imagine myriad diseases and conditions that might afflict their sibling . . .
and these imaginings are generally worse than the reality. Of course, they also worry
about how this "mystery disease" will affect THEM.
You can avoid all this by providing the sibling with clear, understandable, ageappropriate information about his sibling's problem.
ANGER: The sibling may have difficulty understanding the seeming "double
standard" that exists in your family and he may resent it. He may not understand - or
accept - why his brother has modified chores or receives significant parental help
with homework. This resentment often manifests itself in anger or jealousy. The child
simply cannot understand the disproportionate amount of time, energy and resources
that the Learning Disabled sibling receives.
Anger may also be a by-product of the inevitable teasing and hassling that the
nondisabled sibling receives by schoolmates. Siblings of special needs kids are often
embarrassed by the behaviors of their sibs. Parents often exacerbate this situation
by insisting that the disabled child accompany the sibling to neighborhood and
school activities.
GUILT: This anger often morphs into guilt. The nondisabled sibling may feel guilty
that he is unable to establish a relationship with his brother. He may also feel guilty
that learning is so easy for him - and so challenging for his sibling.
ACTING OUT: The nondisabled sibling may provoke or tease the Learning Disabled
child or use him as a scapegoat. The sibling is frustrated and angry about his
brother's condition and he is continually told that he cannot show his feelings . . . so
he seeks "revenge" in this way. He begins to take a degree of satisfaction in the
turmoil that he can cause by provoking his brother.
COVERING UP SUCCESS: This interesting sibling reaction is quite common. The
nondisabled sibling may feel guilty about his success in school and may actually
cover it up. I spoke to a young lady once who told me that she did not attend her
Senior Prom because her disabled brother - two years older than she - did not attend
27
his prom ... and she did not want to pass that milestone before he did. That is an
admirable - but troubling - reaction.
Oftentimes, parents will minimize the academic successes of the nondisabled child in
order to spare the feelings of the Learning Disabled sibling. This is a mistake. ALL
kids deserve and require encouragement and praise for the accomplishments. And
the child with a Learning Disability must learn to cope with the reality of this.
None of the above feelings can be avoided. They are natural childhood reactions.
But the impact and severity of the reaction can be minimized by providing Brooke
with factual explanations about the nature and needs of Trevor's problem. You may
want to refer to the October, 1999 ASK RICK column (via Archives) for some tips on
explaining Learning Disabilities to kids at various ages.
However, the ultimate success of a special needs family is dependent upon their
ability to understand and embrace the concept of FAIRNESS. Read the next
question/answer for more information.
Best,
Rick
Dear Rick,
As the parent of a boy with a severe Learning Disability, I constantly deal with
accusations from his brothers that I am "unfair" because of the extra attention that he
gets. I also find myself arguing with teachers who say that they can't modify their
expectations for Sean because "it's not fair to the other kids". On your video, HOW
DIFFICULT CAN THIS BE?, you address the concept of FAIRNESS. Could you give
me more information on this?
Jacqueline
Tacoma, WA
Dear Jacqueline,
Gladly! The juggling of "fairness" and "equality" presents a never-ending conundrum
for parents and few of us realize that these concepts are not synonymous . . . in fact
they often are total opposites.
The classic work in moral development conducted by Laurence Kohlberg at Harvard
University indicates that children, in the initial stages of moral development, define
"fairness" thusly: Fairness means that everyone gets the same. Unfortunately, in
many households, children have convinced their parents that the above definition is
the true and accurate one.
Consider: How many fathers would return from a business trip bearing a gift for only
one child? How often do you resist the temptation to purchase a special gift for one
child because you fear the wrath of the siblings who receive nothing? At Christmas
do you carefully compute and monitor each child's gift list to ensure that all receive
28
the identical number of gifts? If this sounds familiar, you should understand that you
are applying the concept of "fairness" at the level of a seven- or eight-year-old child.
In actuality, the definition of fairness has little to do with treating people in an
identical manner. The true definition of fairness is: Fairness means that everyone
gets what he or she needs.
Consider the following analogy: The readership of this column is 9,500 families.
Suppose a magnanimous philanthropist were to give the editors a grant of $9.5
million and ask that the funds be distributed equally to the readership. Each family
would receive a check for $1000. That's easy. However, if he were to request that
the funds be divided fairly among the readership, that would require a far more
complex and diverse distribution. The editors would be bound to consider the
financial needs of each member family. Suppose one family with a chronically-ill
child and limited financial resources were postponing much-needed therapy for the
youngster. Fairness would dictate that the family would receive a disproportionate
amount of the donated funds. Fairness and equality are not synonymous.
What impact does all of this have upon parenting? Parents must realize that, in order
to be fair to their children, each child must be treated differently. We must recognize
their unique patterns of strengths and needs. In the life of a family, there will be
times when the needs of one family member become paramount. In order to be fair,
the parent must react to those needs by investing a disproportionate amount of time,
energy and resources in that child. Parents should not become guilt-ridden about
this situation, but allot their energies based upon the children's needs. Parents
should feel secure in the fact that the "offended" siblings will, at some time in the
future, also require some extra effort in order to meet their unique needs.
In order for this "fairness doctrine" to work effectively, the parent must also
understand the difference between "need" and "want". Stephen Glenn, noted author
and parenting expert, helps us understand this delineation in the following dialogue
between a mother and her 14-year-old daughter:
D: Mom, I need a pair of stone-washed Guess How designer jeans. I need $55.
M: Nope, I have checked your closet and I agree that you NEED a pair of jeans.
However, you WANT a pair of designer jeans. I will gladly provide you with what you
NEED. Please accept this check for $35 which will buy you the jeans that you NEED.
If you WANT the designer jeans badly enough, I am sure that you will find some way
to add $20 to my $35.
In summary, parents who go to great lengths to see that they give each of their
children the identical amount of energy, time and resources are probably being
unfair to all of them. Let us celebrate the unique strengths, goals, needs and
personalities of each of our children.
29
Dear Rick,
I heard you speak in Texas last month and I really enjoyed your presentation. During
your talk you stated your opposition to the Total Inclusion Movement. I agree.
The other day, our school's principal began using a new term . . . RESPONSIBLE
INCLUSION. What does that mean and how does this differ from the Total Inclusion
Model?
Joanne in El Paso
Dear Joanne,
The two concepts are significantly different! The term "Responsible Inclusion" is not
really new. Sharon Vaughn from the University of Miami has been using the term and promoting the concept - since 1995.
"Responsible Inclusion" is a concept that arose from the perceived failure of Total
Inclusion. The Responsible Inclusion movement has drawn from the laudatory goals
of Total Inclusion and the "best practices" of the Mainstream movement. This hybrid
provides - I feel - the maximum success for kids with Learning Disabilities.
The differences between Responsible Inclusion and Total Inclusion are significant.
Unlike Total Inclusion, a Responsible Inclusion program meets the following criteria:
a. The program is STUDENT-CENTERED - ASK RICK Ongoing assessment and monitoring ensures
Thought for the Month:
that the student's program meets his individual
"Students don't care how much you
social and academic needs. Placement in
know until they know how much you
care."
inclusive classrooms is recommended or
continued ONLY if the child is experiencing
success in that setting. If evaluations indicate that the child is not learning in the
regular classroom, alternative placements are made.
b. Participation of regular educators is VOLUNTARY. Teachers are not mandated to
participate. This is a controversial aspect of Responsible Inclusion but it is
fundamental to the program's success. Many regular education teachers do not feel
that they have the knowledge, skills or temperament to deal effectively with special
needs kids. Other teachers are eager and willing to work with these students and
pursue the training that they need to be more effective.
c. Adequate RESOURCES are provided. The Responsible Inclusion model requires
all members of the school community to recognize that additional resources (time,
energy, money, personnel) are required to ensure the program's success. Decisionmakers must recognize that Inclusion is not designed to "save money".
d. The Responsible Inclusion program is TAILORED to meet the needs and
uniqueness of the school community. One size does NOT fit all. Each Responsible
Inclusion program is designed mindful of the fact that each school has its own
"culture" and the Responsible Inclusion program must be responsive to it.
30
e. A CONTINUUM OF SERVICES is maintained wherein students with varying
needs will have access to program formats that meet their unique needs (including
pull-outs, consultation, collaboration and co-teaching).
f. THE SERVICE DELIVERY model is constantly evaluated. The model is adjusted
often in order to respond to the needs and growth of the individual. If a format is not
working, the MODEL (not the TEACHER or the STUDENT) is blamed.
g. Ongoing PROFESSIONAL DEVELOPMENT is provided. Management guru, Tom
Peters, once said, "There are three solutions to most institutional problems:
Training, Training and Training". In Responsible Inclusion, key personnel receive
ongoing, innovative training in methods and materials. On-site training is promoted
and off-site development is encouraged.
h. Inclusion is viewed as an OPPORTUNITY to improve instruction for ALL students.
When a school truly embraces the concept of Responsible Inclusion, instructional
practices for ALL kids naturally improve. Teachers do not view Inclusion as
Intrusion.
Responsible Inclusion has been successful in schools nationwide and it has
improved the lot of thousands of special learners.
I once had an argument with a rabid Total Inclusionist. She growled, "I hate the term
Responsible Inclusion. It implies that people with my belief are IRresponsible."
She said it . . . not me!
Best,
Rick
After reviewing the letters that I have been receiving over the past several weeks, I
decided to depart from our usual question-and-answer format in this month's
column. The overwhelming majority of questions that I have received recently have
been sent from teachers who are anxious about the opening of the school year.
Their requests centered on strategies to get the year off to the best possible start in
their classrooms.
Those of you who are familiar with my work - particularly the How Difficult Can This
Be? workshop and video - know that I believe in the importance of relating to and
understanding the children we serve. This is no easy task.
You see, there exists a great and significant irony in the field of Special Education.
That is: "Most of us who teach every day, ENJOYED going to school when we were
kids . . . and most of us did pretty well there."
Consider. Common sense would dictate that few adults would choose to make a
living in an environment that s/he feared or abhorred. Most teachers enjoyed their
school experience and found the classroom to be a haven for learning, sharing and
friendships.
31
Most special education students view "A Place Called School" very differently. Their
past experiences have taught them that the classroom is a place of failure and
frustration; the school bus represents a daily ritual of rejection and bullying; and the
playground is haunted with memories of rejection and isolation. As you read this,
many of your incoming students are experiencing great dread and anxiety as they
anticipate those first days in a new classroom. They know, through bitter experience,
that their academic skills and social competence will be sorely tested . . . and often
they will not be equal to the challenge. Thus, the 180 day cycle of failure begins
once again . . .
As teachers, we must understand and accommodate for the significant anxiety that
our students face as they enter the school year. Here at Riverview, we have hung a
sign in the Teachers' Coffee Area to serve as a daily reminder of the role that
teachers can play in the lives of their students. It reads:
"Coming to school every day can become a hopeless task for some children unless
they succeed at what they do. We teachers are sentries against that hopelessness."
Below are some strategies, techniques, procedures and inspirations that may help in
getting your school year off to a constructive and supportive start:
"Nobody ever plans to fail; but they do fail to plan."
If you are the "new teacher in the building", take active steps to get to know
the school ... and to let the school know you. Acquaint yourself with the
philosophy, policies, procedures and personnel. Read the Faculty Handbook.
Walk the hallways. Introduce yourself. Meet the custodian, nurse, librarian and
food service folks.
Don't wait until they come to you. Communication is an ACTIVE - not a PASSIVE process.
Traditional (row-on-row) seating plans usually work best at the beginning of
the year. Save the more creative arrangement until you know the kids better.
REMEMBER: The first day of school sets the tone for the year. "Getting
Acquainted" activities are great . . . and appropriate. But the majority of the
time during the First Day should be spent on academically-oriented school
work. If Day One is a Play Day . . . Day Two may well be a disaster. ("We have
to do WORK??!? I thought you LIKED us!")
When arranging your seating plan, allow for ample traffic flow. Countless
classroom skirmishes are caused by the jostling and bumping that occur when
rows are too tight!
Your three main goals for Opening Day are:
a. Get to know them.
b. Establish expectations.
c. Stimulate enthusiasm.
32
Sometimes we get so focused on (a) and (b) that we forget about (c).
Once your classroom is all prepared and decorated . . . walk around the room
on your knees and get a "kid's eye view". You might find yourself making some
changes once you have seen the room from their perspective.
When planning your room, avoid creating "dead spaces" . . . every inch of the
room should be functional!
Some teachers are reluctant to assign specific seats to students because it
"violates the child's right to autonomy". GET OVER IT! Assign 'em! Let them
know that the seating plan will be temporary, however.
Decide on your policy regarding your desk. Some teachers proclaim their desk
as "HANDS OFF - PRIVATE PROPERTY". Others have an "OPEN DESK"
policy wherein kids are free to borrow materials and supplies.
DECORATE! Your classroom is your "home" for eight hours a day . . . it should
reflect your personality and your interests. Posters! Signs! Banners!
Souvenirs!
Take a moment to send a welcoming postcard to every student in your class
before school begins. Believe me, they will be magnetted to refrigerators all
over the neighborhood.
Create a welcoming classroom environment with each kid's name prominently
displayed on bulletin boards, desks, folders and charts. This sends the
comforting message, "Come on in; I was expecting you and I have prepared
for your arrival. Welcome!"
GREET EACH CHILD! Your goal should be to say something personal and
individual to each and every child on the first day.
"Good morning, Anna. I have a niece named Anna and she even looks like you!"
"Welcome, Mike. I understand that you live near the new Mall. I will bet that the
construction was pretty loud all summer."
Hello, Freddie. I guess your Dad is Freddie Pringle who owns the plumbing
company with those flashy silver vans. Do you ever help him in the summer? My
Dad was a plumber."
Good morning, Sean. I like that Red Sox T-shirt. Did you get up to Fenway this
summer? I was at the game when Nomar hit two grand slams . . . "
You will be the topic of conversation at many dinner tables that evening. ("I like my
new teacher. She talked to me today.") Kids feel so anonymous in school. This
technique recognizes their individuality and worth. What a great first impression!
"What we anticipate seldom occurs; what we lease expect generally happens."
B. Disraeli
Share yourself. When you introduce yourself to the class, tell a bit about your
family life, background, hobbies, pets, etc. When I was a kid, I thought that my
33
teachers went into their big oak closets at the end of the class day . . . and
emerged the next morning. I remember my shock with I saw my first grade
teacher in the supermarket ("They EAT?!?!?!?!")
Be enthusiastic and warm. Teachers used to say, "Never smile until
December." They were wrong.
Review each child's cumulative folder BEFORE schools begins. Note each
student's special interest and talents . . . not merely their test scores! I
disagree strongly with those who believe that you should not review files
before the year begins because you will develop "preconceived notions" about
the child. Ridiculous. Wouldn't you want your doctor to review your medical
history prior to treatment?
However, give every kid a chance to "wipe the slate clean" and start each school
year off fresh. I was a bad boy in fourth grade. I remember entering my fifth grade
classroom on the first day of school and being met by my scowling new teacher . . .
"I've heard about you, Richard. If you think that you are going to get away with
misbehavior in my class, you have another think coming . . . BLAH, BLAH, BLAH!"
What a motivating way to begin the year! She thought that she was preventing future
problems. WRONG! She just threw down the gauntlet. My fifth grade year was
worse than my fourth!
Your first few days should be meticulously planned. Again, this sets the tone
for the year!
Post your short, simple classroom rules. Some samples:
Respect material, equipment . . . and each other.
Raise your hand for permission to speak or leave your seat.
Use "indoor voice" when speaking in class.
Be on time.
One person talks at a time.
NOTE: All classroom rules should be stated positively ("Respect each other"), not
negatively ("No Swearing"). Tell 'em what you want 'em to do, not what you don't
want 'em to do.
DON'T TAKE ROLL CALL! What an impersonal way to begin a relationship!
Take Polaroid shots instead and post them.
If you must take roll . . . at least make it fun (e.g., "When I call your name, don't
say "here". Instead respond by telling me your favorite Brittney Speare's song;
your favorite TV show; who you think will win the presidential election, etc.,
etc.)
Send a note home during the first week to let parents know when you are
available for conferences (e.g., before school? over lunch? Tuesdays and
Thursdays only?)
34
Learn kid's nicknames. But don't assume that every William is a "Bill" and
every James is a "Jim". Ask them.
Use the first week to explain, demonstrate and reinforce your classroom rules,
routines and regulations. Also discuss emergency procedures and your
grading policies, when appropriate.
Kids feel very comforted and secure when you give them an idea of what a
"typical day" will be like. ALWAYS post the day's agenda on the wall before
each class. REMEMBER: Kids with learning problems generally do not like
surprises! They take great comfort in the structure that you provide.
Let your sense of humor show . . . particularly when problems occur. Laugh
WITH - never AT - your students.
Make the students feel welcomed and valued in your classroom. Many special
needs kids feel that school is a depersonalizing and irrelevant institution. It is a
sad commentary that kids' self-esteem often increases markedly immediately
after they drop out of school. Sad.
Enforce your rules consistently. To do otherwise erodes students' trust and
respect.
Communicate - consistently - your belief in your students and your faith that
they WILL succeed, grow and progress. PRODUCTION SELDOM EXCEEDS
EXPECTATION!
Reject the child's behavior . . . but never reject the child.
Recognize, encourage and reinforce positive behaviors and achievements.
Never take cooperative and helpful behaviors for granted. Behavior which is
reinforced is repeated.
In the first week, establish a classroom environment that values
COOPERATION over COMPETITION. Remember: Competition is motivating
only to the individual who thinks he has a chance of winning!
Catch 'em being good.
Praise publicly, criticize privately.
I believe strongly in Strand Objectives. After the first few weeks of school, find
a quiet place to sit and reflect upon each individual kid in your caseload.
Develop one long-term, significant goal for each student.
The goal may be subject-related:
"Billy will learn the multiplication facts."
"Janet will learn the rules of capitalization."
"Jeanne will learn how to make change."
OR, the goal might be social or behavioral:
"Steve will use appropriate tone and volume when speaking in class."
"Mike will consistently and appropriately use please and thank you in conversational
35
speech."
"Jim will volunteer more often in class discussions."
Record these goals in the back of your Plan Book. Re-visit them once a month and
ask yourself if you have done anything to meet these goals. This procedure keeps
you focused on the unique needs of each student.
HAVE A GREAT SCHOOL YEAR!! THE KIDS DESERVE NOTHING LESS THAN
OUR BEST EFFORTS.
To paraphrase my friend and mentor, Dr. Larry Lieberman:
"Teaching has an advantage that few other occupations have. When you are
angered and frustrated with your unresponsive principal, the inedible cafeteria
lunches, the demanding and unreasonable parents, the ever-decreasing budgets,
the chronically malfunctioning photocopy machine, the inevitably tardy book order
and the overwhelming paperwork . . . you can always go into your classroom, close
the door behind you and BE WITH THE KIDS!!"
Commit to yourself that you will focus your energies, attention, time and resources
on the kids this year. That's why we're there!
Best,
Rick
Dear Rick,
Our school recently appointed a new Principal. He has instituted many changes in
policy. I agree with some of his modifications. However, some of his ideas are a bit
"off the wall".
He continually talks about the use of "Authentic Assessment" as a substitute for the
traditional standardized testing that we currently administer. He will be making this
change in September.
As a Special Education teacher, I am concerned about what effect Authentic
Assessment will have on my students. What should I do about this?
Sandra in Indiana
Dear Sandra,
My advice? TAKE YOUR PRINCIPAL OUT TO LUNCH! Authentic Assessment will
be a tremendous advantage for your students with Learning Disabilities! This
approach will allow and encourage your kids to demonstrate their knowledge and
skills in a variety of ways . . . as opposed to the traditional paper-and-pencil
assessments! Bravo!
36
- ASK RICK -
Consider. Suppose you were applying for a
Thought for the Month:
teaching job in another town. Which of the
"A Mom recently told me that - in
previous summers - her Learning
following would you want the personnel director
Disabled son spent hours of wasted
to consider during your application process?
time parked in front of the TV. Now
A. Your college transcript, a resume and the
she is delighted because he spends
scores you achieved on your state's competency
those hours at the computer. H-mtest.
m-m-m. Which is worse, a COUCH
- OR POTATO or a MOUSE POTATO? Is
there really a difference?
B. A portfolio containing all of the above PLUS
Think about it!"
a videotape of the play that you did with
Rick
your current class.
a copy your Masters Thesis.
representative letters that you have sent to and received from parents of your
students.
photographs of the "store" that you constructed in your classroom to teach
your kids consumer skills.
clippings from newspapers detailing the food drive your class conducted in
1998.
photocopies of the Citizenship Award presented to you by your local Rotary.
an audiotape of a radio interview with you when your class raised funds for
the local homeless.
etc., etc., etc.
I think you could agree that "B" provides a more accurate and positive assessment
of your true competence as a teacher!
Authentic Assessment allows the student to demonstrate his competencies in
myriad ways. Consider the following when comparing Traditional Assessment to
Authentic Assessment:
Traditional Assessment generally measures MEMORY, not LEARNING.
Standardized Testing is notoriously unreliable for students with Learning
Disabilities.
Effective teaching and productive learning are not dependent upon evaluation.
A stimulating, meaningful and responsive curriculum is more motivating that
"working for a good grade".
Learners should not be graded DURING THE LEARNING PROCESS (via
quizzes, etc..
Grades are seldom effective incentives . . . and NEVER effective
punishments.
Reporting grades as an average is inherently unfair.
Any assessment procedure which compares one child to another is unsound
37
Special Education practice!
Traditional Assessment encourages competition . . . Authentic Assessment
encourages cooperation.
The traditional use of "effort grades" is inappropriately judgmental. (How do
you REALLY know how hard a kid is trying?)
Authentic Assessment provides students with an opportunity to receive credit
for IMPROVEMENT . . not just ACHIEVEMENT.
In my opinion, many of the pedagogical practices in the School Reform Movement
are bogus. But the Authentic Assessment approach is a child-centered, positive and
educationally sound practice.
Enjoy your lunch!
Dear Rick,
I hope you can help! My son, Todd, is entering Kindergarten. We (and his
pediatrician) have long suspected that he has attentional problems. His two older
brothers, his Dad and several cousins have been diagnosed with Learning
Disabilities so I have been advised to closely monitor Todd so he can be placed in
special services if he requires it.
I have seen several lists of "symptoms" and "developmental milestones". But I
need a listing of academic skills that a child should master by the end of
Kindergarten so I can evaluate his readiness for first grade.
Can you help?
Mom in Alaska
Dear Amanda,
I once saw a bumper sticker that said, "Raising kids is like being pecked to death
by a duck." That's rather a sardonic view, but parenting can get pretty rough in the
summertime! Without the structure and expectations of school, kids with learning
and attentional problems can have considerable difficulty.
Each June at Riverview, I conduct a seminar to help parents prepare for the
summer months. Some highlights:
Discuss "drug holidays" with your child's pediatrician. Increasingly, doctors
are recommending against discontinuing the use of psychotropic
medications over the summer. After all, the child's neurological system has
not changed. Perhaps he needs the medication's effect over the summer, as
well.
Rule of Thumb:
Continue medication use if, a) he is driving, b) he is attending camp or summer
38
school, c) if external controls are lessened (e.g., he will be home alone a lot), d)
behavioral improvements allow the family to function better, and, e) the medication
controls impulsivity, anger or frustration.
You may want to discontinue medication if, a) you are concerned about
growth/weight, b) the child has a strong desire to discontinue, or c) the pediatrician
recommends it.
Encourage the child to "keep the summer alive" by maintaining ongoing
projects like diaries, videos, audiotapes, photographs, treasure box or
collages.
Maintain a family calendar with important events and dates (e.g., swim
practice, Grandma's Birthday, Uncle Dan's cookout, etc.) Remember . . . kids
with learning problems generally do not like surprises!
Kids don't need to attend major league ballgames, Broadway plays or starstudded concerts. They get equal enjoyment from watching Little League
games, community theatre and high school band concerts! Expose them to
such activities often . . . don't wait for the annual family trip to the stadium.
Encourage them to "find something to do". Don't tolerate boredom. (One of
my favorite Dad Lines is, "If you can't find something to do . . . I will find
something for you to do!" Watch 'em scatter!)
Encourage problem solving . . . avoid your tendency to rescue them.
Assign him chores and require him to complete them. Design a consistent
"reminder system" with predictable rewards and consequences. Charts and
checklists help.
REMEMBER:
"The ability to work as a child surpasses all other childhood variables in predicting
adult mental health, success and interpersonal relationships."
Require her to "care for" pets, plants, her own "stuff", etc.
Use regular summer activities to reinforce specific areas of weakness:
If your child has difficulty with SEQUENCING, try these:
setting table
planning meals
retell events from movie or TV
using a calendar
summarizing sporting events
preparing a shopping list
If your child has difficulty with ORGANIZATION, try these:
sorting laundry
keeping a diary or log
39
chores (feed pet, clean room)
write letters
keep a scrapbook
make maps (of house, neighborhood, mall)
help with shopping
If your child has difficulty with DECISION MAKING, try these:
select movies, TV shows, activities
check newspaper ads prior to shopping
play card games and board games
teach comparison shopping
visit the library
Good luck . . . only two months until the school bells ring!!
Dear Rick,
My family and I go to the seashore for a week each summer. I always bring two
"trash novels" and one professional book with me. Is there a book that you could
recommend? I work with adolescents and young adults with special needs.
Ellen R.
Rochester, NY
Dear Ellen,
Have a nice vacation! I can't help you much
with selecting a trashy novel, but I have a new
favorite professional book that I am
recommending to my colleagues. It is Learning
to Listen: Positive Approaches and People with Difficult Behaviors by Herbert
Lovett (Paul H. Brookes Publishing). Dr. Lovett reminds us of the importance of
listening . . . REALLY listening . . . to our students and clients. I learned much from
this entertaining and stimulating book and I recommend it highly
Oftentimes, a child's behavior will appear to be totally irrational and unproductive.
But if you ask him to explain the reasons for his behavior - and you really listen to
his explanation - the behavior may actually be quite rational and productive. Just
last week, a student was sent to my office for disobeying a teacher's instructions.
He had asked permission to use the bathroom but left the building instead. Initially,
it appeared that he was deliberately deceptive. But after I listened . . . really
listened . . . to his explanation, it became obvious that his seeming irrational,
unproductive behavior was actually quite rational and productive. "I'm sorry, Mr.
Lavoie," he explained, "but I don't know how to use the lock on the toilet stall in
Clear Hall . . . but the one in the Helmsman Center is easy. So I go there to use
Thought for the Month:
"What's done to children, they will do
to society."
Karl Menninger
40
the bathroom."
I learned an important lesson about the value of listening several years ago while I
was working in a summer program. Three times each summer we took the
campers to an amusement park to enjoy a day of rides and cotton candy. On the
morning of the third trip, the van keys mysteriously disappeared. Despite a ninety
minute search, the keys could not be located and the excursion to the amusement
park was reluctantly canceled.
Later in the day, the missing keys were found hidden in Scott's room. Scott was a
seventeen year old camper. Scott had an unusual syndrome which gave him
distinctive facial features, a very short and stocky stature and a speech
impediment. He was generally a well-behaved and compliant kid. He was popular
with the other students. This type of behavior was very, very uncommon for him.
I called Scott into my office and told him how disappointed I was in his actions. I
reminded him that, by hiding the keys, he had spoiled a much-anticipated outing
for his friends. I confronted him with a barrage of guilt and disappointment. Only
after this onslaught, I finally asked him WHY he had stolen and hidden the keys.
He cast his eyes downward and said, "I had to, Mr. Lavoie. I am the oldest kid at
camp . . . and the shortest. Every time we go to the amusement park, the lady
doesn't let me go on the rides because I'm not tall enough. Some of the ten year
old girls are allowed on the rides . . . but I'm always told 'no'. It's so embarrassing. I
just couldn't go through that again. So I hid the keys. I'm sorry."
I learned much that day. I learned to listen. Scott's behavior seemed to be
purposeless and unproductive. From his perspective, the behavior had a real
purpose and was both productive and successful.
As parents and caregivers, we simply don't listen well to kids. The less we listen,
the more kids rebel. It is widely known that repressive organizational or political
systems lead to aggression and revolution. People want to he heard. They want to
be listened to. If they feel that their concerns and opinions are not heard, they will
rebel.
Below are some tips on listening . . . really listening . . . to kids:
Initially, accept what the child says WITHOUT judging the content.
Child: "I don't want to go the Grandma's."
Bad: "No way! You're going to Grandma's if I have to drag you, etc.,
etc."
Good: "You would rather stay home than go to Grandma's?"
Listen for the feelings behind the words:
Child: "All Grandma ever does is talk about how well my cousins are
doing in sports."
Bad: "If you really loved your Grandma, you would be willing to go, etc.,
41
etc."
Good: "It sounds like you're a little embarrassed that you don't play sports.
Maybe you could tell her about your coin collection."
Reflect back what you hear the child saying and feeling:
Child: "Sometimes I think that Grandma likes my cousins better than she
likes me."
Bad: "That's ridiculous! What an awful thing to say! She bought you a
puppy in 1994, etc., etc."
Good: "It sounds like you'd like to have a better relationship with
Grandma... ."
When talking with kids, avoid the following pitfalls:
Non-reinforcing body language: When you fail to make direct eye contact with
the speaker or you continue to conduct another activity while "listening", you send
the message that the speaker's message is not important.
"Kitchen Sinking": This occurs when a parent cites numerous past incidents or
conflicts when discussing an issue (e.g., "This is just like the time in 1998 when
you borrowed my favorite tie and . . . and I'll never forget when you borrowed my
drill and lost all the bits . . . and . . . etc., etc.)
"Sparring": This ineffective technique consists of a verbal fist fight wherein an
exchange of "blows" occurs.
Parent: "You never return what you borrow."
Child: "Well, you borrowed my fishing pole once and broke it!"
Parent: "That pole was worth $25.00. The tools you lost cost over
$100.00."
Child: "Well, you never replaced the pole; why should I replace the
tools?"
Parent: "Well, I bought you a new stereo . . . "
And on, and on, and on.
It is important to listen to our kids. They have much to say and listening may be
the only means by which we can gain valuable information about their needs,
opinions, values and feelings. Learn to listen . . . and listen to learn.
Dear Rick,
My son is seven years old and has been diagnosed as LD/ADD. His teacher uses
Time Out - a lot - to change Mikey's behavior but it doesn't seem to be working.
What do you think of this procedure?
Jane L.
Eau Claire, WI
42
Dear Jane,
I am not a big fan of traditional Time Out procedures and I think that this strategy
is overused and abused in classrooms. It can be effective with SOME kids, SOME
of the time . . . but this powerful tool must be used cautiously and sparingly.
Firstly, think of the underlying message that you send to a child when you place
him in Time Out. You are clearly communicating CONDITIONAL (as opposed to
UNconditional) love. Your message is "I want to spend time with you ONLY when
you are compliant and responsive. When you are not . . . I don't want you around."
This is a powerful message to send. And one that we use exclusively with kids.
How long would your marriage last if you sent your spouse into "exile" each time
his behavior offended or upset you?
Some thoughts on this common strategy:
I have used Time Out in the past . . . but only as a last resort. Whenever I do
use this strategy I view it as a failure on my part. Basically, I say to myself,
"You have no tools or methods left to use with this kid. Your only choice is to
send this kid away."
Time Out is very often used as a punishment. That was never the intention
of this method. Time Out, when used correctly, is designed to take a child
who is receiving positive reinforcement for a negative behavior and placing
him in a situation wherein he is receiving NO reinforcement for negative
behavior.
Example:
Meghan is kicking the other kids under the Reading Table (negative behavior) and
the kids are laughing about it (positive reinforcement). You send Meghan to "the
corner" ... not as a punishment but merely to remove the reinforcement she is
receiving for her disruptive behavior. Get it?
I often hear teachers or parents tell a child, "Go to the Time Out corner and
you can return when you are ready to cooperate and behave." NOT!! It is
highly unlikely that the child will make a wise decision in this situation. The
adult - not the child - should decide when the child returns to the activity!
The "exile" should be enforced for a specific length of time (e.g., "Sammy, I
want you to go sit over there for five minutes. I will tell you when you can
return.")
Follow the lead of the National Hockey League:
"That's high sticking, Pierre! In the Penalty Box for five minutes."
NOT
"That's high sticking, Pierre! In the Penalty Box . . . you can come out when you
43
think that you're ready to be a good little defenseman!"
I recommend a Three-Step Approach to Time Out.
STEP ONE - Observation
"Bill, your behavior is really distracting the others. I want you to come sit in this
chair for three minutes. You can OBSERVE the class activity . . . but you can't
participate."
STEP TWO - Isolation
"Bill, I clearly told you that you could not participate and you continue to call out
answers. I want you to turn your chair to the wall for three minutes. You can no
longer observe the activity."
STEP THREE - Ejection
"Sorry, Bill. I told you to face the wall and you are not doing so. I need to have you
go to Mr. Perron's office now."
This approach provides the child with three specific opportunities to comply. If he
does comply, welcome him warmly back into the group and praise him for making
a sound decision.
I suggest that you view this three-step process as sequential. That is, follow the
sequence when EJECTING a child and also upon his return (e.g., "I am glad you
have returned from seeing Mr. Perron. Let's have you sit over there for a few
minutes. We will slowly move you back into the activity."
Time Out should have a specific location and a specific duration ("Billy, I
want you to sit in this chair for four minutes.")
In most cases, a Time Out should be three to five minutes in duration. A kid
once told me that his teacher "timed me out for a day." That's not a Time
Out . . . that's an in-house suspension!
Remain calm when sending a child to Time Out. Do not "spar" with him
verbally during the Time Out.
In summary, I am not a big proponent of Time Out. I think that we should use
more humane and more effective approaches. For many ADD kids, four minutes
is an eternity! Time Out may not meet the Supreme Court's definition of "cruel and
unusual punishment . . . but it's close!
A teacher once told me, "I timed-out this kid three times a day for a month and his
behavior still didn't change!"
Circle the Slow Learner in this picture!
44
Dear Rick,
I recently attended your presentation in British Columbia and enjoyed every minute
of it! You have inspired me to become a professional speaker as well.
I have lots of good ideas and philosophies that I would like to share with my
colleagues. How do I break into the speakers circuit?
Edward G.
Vancouver, BC
Canada
Dear Edward,
Thanks for the kind words. The audience in Surrey, British Columbia was a very
responsive one and I truly enjoyed myself in your beautiful province. Plus, you can buy
Coffee Crisp candy bars in Canada . . . they are unavailable in the United States! I
always return from the provinces with a case of them! Un grand format friandise!
I am a strong believer in the power of "ripple effect". When I was a classroom teacher,
I was able to reach thirty kids each year. That's great! There is no more noble way to
make a living!
But I soon realized that I had some philosophies and ideas that I wanted to share. I
had great faith in these concepts and I thought that they would benefit my colleagues
and their students. So I started speaking at schools. This has become one of the great
pleasures of my life and career.
I will sometimes fly into a town on a Friday night exhausted from a long week here at
Riverview. I often doubt that I will find the energy to address the audience of 500 for
several hours on Saturday. But when you step onto the stage and look out over the
sea of faces . . . colleagues and parents who have surrendered valuable weekend time
in order to learn more about the battles that their kids face daily, you suddenly get a
burst of energy and off you go.
As I look out over a crowd, I remind myself that each member of the audience
represents thirty kids whom they work with daily. Therefore, my efforts that day could
potentially impact the lives of 15,000 kids whom I will never meet. A good feeling!
Any professional (or parent) who is interested in advocating for kids should consider
doing seminars or workshops.
Below are some suggestions that may be helpful to you if you want to "spread the
word":
Let people know that you are willing and able to make presentations. Ask your
principal or supervisor if you could deliver a workshop or seminar to your
colleagues.
Your can reduce your anxiety a bit by initially co-presenting. Deliver a workshop
with a colleague.
45
In your early workshops, ask for letters of testimonial from the audience
members or the administrator who sponsored you. Use these letters to convince
others that your message is effective and timely.
Peruse the journals to find regional, state or national conferences that are
requesting proposals for workshops (often referred to as "Calls for Papers".)
Teachers enjoy workshops that are practical and pragmatic. They get the
THEORY in Graduate School . . . when they go to workshops, they want specific
suggestions.
"Adult Education" and "Child Education" are very different concepts. Your
audience will feel insulted if they feel that you are "talking down" to them.
Intersperse some activities, questions-and-answers, etc.
Remember the old adage: Tell 'em what you're gonna tell 'em; Tell 'em; Then tell
'em what you told 'em.
Each presentation should consist of three parts:
o Introduction/Outline
o Presentation
o Summary
Never begin with an apology, excuse or explanation ("I'm sorry that the handouts
are blurry but . . . "). Nobody cares about your problems. Never let 'em see you
sweat!
Very few audiences are hostile. They empathize with you and they want you to
succeed. Relax. You're among friends.
You always want to match your WORKSHOP FORMAT with your goal!
If you want to enhance the audience's KNOWLEDGE, use:
Lecture
Illustrated Lecture
Demonstration
Audio-visual
Observation
If you want to change the audience's ATTITUDE, use:
Round Robin discussions
Brainstorming
Group Discussion
Group Problem Solving
Buzz Sessions
Fish Bowling
If you wish to change their BEHAVIOR, use:
46
Role Playing
Games
Simulations
Skill Practice
Guided Practice
Micro-Teaching
Good luck!
Dear Rick,
I have seen the F.A.T. City video several times in my graduate classes. I finally
bought a copy of my own, which I lend to parents of my students. The response is
always positive.
A friend of mine heard you speak in Arizona and told me that you shared the story of
the "history" of F.A.T. City but she couldn't remember the details. Would you share
the story with me?
Thanks. Keep up the good work
Emily P.
San Francisco, California
Interesting question, Nancy.
The success of F.A.T. City has been both overwhelming and humbling for me. When
we produced the video in 1988, we never anticipated that it would enjoy the
international success that it has! The video has received numerous awards and tens
of thousands have been distributed throughout the United States, Canada, Europe
and Australia. It is humbling for me to realize that - as you read this sentence someone, somewhere is watching the video and learning from it.
The germ of the idea for the Workshop came in 1973. I was a first-year teacher at a
small, residential school for kids with Learning Disabilities in Central Massachusetts.
The ink was not-yet-dry on my diploma when I found myself assigned to teach the
illusive Language Arts to groups of kids with significant learning problems.
Among my students was a thirteen year old boy named Craig. He was a bright kid
but his severe dyslexia prevented him from learning to read and write effectively. He
was assigned to me for forty minutes daily as a one-to-one tutorial. It was my job to
teach him how to read, write and spell. No small task for a twenty-one year old
neophyte!
At the conclusion of our class one day, I gave Craig a blank sheet of composition
paper. His assignment was to write a 200 word composition about his beloved dog.
Craig dutifully took the paper to his dormitory room that evening and completed the
assignment. He returned the composition to me the next day. I placed it in my
47
briefcase and took it to
- ASK RICK Thought for the Month:
my apartment that night
I
have
a
very
wise
and affable friend named Ed Moore. We
for correction.
worked
together
for
many
years and I often benefited from his
After
dinner
that
pithy wisdom and insight.
evening,
I
removed One morning, I was very frustrated by an unusual number of
Craig's composition from glitches and problems. I passed Ed in the hallway and he
my briefcase and began sensed my angst. He stopped me to inquire.
my correction ritual. I "Oh, I'm all right," I responded, "Today's just a lousy day."
scrutinized
Craig's "Ah, my friend," he parried, "A piece of sage advice . . . NEVER
writings for any and all JUDGE A DAY UNTIL THE EVENING!"
I was both impressed and comforted by his advice and did all in
punctuation,
my power to improve my circumstances during the balance of
capitalization
or the day.
grammatical
errors. A few days later, eleven-year-old Andrew was sent to my office
Every error was then at midmorning for classroom misbehavior. He looked harried and
highlighted with my red frustrated and told me that he was having an "awful day."
pencil! (I destroyed all Seizing the opportunity to use my newfound wisdom, I put my
hand gently on his should and said in a comforting voice,
my red pencils in 1975 . "Andrew, my boy . . . NEVER JUDGE A DAY UNTIL THE
. . and I suggest that you EVENING." With that, I sent him on his way.
do the same!) By the At ten o'clock that evening, my phone rang at home. The voice
time I was finished, on the other end said, "Mr. Lavoie, this is Andrew. It's evening
there were more red now. I'm going to bed. And today STUNK!!"
marks on the paper than Can't win 'em all!!
there were blue.
I walked into class the next day and was pleasantly surprised to see Craig sitting
there awaiting my arrival. This was unprecedented! Craig was generally on time for
class . . . but never early! He rushed to me excitedly:
"Did you read my composition last night, Mr. Lavoie? Did you like it? How did I do?"
"Sure, I liked it Craig." I responded. "You used some of your new vocabulary words
and your margins were GREAT... but we need to talk about some of the mistakes
that you made . . . "
With that, I removed Craig's composition from my briefcase . . . now he is seeing it
for the first time since I had gotten my hand on it! I could see the tears of
disappointment welling up in his eyes. I asked him what was wrong.
"I know that those are real mistakes on the paper, Mr. Lavoie. And I know it's your
job to correct them. But last night I spent an extra half-hour just proofreading that
composition. I read it and re-read it . . . and I thought that it was PERFECT . . . and
look at all the mistakes that I missed. It's just so frustrating."
With that, I put my hand on his shoulder, looked into his eyes and said the dumbest
thing that I have ever said to a special needs kid and I have never said it since. I
48
said, "Craig, I know how you feel . . ."
He immediately bristled, pushed my hand away and glared at me. "The hell you do!"
he bellowed. "Don't you dare tell me that you know how I feel because you don't
have ANY IDEA how I feel . . ." He stormed out of my classroom . . . hurt, bewildered
and very angry.
A great insight came to me that day. I came to realize that there is a great and
significant irony in the field of education. One that we must confront and understand.
Namely:
"Those of us who teach in the classroom everyday probably had little difficulty when
we were sitting on the other side of the desk as students. Most people who teach are
folks who did well in school . . . and enjoyed the experience of going to school. Why
else would we choose an occupation that puts us into a school setting? The kid that
we can least relate to is the one who needs us the most."
At that moment, I began my plan to design a simulation workshop that would
permit/allow/force nondisabled learners to actually experience a learning disability . .
. try one on for size.
I delivered the workshop to regional schools for years as an inservice presentation.
One session was attended by Jayne and Bud Schiff. They were parents of two
children with learning disabilities, and were touched and moved by the workshop.
Bud, an insurance executive who doesn't know the meaning of the word
"impossible," decided that the workshop must be videotaped in order to spread the
message to a wider audience. He found corporate sponsors, an Emmy Award
winning director . . . and the rest is - as they say - history.
How Difficult has been screened at the White House and has become a staple in
teacher training programs throughout North America. Thanks to Bud's tenacity and
Jayne's sensitivity, the video has made a difference!
Dear Rick,
My 10 year old son, Gregory, has significant learning disabilities, but he is also
Gifted and Talented. He has all the characteristics for both classifications. There are
six other families with similar kids in our school.
The principal will not allow my son (or the others) to join the G.A.T. classes because
of the learning disability. I think this is unfair and I am considering a lawsuit.
I love your videos and I even visited Riverview School on Cape Cod once. I respect
your opinion and I need your advice. HELP!
Paulette H.
Watertown, Ohio
49
Dear Paulette,
Thanks for your kind words about my work. I hope you still like me after you have
read my response . . . but you might not. You see, I am not a big believer in the label
of "Gifted and Talented Learning Disabled". I have been in the field for nearly thirty
years and have met only a handful (six? seven?) kids who TRULY meet the criteria
for this label. Interestingly, I received twelve letters this month alone from parents
who are "sure" that their kid is GAT/LD.
I am reminded of Lake Woebegon where, "The women are beautiful, the men are
strong and all of the children are above average!" H-m-m-m
As I said earlier, GAT/LD kids DO exist . . . but they are rare. My bias regarding this
issue is, as follows:
Are there a lot of BRIGHT kids with Learning Disabilities? Yes
Are there a lot of Learning Disabled kids with unique talents (i.e., athletics, music,
art, etc.)? Yes
Are there a lot of Learning Disabled kids with hidden talents that are obscured by
their Learning Disorder? Yes
Are there a lot of GAT/LD kids? No
You see, in order to meet the TRUE criteria of Giftedness, THREE characteristics
must be simultaneously present:
I HIGH IQ - average or above average on valid measures (Genius Category is not
required!)
II CREATIVITY - a readily-observable ability to think (and act!) creatively and
divergently.
III TASK COMMITMENT - an ability and a willingness to work inexhaustibly on a
task until it is completed and all possible outcomes have been explored.
Many, many kids with Learning Disabilities manifest Trait I. Lots of kids with
Learning Disabilities clearly demonstrate Trait II. But . . . very, very few kids with
Learning Disabilities consistently manifest Trait III! Their impulsivity, distractibility
and lack of impulse control often derail their ability to maintain purposeful focus for
extended periods.
Therefore, most kids with Learning Disabilities would not benefit from traditional
Gifted programming . . . in fact, they would find it quite frustrating. It is not
uncommon for GAT programs to expect kids to work for hours on one problem,
project or task. Are you really acting in the child's best interests to "shoehorn" him
into a program where he really doesn't fit?
All that being said, what CAN we do for the Learning Disabled child who also
possesses special talents or advanced intellect? Some thoughts:
50
Recognize that reading ability is not necessarily an indicator of intelligence! GAT
kids are generally first identified by advanced reading skills in the early grades. A
child with perceptual problems may be unable to master the reading process
DESPITE his advanced intelligence.
Traits to be "on the lookout for" include:
o extensive, unusual vocabulary.
o problem solving skills.
o excellent memory.
o creativity/curiosity.
o independence.
All of these are indicative of advanced intellect.
The child's understandable reaction to his Learning Disorder may "mask" his
intelligence and creativity. Reactive behaviors may include low frustration tolerance,
stress, performance inconsistency, social immaturity, poor coordination and
tantruming.
Where is the best placement for his child? In a TAG class wherein special attention
is paid to the learning problem? Or in a Learning Disabilities class wherein
opportunities for advanced, creative projects are presented?
Be cautious! Don't allow his weaknesses to overshadow his strengths.
When providing work in strength areas (i.e., Science, History, Current Events) utilize
by-pass strategies to circumvent the weakness area (i.e., Writing, Reading,
Spelling, etc.).
Ironically, many Learning Disabled students who have superior intelligence are
under served in our schools and never reach their full potential. They use their
intellect to compensate for their learning problems and are - often - mislabeled as
"average students". They achieve at grade level and this "smoke screen" hides their
hidden talent and potential.
These kids are full of contradictions! They have tremendous strengths (i.e.,
reasoning abilities, problem solving, extensive vocabularies, etc.) and equally
obvious weaknesses (i.e., following directions, time management, processing
speed). This presents a very complex diagnostic picture for professionals.
Bright students with Learning Disabilities often have difficulty with organizational skills,
self esteem, reaction time and frustration tolerance.
Provide Gregory with a school and home environment which is structured and
flexible. This sounds like a contradiction . . . but it's not. He should be told - clearly what your expectations are . . . but he should be given a degree of flexibility
51
regarding the ways and means by which he accomplishes these tasks. For
example, provide him with a specific due date for a composition but allow him to
select the topic. They appreciate this degree of responsiveness.
Below is a list of techniques and strategies that I have found successful with
Learning Disabled students who have superior intellect:
o small group work with students who have similar profiles.
o teach via the preferred modality.
o give clear, concise directions and instructions.
o encourage problem-solving . . . academic AND social.
o strike an effective balance between ENRICHMENT and MEDIATION.
o use mentors and "study buddies".
o avoid timed, pressure-filled activities.
o use charts, graphs, checklists, assignment sheets to assist with organization
skills.
o work on self-esteem by providing the child with as much success as possible.
o use brainstorming techniques often.
Again, Paulette, I am not denying the existence of GAT/LD kids. They do exist. I've seen
some. But there just aren't that many of them.
Encourage your school to group bright Learning Disabled kids together. They often learn
much from each other.
Best of luck to Gregory. He is lucky to have you in his corner.
52
- ASK RICK Thought for the Month:
"In the time since I wrote my February column, I have had speaking engagements in California, North
Carolina, New Jersey and Nevada. Everywhere I have visited, parents and professionals have been
discussing the troubling governmental report that demonstrated a 300% increase in the use of Ritalin
for three and four year olds. Even the First Lady weighed in on the controversy!
This situation is troubling. BUT who is to blame? Over-ambitious parents? Impatient Day Care
workers? Quick draw pediatricians? All of the above? Ritalin is a very effective - but powerful medication and its administration should not be taken lightly.
I feel that the "Kiddie Ritalin" crisis is one of our own making and it, largely, is caused by the
unrealistic and developmentally-inappropriate expectations that we hold for our preschool children.
Consider. When you and I were four years old, what was our life like? We hung around the house with
a sibling or two and our Mom. We played, took walks, watched some TV and had the run of our
house. No rules. No regulations. No structure. No expectations. Our job description was, simply,
"Being a Kid".
Today's four-year-old has a very different daily existence. Day care or Preschool requires kids to sit
still, color, sing, dance and play "on command". Their days are structured and regimented.
Compliance is expected. Responsiveness is demanded. Are these kids developmentally prepared for
such an environment at 48 months old? I think not.
We place unrealistic demands on our little ones . . . and then medicate them so they can comply.
Whose needs are we meeting? Theirs or ours?
America's preschools have become inappropriately demanding and competitive. If we refuse to be
mindful of what our developmental psychologists have taught us . . . let's at least remember the sage
words of Shel Silverstein:
Hug O'War
I will not play at Tug O'War.
I'd rather play at Hug O'War
Where everyone hugs
Instead of tugs
And everyone giggles and rolls on the rug
And everyone tickles and everyone grins
And everyone's happy and everyone wins.
Dear Rick,
I am a Special Education teacher in the town where we live. My husband is a police
officer who specializes in juvenile crime. He feels that many of the youthful
offenders that cross his path have learning disabilities. He has used your videos
(How Difficult Can This Be? and When the Chips are Down) with his colleagues and
the films have been very useful. Thanks. Could you give us some practical advice
on dealing with kids with learning disabilities in law enforcement situations?
Joan W.
Ontario, Canada
53
Dear Joan,
An unusual question . . . but a valuable one. As you know, the link between
learning disabilities and juvenile delinquency is undeniable. The venerable Dorothy
Crawford of the Learning Disabilities Association had published pioneering work in
this area several decades ago. It is critically important that all members of the law
enforcement community (i.e., judges, prosecutors, police, etc.) gain an
understanding of the significant impact that learning disorders can have upon
young people and their interactions with the judicial system.
Juvenile crime is a STRIKE ONE . . . STRIKE TWO . . . STRIKE THREE concept
for youths with learning disorders:
STRIKE ONE: Kids with learning disabilities are more likely to become involved in
crime (due to the inability to secure meaningful employment, dropout rates, poor
judgment, etc.).
STRIKE TWO: They are more likely than their nondisabled peers to get caught
when they commit a crime (due to poor planning, etc.).
STRIKE THREE: They are likely to receive stiffer sentences than their nondisabled
peers for the same offense (due to their inability to deal effectively with the
language and comprehension demands of the judicial process). Needless to say,
having a learning or cognitive disorder does not excuse criminal behavior.
However, it is in everyone's best interest that law enforcement officials and criminal
justice representatives are able to recognize, communicate with and better
understand youths who have the "Hidden Handicap." This is particularly important
for the police officer who is in the "front line" of the process.
When dealing with a person with a learning disorder (LD, Developmental
Disabilities, Autism, etc.), the police officer should be mindful of the following:
The person may be unable to communicate or understand the concepts
involved in the situation. Vocabulary terms (i.e. "rights," "waiving") may be
unfamiliar to him and he may not have sufficient understanding of these
concepts to provide informed consent or comprehend the proceedings-athand.
The person may be unable to follow commands. Multiple or complex
commands may be incomprehensible for the person.
The person's disability could serve to impair his judgment and compromise
his ability to understand how his behaviors are being perceived by others. He
may be easily manipulated by others and may copy the behavior of others in
order to gain acceptance and friendship.
The person's receptive and expressive language may be affected. That is,
he may have difficulty understanding language which is written or spoken . . .
54
he may also have difficulty reading or writing.
Some people with developmental disabilities may have a neurologicallybased unsteady gait or struggled, garbled speech. These symptoms may
increase during periods of stress and can be misinterpreted as intoxication.
The person may be very compliant and have a strong desire to please the
person in authority. In order to gain the officer's approval, the person may
give a response which - he feels - will please the officer . . . even if the
answer is inaccurate.
The persons affect (i.e., facial expressions, gestures, posture) may not
be an accurate reflection of his actual feelings. For example, he may
smile despite feelings of remorse.
If the person has a word processing problem, he will generally select the
last item in a sequence if he is given a list of options. For example:
Officer: "Was the other car a Chevy, a Ford, or a Volkswagen."
Automatic Response: "A Volkswagen."
The person may have a short attention span and be unable to focus his
thoughts for any length of time. This will impact upon his ability to understand
what is occurring.
The person may become easily exhausted due to sensory overload.
Stressful situations may require a tremendous amount of energy from the
person in order to compensate for his disabilities. This overload can make
the person become fatigued, aggravated or hostile. Little can be
accomplished at that time. Take a break!
The person may have memory and temporal (time-related) deficits that
will make it extraordinarily difficult to restate or reconstruct an incident. The
memory deficits may impact short-term or long-term memory.
When giving instructions, use simple, direct language. Avoid multi-step
directions. Speak slowly and distinctly. If the direction is not understood
DON'T repeat it . . . rephrase it!
I hope this helps. Readers . . . you may want to share this information with your
favorite police officer. It might be helpful to one of your kids someday!
Note: Some of this material was obtained via the Developmental Disabilities Area
Board in Escondido, California.
Dear Rick,
I have a seventeen year old daughter in a residential placement. Throughout her
school years she has performed much better both academically and socially in test
55
situations than she can produce in real life situations.
For example, now in her social skills classes, she can "read" social situations, is
very intuitive and functions very well, yet there is not much carry over into real life
situations. She has been faced with, "You did it in therapy, so I know you can do it,
you are choosing not to." all her life. While this school specializes in kids with these
problems, I still see some of this, "You are choosing not to do it." attitude.
Do you have any suggestions to help with carry over of skills learned in therapeutic
situations into everyday life?
Cathy
Chazy, NY
Dear Cathy,
Your letter confirms a long-held belief of mine: FORMAL SOCIAL SKILLS
TRAINING IS OF LIMITED VALUE FOR MANY KIDS WITH LEARNING
PROBLEMS!
Trying to learn social skills "in the classroom" is akin to trying to learn tennis "in the
classroom". There are certainly some tennis skills that you can learn in a sterile
classroom environment . . . but you will never truly master tennis until you get our
on the court and hit that yellow ball around. So it is with social skills!
Our kids have tremendous difficulty generalizing and utilizing the skills (academic
OR social) that they learn in isolation. You can review "bus conduct rules" in the
classroom all day long and the kids will demonstrate their mastery of these skills.
But there is no guarantee that they will utilize these skills when they board that
school bus for the trip home.
It is for this reason that I feel so strongly in the use of Social Skill Autopsies. This
strategy is outlined and demonstrated in my second PBS/WETA video, Last One
Picked, First One Picked On: The Social Implications of Learning Disabilities. This
approach encourages the child to analyze actual social incidents that have actually
occurred and determine responses that would be appropriate for that situation.
This "hands on" approach has been very successful with kids and is being utilized
by parents and professionals throughout North America, Europe and Australia. It
works!
Some of the best approaches to generalizing Social Skills have been done by
Arnold P. Goldstein, Ph.D. He encourages adults to create a social setting that
closely replicates the environment where the target skill will be utilized. If you want
to teach "dining out skills" . . . conduct the lesson in a restaurant. If you are
teaching appropriate assembly behavior . . . conduct the lesson in the auditorium!
Goldstein also emphasizes the importance of reinforcement systems in the
generalization process. It is critically important that the developing social skills be
continually recognized and reinforced. Remember the sage adage: "Behavior that
56
is reinforced is repeated!"
When providing social skill instruction or guidance, you can improve the chances of
successful generalization by utilizing Instructed Generalization. This method
requires the adult to describe specific social situations when the targeted skill will
be used (e.g., "Now we are going to discuss the proper way to wait in line. This
skill can be used in the cafeteria and even at the movie theater on weekends . . . ")
Goldstein suggests using "homework" to assist students in generalizing target
social skills. When you are focusing on a specific skill (e.g., not interrupting)
discuss with the child various outside-of-school situations where this skill may be
useful (e.g., at the breakfast table, in the car, when Dad is on the phone, etc.) Ask
him to be very mindful of using this skill in those settings and require him to "report
back" to you in a day or so and tell you about his use of that skill in those settings.
It would be timely to discuss the concept of "focused corrections" in relation to
social skill instruction. The "focused correction" strategy has been effectively used
for years by Language Arts teachers. Basically, the instructor focuses on one subskill of an assignment and you inform the student that you will focus on that skill
when the assignment is evaluated (e.g., "Taylor, I want you to write a 200 word
composition about your favorite pet. I want you to really pay attention to your use
of capital letters as you write. When I correct your paper with you, we will focus on
that specific skill.") In this way, the child focuses his energy on that sub-skill. This
strategy has been very helpful for teachers attempting to improve specific
language concepts.
I recommend the use of this technique when teaching social skills, as well. I recall
overhearing the conversation between an ADD child and his mother once at a
family restaurant. Ninety-percent of their exchanges were corrective! The kid
received a barrage of instructions, corrections and mini-scoldings ("Sit up straight;
close your mouth when you chew; wrong spoon; cut that before you eat it; pick up
the napkin, etc., etc., etc.) Sound familiar?!?
Try this instead: "Bill, it's time to sit down for supper. Tonight let's focus on the
volume of your voice. Try real hard to keep your voice at an appropriate level. I will
call it to your attention when you get too loud."
During the meal, virtually ignore the other social errors (e.g., the napkin, mouth
open when chewing, etc.) Just focus on the volume. You will be pleasantly
surprised at how effective this strategy is. Interestingly, all the social skills improve
because the child is focusing his attention on being appropriate. Be sure to
reinforce and praise him at the end of the meal. This procedure works . . . and it
surely beats an hour of non-stop nagging!
Good luck, Cathy!
57
Hi,
A few years ago I learned about the "Poker Chip Theory". I now teach at the local
university and cannot remember the theory in its entirety. Could you refresh my
memory? Thanks.
Dawn
Dear Dawn,
The "Poker Chip Concept" is not actually a "theory". It's simply an analogy that I
have used for years to illustrate how self-concept develops. A full explanation is
featured in the conclusion of my PBS/WETA video, "When the Chips are Down".
I had long-struggled to find an analogy to help adults understand self-concept.
We have all attended workshops wherein the speaker explains the consequences
of low self-concept and then instructs us to "go thee forward and increase the
self-concept of your children".
Great. But how do you do that? How do you make a kid feel good about himself?
The "Poker Chip Analogy" might be helpful. Basically, I compare Adult Life to a
giant poker game. In order to play in this "game", you must enter adulthood with
many piles of "poker chips" (self-concept). Without these chips, you are unable to
take risks, bet or even ante-up in the "game of life". Adults with a lot of poker
chips have a great self-concept. Those with a poor self-concept have a meager
pile of chips.
Now, how did these folks get their chips? They got them during childhood and
adolescence. Basically, when good things happen to you (e.g., success, victory,
praise . . . ) you RECEIVE poker chips. When bad things happen to you (failure,
frustration, criticism), you LOSE chips. Simple.
Try to imagine that each interaction between you and a child is, actually, an
exchange of poker chips. For example,
"Daniel, you did a great job cleaning out that back pack. I am very pleased!"
TRANSLATES
TO
.
.
.
"Here you go, Daniel. Add these 35 poke chips to your collection!"
Sean, I can't believe how loud you were at the supermarket. Do you enjoy
embarrassing me? Don't ever ask to come with me again."
TRANSLATES
TO
.
.
.
"Sean, give me 50 of the poker chips from your pile. I will just throw them away."
See how it works?
Now, our jobs as parents and teachers is basically simple. WE NEED TO BE
CERTAIN THAT EVERY KID WHO CROSSES OUR PATH HAS MORE CHIPS
AT THE END OF THE DAY THAN HE HAD AT THE BEGINNING OF THE DAY!!
Simple.
58
And how do you do that? Praise a lot. Reinforce a lot. Recognize a lot. Reward a
lot. Scold seldom. Embarrass seldom. Punish seldom. Reject never.
We need to be ever mindful of this ongoing exchange of chips. I remember
hearing this conversation between a 10 year old Learning Disabled child and his
Mom when he returned, excitedly, from school one day:
Bobby: "Mom, Mom, Guess what?!? The teacher told me that I have the best
manners in the class!"
Mom: "Well it would be nice to see some of those manners around here once in
awhile!"
Wow, Mom. Your son just showed you the 250 brand new poker chips that he
had earned . . . and you took every one of the away.
Keep the Poker Chip Concept in mind. I try to. As I walk across the School's
campus and see a kid on his way to class, I often think, "When was the last time I
gave him a few chips?" So I catch up with him and walk to class by his side while
asking him about his soccer exploits or his dog at home. "Here's a hundred chips.
Spend them in good health."
Also be mindful of the Exchange of Chips when you punish a child. Punishment is
both inevitable and necessary . . . but always view it as an exchange of chips. Try
to balance the severity of the "crime" with the number of "chips" that you take
away.
For example, suppose Josh spills his milk at the dinner table. How many chips is
that worth?
"Josh, the milk spilled. Please go get a sponge and clean it up." = Net loss of
chips = 0
"Josh, why can't you be more careful? That's the fifth spill this week. Clean up the
mess you made NOW!" = Net loss of chips = 50
"Josh, you make me nuts! Can't we get through one meal without you spoiling it
for everyone? Go to your room and I don't want to see you until the morning!" =
Net loss of chips = 1000
I have been using the Poker Chip analogy for years to help adults understand the
role they can and do play in the development of a child's self-concept. One parent
told me that he glued a chip to his bathroom mirror to constantly remind him of
this. As a favor to a Superintendent friend of mine in New York, I had worked
extensively with his staff on this concept. When he retired, the staff gifted him
with a silver-plated poker chip. Nice.
But my favorite application of this analogy happens here at Riverview School on
Cape Cod. We constantly remind our staff of the importance of distributing "poker
chips" to our kids. On Graduation Sunday, each departing Senior is given a small
59
velvet bag filled with poker chips emblazoned with their initials. At the reception
following the ceremony, the students circulate among the staff, parents and
friends and hand poker chips to those who have helped them through the years.
These are truly Kodak moments! You will be having an animated conversation
with someone at the reception and suddenly a student in cap and gown will
approach you and silently hand you a chip. It doesn't get any better than that!
If self-esteem is a particular interest of yours, I would recommend highly the work
of my colleague and cherished friend, Dr. Bob Brooks. His book, The Self Esteem
Teacher is an invaluable resource. Bob also has a terrific video available via this
website ("Look What You've Done").
Dear Rick,
My son is doing well in all subjects but Reading and Math. He does not have
behavioral problems and he has a good social life with the other children. He is in
second grade and he likes school generally but he is struggling. I am trying to get
the school to do more testing. My son has a stuttering problem and has had it
since he was 3 years old. He has been seeing a speech pathologist and he has
improved but his stuttering is still very evident. He struggles with reading and
often tires of trying to read. He struggles with math and gets very frustrated when
he needs to complete it.
I work with my son every day after I get off work, he completes 95-100% of all his
homework and can follow the directions of the teachers. I am very concerned that
my son will get left behind because of his reading and math problems.
What do I do to make sure he does not get looked over or tossed to the side by
the school board?
La'Shawn
Dear La'Shawn,
You son is, indeed, fortunate to have you in his corner. You seem to be very
insightful about his problems and his potential. I would advise you to keep the
positive dialogue going between you and his teachers and be certain that there is
ongoing communication among his teachers and the speech pathologist. Her
intervention will not be effective unless it is reinforced in your son's class every
60
day.
- ASK RICK Your
Thought for the Month:
VOICES
THROUGH
THE BEDROOM WALL
concern that
By Noreen Boyle
he will be
Again tonight I hear my brother's voice carrying out a conversation "tossed
sometimes playing the part of two people, at other times, just one.
aside by the When we were younger - the same setting - he in his bedroom and me in
school
mine - I would hear him through my bedroom wall and would yell out, "Who's
board"
is in there with you?" And he would stop his talking and yell back, "Nobody."
one that I "Then stop talking to yourself." For a few minutes there would be quiet. But
gradually and inexorably, I'd hear his voice again, at first muffled by his
commonly
hear
from pillow, but as his conversation would grow more intense, the volume would
slowly increase.
parents. Be Eventually, I began to realize that this was his way of getting through his
assured that days and gathering up the courage to face tomorrow. He was rewriting a
this
is script in which he didn't like the way his character was portrayed. This way
unlikely to his character could fight back against the bully, charm the heroine or score
happen IF the winning run.
your child is And every night I'd listen to him rewriting and then rehearsing the revised
script. But on the following day, never did he win the battle, the girl or the
protected by game. Too many of the cast of his daytime play were ignorant and
an
I.E.P. insensitive actors. But for a few minutes in his darkened bedroom, he held
(Individual
the spotlight and had his chance to shine.
Again tonight I hear this voice through the walls. But tonight I don't interrupt Educational
Plan). This I let him change the ending of his daily nightmare if only for a few minutes so
that he can face the sun the following morning.
document
Noreen Boyle is a registered nurse. This piece was written when she
memorialize was leaving high school and he was just entering.
s the child's
specific
needs and outlines the school's specific programs/procedures designed to meet
those needs. The I.E.P. is akin to a contract which must be upheld by all parties.
Be sure that the I.E.P. is updated and that School staff are adhering to all the
procedures listed in the document. If the prescribed activities are not being carried
out . . . go to the School and find out why. Be assertive, but not aggressive.
Assume that School personnel have your son's best interests at heart . . . they
generally do. If the School is unresponsive, you may have to kick up your heels a
bit. You need to advocate for your son . . . until he can advocate for himself. Many
parents are hesitant to do this. There is an old saying ... "Never rock the boat in
which your child is sitting." I never believed in that! (For advice on effective
Parent/Teacher conferences, see my December column.)
La'Shawn, your question (and many others that I have received in recent weeks)
mentioned the issue of HOMEWORK. The "homework battle" is fought nightly at
61
kitchen tables all over America! You are to be commended for your willingness to
assist your son with his homework . . . but be aware of the common Homework
Traps that parents can stumble into.
Some thoughts on this important subject:
If your child needs a great deal of help from you in order to complete his
homework THE ASSIGNMENT IS INAPPROPRIATE. By definition,
homework assignments are supposed to be a review and reinforcement of
that day's school work. It should be prepared at the child's "mastery level"
and the student should be able to complete the assignment independently.
As a parent, you need to understand the "message" that you are sending to
the teacher when you provide the child with extensive assistance with his
homework. Suppose you spend two hours - complete with blood, sweat and
tears - dragging your child through a difficult homework assignment. After
this battle, the assignment is completed neatly and thoroughly. The child
submits the completed assignment to the teacher the next day. The teacher
reviews the assignment and - understandably - assumes that the well-done
assignment is well within the child's academic capabilities . . . so she
assigns a similar assignment that evening. And you wrestle your child
through THAT assignment . . . and on . . . and on . . . and on.
If your child has tremendous difficulty completing an assignment, LET THE
TEACHER KNOW (via a note or phone call).
Teachers need to remain mindful of the "3 R's of Homework". Home study
assignments should be:
o REVIEW . . . new concepts should never be introduced as homework.
o REINFORCEMENT . . . the assignment should be directly related to
that day's lesson.
o REALISTIC . . . the teachers must remember that the homework will
be completed in a non-academic environment with multiple
distractions. Plus, the child will likely be tired and unfocused as he
works on homework.
I recommend that you use a "3 to 1 Formula" . . . an assignment that takes a child
20 minutes to complete in your classroom, will take 60 minutes to complete at
home.
As much as possible, establish a Homework Schedule wherein the child
does her homework at the same TIME and PLACE each evening. Allow the
child input into this schedule . . . but once the schedule is set, stick to it.
Assist the child in prioritizing or ranking assignments. Oftentimes, a student
will waste a significant amount of study time trying to decide which
62
assignment to do first! Preview his assignments and agree on an order that
they will be completed.
Provide "Hurdle Help" by assisting them in getting started ("OK, Danny, let's
do the first multiplication problem together and then you are on your own!")
Be a homework resource . . . not a partner. Don't sit next to her as she
completes her homework. Go about your activities and have her call for you
or come to you if she needs help.
When checking the child's homework . . . accentuate the positive. ("Megan,
these eight spelling words are perfect and very neat. But I think you will want
to take another look at these two . . . ")
Homework should not take all evening! The child needs some time to rest
and recreate, as well. If the assignment takes all night . . . notify the teacher.
Discuss the study questions with the child BEFORE she reads the chapter.
In that way, she is better able to comprehend material.
CHECK IN CHUNKS . . . "Kitt, when you get five math problems completed,
bring the paper to me to be checked." In this way, you will be able to provide
help, if he is doing the assignment incorrectly.
Check the child's homework at the end of the evening. He will approach the
next day far more confidently if he has been reassured that his homework is
accurate, complete and acceptable.
For additional advice on the Homework Dilemma, I would recommend the new
book by Drs. Sam Goldstein and Sydney Zentall entitled "Seven Steps to
Homework Success: A Family Guide for Solving Common Homework Problems"
(Specialty Press, Inc.; Plantation, FL). It's a wonderful resource for parents and
professionals.
Dear Rick,
I enjoy reading your column every month and have found the material to be very
useful. I hope that you can help with my specific problem. I am a Special
Education teacher and only recently graduated from college. The regular
education teachers are now looking at me as being "the expert" and I am feeling
pretty inadequate. I want to help them to adjust their lessons in order to meet the
needs of the students with Learning Disabilities but I am not sure how to go about
this. My undergraduate training simply did not adequately prepare me. HELP!
Cindy in Arizona
Dear Cindy,
Your concern is a very common one. I feel that we must carefully examine the
curricula in our Special Education undergraduate programs. I have visited many
63
"teacher training" programs and find that they have two major flaws:
a) the majority of the undergraduate's course work focuses on abnormal or
subnormal development. Very little instruction is provided regarding normal
development. How can one understand ABNORMAL BEHAVIOR and
DEVELOPMENT
until
one
understands
NORMAL
BEHAVIOR and
DEVELOPMENT?
b) Undergraduate special education students are bombarded with course work
related to the nature and needs of Special Education students . . . but little
guidance or instruction is provided related to dealing with other adults (e.g.,
parents, colleagues, administrators). Once the "rookie" special educator enters the
real world of the classroom, she finds that she spends much of her time consulting
and collaborating with others . . . and she often feels ill-equipped to deal with this.
Cindy, there are many suggestions and recommendations that you can offer to
your regular education colleagues as they endeavor to assist the special needs
students in their classes.
Firstly,
you
must
come
to
understand
the
difference
between
ACCOMMODATIONS and MODIFICATIONS . . . these concepts are NOT
interchangeable or synonymous. ACCOMMODATIONS require a student to
complete the same assignment/test as the other students but with adjustments in
time, format, setting and/or presentation.
On the other hand, MODIFICATIONS are adjustments in the actual requirements
of an assignment or a test. For example, requiring a student to complete only the
odd numbered problems on a math quiz or substituting a multiple choice exam for
an essay exam.
Below are some suggested modifications and adjustments that you may want to
suggest to your regular education colleagues:
provide alternative textbooks with similar concepts but at an easier reading
level.
provide audio-tapes or chapter summaries.
use peer readers.
photocopy the pages for the Learning Disabled student and allow/encourage
him to highlight.
provide the student with two sets of text books . . . one for school and one for
home.
provide the student with a list of discussion questions before she reads the
material (this enables the student to better focus and comprehend).
provide page numbers to assist the student in finding the answers.
decrease the length of assignments and lists in order to focus on the key
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concepts.
allow for "alternative assignments" that permit the child to demonstrate his
mastery of the concepts via art, posters, collections, panoramas.
on an unmodified test, adjust the criteria for passing.
provide the student with a specific list of your requirements for a passing
grade and review it regularly with him.
keep student workplaces as distraction-free as possible by reducing visual
and auditory stimulation.
avoid use of crosswords and word-finds (a difficult and pointless task for kids
with perceptual problems!)
provide simultaneous oral and written directions when giving instructions.
carefully number and sequence the steps in a multi-step procedure or
instruction.
ask the child to repeat the instruction back to you before beginning a task.
always give "fair warning" prior to a transition ("Billy, we need to leave for
recess in five minutes, so let's begin to finish your drawing and store your
supplies.")
provide a print outline for videotapes.
use a tape recorder in lieu of an essay answer.
modify your grading procedures by:
weighing class work heavier than tests.
mark only the correct answers.
allow students to re-do failed sections of a test for partial credit.
use pass/fail.
allow student to retake exam until he passes it.
modify your testing procedures by:
o giving oral directions prior to test.
o teach test taking skills.
o provide vocabulary/definition lists.
o permit extra time and/or alternative settings.
o divide test into smaller sections.
o substitute true/false, multiple choice, matching and fill-ins for essay
exams.
o grade spelling separately on tests.
65
allow open book or take-home tests.
o provide possible answers for fill-ins or provide the first letter of the
missing word.
modify your math instruction by:
o allowing calculator use
o grouping similar math problems together on tests
o use graph paper to assist with alignment
o provide tables with math facts
o break lengthy, long-term assignments into manageable chunks.
o arrange for "check-in" time at the beginning of the day to assist with
organization.
o increase the frequency and immediacy of reinforcement.
Many of these modifications are drawn from material prepared by the PACER
CENTER in Minneapolis ([email protected])
o
Dear Rick,
My husband and I have taken my son to a psychiatrist to evaluate if he has ADD.
We had a session alone with the Doctor, then brought our 10 1/2 year old son to
speak to him (we left the room after a bit). Then we had a second session with the
Doctor. On the basis of what we had to say, plus the fact that my husband was
diagnosed as ADD, the conclusion was that our son also has ADD.
He is a bright little boy who has always had trouble with transitions and controlling
his emotions. I want desperately to help him but I don't want to jump at easy
conclusions such as medicating him with Ritalin. Am I being too cautious? We
need to do something since his grades are falling and he is driving us, his family,
a bit crazy. His twin sister shows the most patience with him, but it's wearing thin.
How can I be sure that medication is part of the answer?
J.
Tel-Aviv, Israel
Dear J.
You are facing a difficult - but common - dilemma. There is currently much
promising research being done which is aimed at developing a valid and definitive
medical test to diagnose ADD. Until such a procedure is perfected, we need to
rely upon our power of OBSERVATION in order to recognize ADD in our kids.
The Center for Applied Research in Education cites the following behaviors that
may be symptomatic of Attention Deficits in school-aged children:
1. INATTENTION (at least two of the following)
66
fails to finish tasks s/he starts
doesn't seem to listen
easily distracted
difficulty concentrating on tasks requiring sustained attention (play or
school)
2. IMPULSIVITY (at least three of the following)
acts before thinking
shifts excessively from one task to another
difficulty organizing his work or environment
needs constant supervision
calls out in class
has difficulty waiting or taking turns
3. HYPERACTIVITY (at least two of the following)
runs about or climbs on things excessively
difficulty sitting still; fidgets excessively
moves excessively during sleep
always "on the go".
4. ONSET PRIOR TO AGE SEVEN
5. DURATION OF SYMPTOMS FOR AT LEAST SIX MONTHS
6. SYMPTOMOLOGY NOT DUE TO SCHIZOPHRENIA, AFFECTIVE
DISORDERS OR PROFOUND RETARDATION
If your son has several of the above-listed symptoms, he could well be ADD. (You
don't HAVE ADD . . .you ARE ADD!). Check with others to see if these behaviors
exist in all settings (e.g., school, home, activities). If the behaviors are
generalized, you may want to consider medication. Your doctor or a neurologist
may be able to assist you with this difficult - and highly personal - decision.
The use of psychotropic medications (e.g., Ritalin) has increased astronomically
in recent years. The reason for this increase is simple ... Ritalin works! It makes a
significant and positive change in the behavior/performance of approximately
75% of the children who take it. But we must remain ever-mindful that Ritalin is a
PILL . . . not a SKILL! The medication alone will not make a lasting change in the
performance of your child. You must continue to use specialized techniques and
approaches at home and at school.
If you decide to administer Ritalin, below are some tips that you may find helpful:
Some kids have a diminished appetite while on this medication. Encourage
67
him to eat large meals at the times when the medication's effects are
wearing off. Provide nutritious foods throughout the day.
Resist the temptation to increase the dosage when the child is having a
"bad day". Follow Doctor's orders!
Talk to you physician about "drug holidays" (skipping medication on
weekends or vacations). This strategy is a source of much debate among
professionals.
Establish a dosage schedule mindful of the fact that the most noticeable
effects of the medication occur within the first two hours of taking the drug.
Avoid starting the medication simultaneously with a major life change (e.g.,
a move, family crisis or new school year).
William Sears, M.D. recommends the following:
o usual dosage ranges from.3 to .8 milligrams per kilogram of body
weight.
o most doctors begin the dosage at .3 mg/kg and then lowers or
increases the dosage based upon parental and school reports of
behavior change.
o begin the medication on a Saturday to allow you to observe your
son's response first-hand.
o the first morning dose is most effective when given AFTER breakfast.
o if sleep disturbances occur, ask your doctor about decreasing or
eliminating the late afternoon dose.
I hope this helped!
Dear Rick,
I am a school counselor at a public school. I am responsible for administering tests
and composing reports on the assessments that I conduct.
On the forms that I must complete, I am required to analyze and record the
student's "testing behavior". What sort of behaviors should I look for during a
testing session?
Mike B.
Regina, Saskatchewan
Dear Mike,
Good question, Mike. Testing sessions can cause great anxiety for students with
Learning Disorders. It is important that the examiner observes and records the
student's behavior in the testing report. This enables the reader of the report to
analyze the student's performance within the context of the child's attitude and
68
behavior during the testing session. For example, if the child was very nervous and
anxious during the testing, the assessment results may be a bit depressed.
In the report, you will want to record the following behaviors:
What was the child's initial reaction to the session? Did his behavior improve
or deteriorate during the session?
How did the child react to the examiner?
Were there observable signs of anxiety or tension?
Was eye contact made and maintained?
Was there inappropriate fidgeting or nervous actions?
Did the child seem comfortable (e.g., remove his coat, sat willingly)?
How was the student's reaction time?
Did his responses seem delayed, blocked or inconsistent?
Was the student negative?
How did he handle himself when he answered questions correctly?
Incorrectly?
Did his responses seem impulsive or well-thought-out?
Impulsive answers often indicate high levels of anxiety.
Negative responses ("I'm so stupid . . . I should know this stuff!") can be
indicative of low self-esteem.
Blocked or delayed responses can indicate a lack of knowledge and/or lack of
confidence.
Are responses nonsensical or immature?
Does the student often ask to have items or directions repeated?
Is the child critical of his own responses?
A student who asks to have items repeated may have a hearing or a
processing problem.
Are his verbalizations verbose?
Are there any peculiarities in his speech?
Are her responses spontaneous?
Excessive verbalizations can indicate high anxiety and an attempt to delay or
derail the testing process.
Is the child's language hesitant?
Students with organizational difficulties may appear to be handling the testing
session well initially, but the performance deteriorates greatly as the session
continues.
69
Does the student respond negatively in a timed situation?
How does the student make the transition from one test to the next?
Does the child's interest in the session wane over time?
Is the student motivated? Cooperative? Easily frustrated?
How does the child separate from his parents?
Did you need to divide the session into shorter mini-sessions? Did the
student often get off task?
Was the child tangential or distracted?
Did the student often ask for confirmation of feedback about her
performance?
Did the examiner know the child previous to the session?
Did the child ask to stop the session at any time?
Remember, Mike . . . all behavior sends a message! The student's reaction to the
examiner provides clues to the child's attitude, learning style and problem areas.
Dear Rick,
I have heard you speak several times and I love your videos. I am a Special
Education teacher and a part-time Graduate Student, majoring in Administration. I
would like to ask your opinion on the movement to change the term "Learning
Disabilities" to "Learning Different". Wouldn't that be a more sensitive term to use?
Paula B., San Diego
I'm afraid I can't agree, Paula. The "Learning Difference" movement is - in my
opinion - well-intentioned but a bit misguided. You see, America's culture today
DEMANDS that any productive citizen be able to deal effectively with language. If
you are unable to do so . . . you have a disability.
I believe that - by calling this a "difference" - you belie the complexity and severity
of this problem which impacts on millions of American children and their families.
Frankly, we are having difficulty getting legislators and political decision makers to
respond to Learning DISABILITIES . . . by changing the name to DIFFERENCE,
the problem seems minimized and our support will wane ever further!
That being said, I agree strongly with the "People First" movement which
encourages us to refer to folks with special needs in a more sensitive manner. For
example, they encourage us to refer to students as "children with Learning
Disabilities" rather than "Learning Disabled children". Makes sense!
Like most people, I tire of the new trend toward political correctness! People have
become so overly-sensitive that we all constantly find ourselves "on guard" so that
70
we don't offend anyone. I recently saw a bumper sticker which said "Political
Correctness means always having to say you are sorry." The "PC Movement" has
gotten out of hand! I was recently told that I shouldn't consider myself short but rather - "vertically challenged!" Wow!
Yes, the PC Movement has gone too far. HOWEVER, we must remain mindful
that the roots of this movement were well-intentioned. Historically, the lexicon of
Americans were filled with words that were hurtful to minorities or . . . particularly .
. . to the disabled. The old adage that "sticks and stones can break my bones but
words can never hurt me" is simply untrue. Words do hurt. Words can harm
people. The sensitive and caring individual should be aware of the tremendous
impact that words can have on others.
One of my favorite poems - which I often use with children - is entitled "Baltimore".
It was written by African-American poet Countee Cullen when he was in his late
thirties:
Once riding through old Baltimore
Heart-filled, head-filled with glee,
I saw a Baltimorean
Keep looking straight at me
Now I was eight and very small
And he was not bigger
And so I smiled but he poked out
His tongue and called me "Nigger".
I saw the whole of Baltimore
From May until December
But of all things that happened there
That's all that I remember.
It is important to be sensitive when speaking to or about people with disabilities.
We must be sure that our language or our words do not impact the dignity of the
disabled person. Below are some thoughts on this important issue:
The word "disabled" is more acceptable than "handicapped."
The following words and phrases are generally viewed as insensitive and
inappropriate:
o restricted to/confined to a wheel chair ("uses a wheelchair" is better)
o normal (use "non-disabled")
o birth defect (use "disabled since birth")
o fits (use "seizures")
o deformed
71
suffer from . . .
When talking to a person who has a disability, speak directly to the person,
not through a companion.
When planning public social events, consider handicapped accessibility
when selecting a location. You wouldn't think of holding an event where
other minorities could not attend, so don't exclude people with disabilities.
Most people who use a wheelchair come to view it as part of their "body
space." Therefore, don't lean on the chair when you speak to them.
If a disability is not germane to the topic or the conversation, don't mention
it! (e.g., blind pianist, the computer programmer with the wheelchair, etc.)
The phrase "physically challenged" is falling out of favor. A colleague mine
who has permanent paralysis in both legs told me, "I hate the phrase!
'Challenged' implies that the obstacle can be overcome if I just try hard
enough. That's not reality! I am not challenged . . . I am disabled!"
As people with disabilities become increasingly integrated into our society we
must recognize our responsibilities to create "user friendly" environments wherein
they receive the acceptance and sensitivity that they deserve.
A friend of mine recently told me, "I used to say that my son had a birth defect.
But then I realized that there are no birth defects. My son was made exactly the
way God wanted him to be."
o
Dear Rick,
I am a high school Special Education teacher. One of my students is a 14 year
old girl with a severe learning problem. She is basically a nice kid and motivated
to learn but she continually gets involved in "power struggles" with me and my
aide. I know that power struggles are common among adolescents. But Annie
seems to have more than her share. Any suggestions?
Nancy M., Waterville, OH
Dear Nancy,
Of course, I don't know Annie . . . but I'll bet that she is a kid who has very little
power in her life outside of school. We all need some power and control in our
lives. Kids from troubled families or kids who live in dangerous areas often feel
very powerless . . . so they try to gain some power in the school environment.
Thus . . . power struggles with staff.
Annie needs power. It makes little sense to withdraw all power from her when she
needs it so badly. The solution? GIVE her some power . . .under controlled
circumstances.
72
Some suggestions:
Let her win a power struggle on occasion. Avoid modeling stubbornness by
refusing to "give in" once-in-a-while.
Always provide Annie with clear expectations and limits. This will reduce her
claims of "unfair".
Give her input into activities and curriculum. ("Annie, next week we are
going to begin studying Hawaii. I will be doing research over the weekend. Is
there anything about Hawaii that you are curious about? I'll look the
information up and make it part of the unit.") This is a real "rush" for a
power-hungry kid.
Seek her advice and opinions . . . and then act on them. ("Annie, where do
you think would be the best place to store the art supplies?")
Teach her leadership skills and give her genuine responsibility. Recognize,
reinforce and reward her when she handles the responsibility well.
Develop a secret signal (e.g., tug on your earlobe) when a power struggle
has gone too far.
Power hungry kids love deadlines. ("Annie, how long do you think it will take
to finish this workbook page? Five minutes? OK, I'll set the timer. See if you
can beat YOUR deadline!")
Don't attempt to use peer pressure to motivate or control her. Doesn't work!
Don't bear grudges. After a confrontation, be sure to wipe the slate clean.
Use Minor Choice Technique! For example, you want her to write a 200
word composition about her dog. You KNOW that the assignment will result
in an argument and power struggle ("I don't want to write about my dog . .
.why can't I write about my boat . . . etc., etc.") So . . . give her some power
by providing her with a minor choice that she can make (e.g., "Annie, I want
you to write a 200 word composition about your dog . . . would you rather
use white paper or yellow paper.") In this way, she has some power . . . but
your objective still gets met. It works!
This technique can be utilized and modified to avoid innumerable power struggles
(e.g., "Annie, it's your turn to clean the Art area. Do you want to do it now or after
lunch?" or "Annie, I want you to do half of the math problems on page 19. Would
YOU prefer to do the odds or evens?")
Let us know how she does!
73
Dear Rick,
Early in October, I am scheduled to have a meeting with my child's teacher. I am
seldom pleased with the results of these meetings and - despite the best efforts
of me and the teacher - the meetings are rarely successful. What can I do to
ensure that the next meeting will be more productive?
Nancy M., Sandusky, Ohio
Teacher/parent meetings can be frustrating for all parties involved! They often do
not produce the desired results. My experience has been that you can greatly
increase the success of these Conferences if you conceptualize the session as a
process, having three distinct sections: BEFORE the Conference, DURING the
Conference and AFTER the Conference.
Below are lists of activities that you can conduct in order to increase the
effectiveness of the Parent/Teacher Conference.
BEFORE the Conference
Make a mutually convenient appointment: Unscheduled "Drop in" meetings
are rarely successful. The teacher is unable to prepare for the session and
interruptions (and resultant misunderstandings!) are inevitable.
Talk to your child: Tell your child that you will be meeting with his teacher.
Ask him how things are going. Bring his perspective, concerns and
questions to the meeting.
Review the child's file: Be aware of the child's current levels, needs and
program.
Make a list: Write a list of the topics that you wish to discuss. This prevents
the meeting from becoming overly tangential.
Develop a "vision": How do you want the meeting to end? What are you
asking for? (e.g., "By the end of the meeting, I hope that Mrs. Pacheco will
agree to give Billy some extra spelling help and that she will stop deducting
points from compositions for misspellings."
Develop a script: Parent/Teacher Conferences can be intimidating and
anxiety producing. Don't hesitate to prepare (and practice!) a script in order
to ensure that you are clearly understood.
Be on time: Punctuality reflects your concern for your child . . . and your
respect for the professional.
DURING the Conference
Take someone with you: If you feel that it would be helpful, bring someone
(e.g., spouse, friend, etc.) with you to the Conference. It is always a good
74
idea to let the teacher know that you will be accompanied by someone.
Begin the Conference on a positive note: A kind and generous comment at
the beginning of the session will set a positive tone for the meeting.
Don't just bring problems . . . bring solutions: Be prepared with some
suggestions to offer and some solutions to your concerns. This will be
appreciated by the teacher! (e.g., "Bill is afraid of Michael. Would it be
possible to move their seats and place them in different Reading and
Recess groups?")
LISTEN: Be an active listener! Focus on the teachers comments and be
responsive to them. A good listener is like a good dancer . . . respond, react
and reflect upon your "partner's" movements.
Take and use notes: Don't hesitate to take notes during the session or to
use notes that you have taken as you prepared for the Conference. You will
be discussing important and complex matters and you shouldn't depend
solely on your memory. Explain to the teacher that you require this memory
aid.
Be assertive . . . not aggressive: Let your feelings, opinions and concerns
be known. Don't be bullied . . . but don't BE a bully either!
Avoid ANGER, DEFENSIVENESS and APOLOGIES: You and the teacher
are adults who both have the child's best interests at heart. Conduct the
meeting in the spirit of cooperation, trust and mutual respect.
End the Conference on a positive note: Even if there was a degree of
conflict or disagreement during the Conference, try to end the session
positively by thanking the teacher and discussing some area of common
agreement.
AFTER the Conference
Discuss the Conference with the child: Ask for his perception of the issues
that you discussed. Be supportive of the teacher. Avoid "bushwhacking" the
child! For example:
Mom: "Have you been doing your homework in Mr. Middleton's class?"
Child: "Yes, Mom, I have!"
Mom: "NO YOU HAVEN'T!! He told me today that you have missed six Math
assignments and seven Language Arts essays and BLAH, BLAH, BLAH."
If you have information . . . share it with the child! Bushwhacking only serves to
decrease the child's trust in you!
Try this:
Mom: "Danny, Mr. Middleton told me today that you have missed several Math
75
and Language Arts homework assignments. Do you have an explanation for
this?"
Act quickly upon the teacher's
- ASK RICK suggestions or recommendations: For
Thought for the Month:
"If you have to tell a kid the same example, if the teacher recommends a hearing
thing 1,000 times and that kid STILL exam, set up an appointment as soon as
doesn't understand, it's not just the possible. This demonstrates your
kid who hasn't learned."
responsiveness and willingness to cooperate.
Send a note: Drop the teacher a note
and thank her for her input and assistance. It is always appreciated to send
a copy of the note to the Principal!
The Parent/Teacher Conference provides the adults in a child's life with an
invaluable opportunity to work cooperatively in the child's best interests! Use that
time wisely and productively! Avoid allowing egos, pettiness, mistrust or
territoriality to sabotage this process. It is crucial that parents and school work
cooperatively together in a spirit of mutual respect and trust. The child's ultimate
success depends upon it!
Remember the sage African proverb:
"When elephants fight, it's the grass that gets trampled!"
Dear Rick,
I am an elementary resource teacher of students with Learning Disabilities. I pull
children to give them help with reading, math and writing. I feel that I am doing a
good job with reading and math. With writing, I feel that I need ideas. What
materials would you suggest? I am currently using SRA Reasoning and Writing.
Is there something out there that is better than this? I have students in grades 16. Please shed some light on writing instruction. Thank you in advance.
S. Reed
Dear S. Reed,
I agree! The Writing Process is, undoubtedly, the most difficult of the Language
Arts . . . particularly for kids with Learning Disorders. The act of writing is an
INTEGRATIVE PROCESS which requires students to synchronize all
"developmental functions", including:
Attention Cognition
Processing Motor Skills
Production Social Ability
Memory Language
76
In addition to the obvious challenges that this presents, the student must also
focus on accuracy, speed, sophistication and automaticity. It is easy to
understand why writing presents such a challenge to the young child.
Students often have difficulty generating stories or thoughts in writing. Here at
Riverview School, we utilize a writing technique known as the Kerrigan Method. It
is an extraordinarily effective and productive approach and the kids love it!
Students who have never been able to produce a composition, suddenly find
themselves composing lengthy and detailed essays. Try it! It works!
This teaching method was developed by William I. Kerrigan (1974). This method
has been used successfully to teach junior high through college students how to
write compositions. It has been used with both remedial and regular students,
and it combines many of the aspects of the content and craft. This procedure
contains factors that are relevant to the needs of the LD adolescent. Specifically,
it is a highly structured program; it approaches writing in a step-by-step fashion;
and it allows students to interject their own creative ideas and experiences in the
writing act.
The goal of the method is to produce well-written themes characterized by the
use of (1) a theme sentence that announces its point at once; (2) a topic
sentence for each paragraph that is clearly and directly related to the theme
sentence; (3) paragraphs that are clearly and directly related to their topic
sentences and are well developed; (4) specific examples, and (5) the use of a
transitional phrase in the second and third topic sentences to link them to the
paragraphs preceding them.
STEP ONE
Write a short, simple, declarative sentence that makes one statement. While it is
legitimate to write any sentence, it is best if they choose a sentence about which
something else can be written. For example, "My name is Joe Schmuk." is not a
very good sentence to choose. "Coal is being used less and less." would be a
better sentence because more could be written about that sentence.
Kerrigan suggests that for this program the initial sentence (call it sentence X)
should not be a sentence that is descriptive (tells how something looks) or
narrative (tells what happened or introduces a process; tells how to make or do
something). Since his program is designed to teach students how to write about
relationships of ideas, sentences about ideas should be used. Step One seems
very simple, but the advantage of this method for LD students is that it helps them
build compositions in steps and gain skills and confidence along the way.
STEP TWO
Write three sentences about the sentence in Step One that are clearly and
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directly about the whole of that sentence, not just something in it. A brief
explanation of the key words in this step will clarify its intent.
First, each of the three sentences must be written about the whole of sentence X,
not just a part of it. Students commonly choose one word or phrase in sentence X
about which to write all three statements. This does not deal with the whole idea
of the sentence.
Secondly, the three sentences must clearly and directly speak about sentence X.
The reader wants to know how each sentence is related to the topic sentence.
This must be clear to the reader at once. To write sentences in Step Two,
Kerrigan suggests that students decide what kinds of questions a reader might
naturally ask after reading sentence X.
STEP THREE
Write four or five sentences about each of the three sentences in Step Two. The
four to five sentences written for each of the sentences in Step Two are to be
about the whole of each sentence and relate directly and clearly to that sentence,
just as the first three sentences were to relate to sentence X.
X. I dislike winter.
1. I dislike the winter cold.
2. I dislike having to wear the heavy winter clothing that cold weather requires.
3. I dislike the colds that, despite heavy clothing, I always get in the winter.
X. I dislike winter.
1. I dislike the winter cold. It makes me shiver. It chaps my lips. It can even freeze
my ears.
2. I dislike having to wear the heavy winter clothing that cold weather requires. I
have to wear earmuffs. I have to wear galoshes. I have to wear a heavy coat. I
have to wear long underwear.
3. I dislike the colds that, despite heavy clothing, I always get in the winter. They
stop up my nose. They give me a cough. They give me a fever. They make me
miss school.
This format is to be used throughout the program as it helps students see the
relationships of the sentences to each other.
STEP FOUR
Work with the student to design Transitions between the sentences to make it
"read more smoothly" but - VIOLA - the composition virtually writes itself! A big
rush for kids who have never been able to write a composition before.
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Dear Rick,
At what age should you tell your child about their learning disability and how do
you do that, given the exact problem is not so clear to the parent (i.e., clearly
there are language processing problems, but no exact "label" or diagnosis)?
Anonymous
Dear Friend,
I am a big believer in Mel Levine's concept of DE-MYSTIFICATION. As parents
and professionals, we should speak frankly and directly to kids about their
strengths, weaknesses and needs.
A parent once said to me, "Don't tell my son that he has a learning disability. He
doesn't know it yet." Sure he does. He knows it. He LIVES it! By giving him
accurate information about the "dragon that he fights daily", he will come to better
understand his problems and is far less likely to view himself as "dumb" or
"stupid". Information is power!
Of course, you want to consider the developmental age of your child when you
share this information with him or her. You should use language that is readily
understandable lest you overwhelm or confuse the child.
I offer this analogy whenever a parent talks to a child about an important or
sensitive topic (e.g., sex, racism, divorce, death, etc.) Think of your child as an
empty drinking glass . . . no information in it. Think of yourself as a full water
pitcher . . . brimming with information about the topic. Now, slowly pour some of
your information into the glass . . . but be sure to STOP when the glass is full. It
would be foolish to attempt to pour the entire pitcher of information into the much
smaller glass.
Fill the glass . . . then put the pitcher down . . . refill the glass slowly as it empties.
Sometimes we try to give all of the information at the same time. The kid simply
can't hold it!
Martha Benoff, a Philadelphia psychologist, has developed a set of invaluable
guidelines to assist parents in explaining Disabilities in a developmentallyappropriate manner:
ALL AGES
Stress the positive.
Explain that the child will learn, but needs to learn differently.
In describing the learning process, use the analogy of a race in which
everybody finishes, but some of us take longer than others.
Help the child feel that all the significant adults in his world - parents,
grandparents, teachers - are on his side and will help him find the "keys" to
learning more easily.
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If you had similar difficulties as a child, use yourself as an example to
emphasize how problems can be overcome.
4 TO 6 YEARS
Use language she'll understand: "It's not easy for you to perk up your ears"
(or some other phrase for good listening that the child hears all the time.)
Talk in terms of "things you need to work on a little more."
Describe the academic help she'll be getting in a concrete, upbeat way that
sounds like a team effort: "Your teacher, Daddy, and I know some games
we can play to work on your ABCs."
Whenever possible, demonstrate your child's situation. If you're talking
about the importance of looking at her teacher, for example, stoop down
close to the child and gently put her face in your hands so that you are
looking directly into each other's eyes.
Pay attention to your child's signals and don't overload her. If she puts her
hands over her ears, she's heard enough for now.
7 TO 9 YEARS
Use language he'll understand. "It's not your fault that some things are
harder for you to learn than others. Your brain is like a radio with too much
noise. We have to tune in the way you learn, just like we tune in the music
clearly."
Follow his lead, including any problems he mentions, and help come up
with remedial strategies: "Instead of telling you three or four things to do
when you go upstairs, I'll try telling you just one thing at a time so you can
remember it more easily."
Describe the academic help he'll be getting in upbeat terms: "You'll be
going to the resource room because Mrs. Jones knows some tricks for
turning kids into better readers."
Give him some coping skills for being "different". For example, you might
role-play what to say if a classmate teases him: "I'm good at math but I
need Mrs. Jones to help me with reading."
10 TO 12 YEARS
Use language she'll understand: "It's not your fault that you have weakness
in the way you learn. It's like some wires got crossed, and they were
plugged into the wrong holes."
Help reassure her about her feelings: "We know that you're really smart.
Different things are just harder for different people."
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Don't be surprised if the child talks about classmates who have already
been tested and diagnosed (many kids this age are aware that peers are
"LD", without necessarily understanding it).
Elicit her help in cataloging her strengths and weaknesses: "You know
you're really good at . . . but you need some help with . . . "
Dear Rick,
My son is an eight year old dyslexic in third grade. They will be learning cursive
this year and I've been thinking about insisting that he not focus on that. My
intuitive feelings are that if he spends the time working on printing letters, it will
help him. Also, since I hope he will be able to use a laptop next year, I'd rather
have him devote the time to keyboarding. Finally, I keep searching for a real
good reason as to why script is important to master.
Any thoughts or suggestions? Many thanks for all your help.
Phyllis B., Branchburg, NJ
Dear Phyllis,
Your instincts are sound! I have come to have great respect for the instincts of
parents! Parents have proved me wrong too many times.
Many students with learning problems are able to learn cursive . . . and there are
advantages to this. There is a natural momentum and rhythm to cursive that
often enables kids to produce neater and more consistent handwriting. The
cursive alphabet is also less vulnerable to reversals because letters (e.g.,
b,p,q,d) do not look similar in cursive.
Cursive writing also allows kids to see words as "whole units". There is an
attractive consistency to cursive letter formations (e.g., spacing and alignment is
improved because all letters are joined; all lower case letters begin at the
baseline, etc.)
However, other kids have great difficulty
- ASK RICK Thought for the Month:
learning cursive and - in my opinion - I don't
On the fallacy of grades and
think that this is a "battle" worth fighting.
grading:
Many, many adults (70-80% in a recent
"A grade is an inadequate report of
informal survey) actually use MANUSCRIPT
an inaccurate judgment by a
rather than CURSIVE when they write. Why,
biased and variable judge of the
then, is it necessary to learn how to write in
extent to which a student has
attained
an undefined level of
cursive when most adults abandon this
mastery of an unknown
technique in later life? Good question.
proportion
of an indefinite amount of
I generally do not require kids to learn cursive
material."
if they prefer to print. HOWEVER, students Dr. T. Roger Taylor
who have never learned how to WRITE in
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cursive often have difficulty READING cursive. If you choose to allow kids to
print, make sure that your provide instruction in READING cursive. As adults,
you are seldom required to WRITE in cursive . . .but often required to READ
cursive!
Dear Rick,
How will you deal with a teacher who is a yeller? And it happens she is a special
education teacher.
Faye A., Waldorf, MD
Dear Faye,
Old Yeller, huh? What an ineffective way to deal with kids! Numerous research
studies indicate that - when you yell at a kid - he doesn't hear the message - he
only hears the yelling.
Whenever I am asked to consult with a school that has a "yeller", I take him/her
aside and ask one question: "Think about the most recent time in your life when
someone yelled at YOU! How did this make you feel? Did the yeller get the
message across? Was it an effective way to communicate?
Most "yellers" acknowledge that yelling is an ineffective and intimidating way to
communicate. It is abusive. Don't do it!
Dear Rick,
I am a parent support/child advocacy worker for my local LDA Chapter and find an
increasing number of parents have decided not to provide the school with specific
assessment material from the children's private psycho-educational assessments.
The reason, they say, is revealing the diagnosis (they call it a label) will cause
school personnel to lower their expectations for their child. I feel providing this
information is key to appropriate services and teaching. Can you provide your
position on this issue and why?
Clair
BC, Canada
Dear Clair,
I agree wholeheartedly with you! As you may know, I spend much of my time
addressing groups of teachers. So often they complain that they are simply not
provided with sufficient diagnostic information to design and implement programs
for their students with special needs. Therefore, it would be - I think - counterproductive for parents to withhold this valuable information from teachers.
Here's an analogy: What if you were diagnosed with diabetes or a seizure
disorder that could cause you to have sudden and unpredictable episodes. Would
you refuse to wear a Medic Alert bracelet because others might "lower their
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expectations" of you? I think not.
I guess that my frustration is showing a bit. For the past quarter century, many of
us have worked very hard to establish and maintain the rights of the disabled to
"free, public and appropriate education:. It is frustrating to hear about folks who
refuse to access and utilize these rights because of some misconception.
It has been my experience that teachers need this diagnostic information in order
to design effective programs for their students. No one (including me!) enjoys
"labeling" or "classifying" kids! But . . . without a LABEL there are no rights or
services.
Encourage these parents to be open, forthcoming and frank with the educators in
their child's life! Their kids' progress and growth depends on it.
Dear Rick,
I had seen the F.A.T. City workshop tape several years ago and thought it was
great. I recently showed it to my son's high school principal because my son is still
having difficulties in school. She thought it was great and wants all her staff to see
it. Personally, I think it should be required viewing for every teacher and parent!
Thank you for producing that work.
Now for my questions.
Is it just laziness and a lack of motivation or a form of learning disability? My son
has a great deal of trouble actually sitting down, getting organized and doing his
homework. Almost everyone else gets their homework done and turned in on
time. When he does do the work he gets good grades generally. This year he was
told he would be off the football team and wouldn't be allowed to continue driving
if his grades suffered. He loves football and was always eager to drive. Now, he's
off the team and we won't let him drive (two D's and an F). It seems to us he had
plenty to motivate him but none of it was effective. What motivates the other kids
doesn't seem to have much effect on him.
So how can I tell if this is just laziness or lack of the right motivator or if there is
some form of real learning disability? Or is "laziness" a form of learning disability
itself?
John M.
Dear John,
Thanks for your kind words about the F.A.T. City video. The success of the film is
very humbling for me. We made the video over a decade ago and never
anticipated its success! Tens of thousands of copies are in distribution and it is
very popular in Europe, Australia and South America. I recently received a fax
from a gentleman in New Zealand who uses the video to train fire investigators!
WOW!
83
Your letter raises several important and probing issues. Candidly, I am not
surprised that the imposition of restrictions and punishment have not helped to
motivate your son. Punishment seldom improves a kid's performance.
Punishment has very limited effectiveness and it doesn't appear to be effective in
this case, does it? Of course, in some instances, punishment (consequences) are
necessary, but always remember the following:
Punishment does not eliminate misbehavior, it merely represses or
suppresses it.
Punishment does not provide a model for the desired, acceptable behavior .
. . it doesn't show them what to do, it only shows them what not to do.
Punishment models aggression!
Punishment often merely results in fear, anxiety, tension, stress and anger .
. . the REAL message isn't sent or received.
In the mind of the child, the punishment is often associated with the
PUNISHER, not the undesirable behavior!
Punishment seldom generalizes to other settings.
Punishment is only effective as long as the threat of punishment exists.
(Note how you resume your speed once you pass the patrol car parked by
the side of the highway??)
I always caution parents and teachers from labeling kids as "lazy". Very often the
child is mislabeled as "lazy" and "unmotivated"
- ASK RICK when - in actuality - the child suffers from
Thought for the Month:
LEARNED HELPLESSNESS.
"In regular education, the SYSTEM
Learned Helplessness occurs when a child
dictates the curriculum. In special
confronts repeated failure and frustration.
education, the CHILD dictates the
After a while, the child comes to believe that
curriculum."
Laurence Lieberman
failure is inevitable and unavoidable. Their
response is, therefore, to simply stop trying.
What sense does it make to put forth effort if you feel that failure is pre-ordained?
A kid in this situation needs guidance, remediation, assistance, support and
encouragement . . . not punishment.
I am sure that your son's lack of progress is troubling for you. Your attempt to
motivate him by punishing him appears to be ineffective. Maybe it's time to try
another avenue. I would suggest that you contact his school to discuss this issue
with his teachers and counselors.
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- ASK RICK Thought for the Month:
FALSE: If he'd only TRY harder, he would DO better.
TRUE: If he only DID better, he would TRY harder.
Happy Holidays! The response to this column has been both gratifying and overwhelming. We have received
questions from all corners of the globe . . . I only wish that I could respond personally to every e-mail! As I read the
questions, I recognize how far our field has come since the 1970's . . . and how far we have yet to go! I have been so
impressed by the motivation of my special education colleagues and the insightful knowledge of parents. By working
together, we will be able to improve the lives (and the futures!) of this generation of special needs kids. Onward and
upward!
Many of the recent questions from parents were related to the "controversial therapies" that currently abound in our
field. An unfortunate cottage industry of "quick fixes" is currently being promoted. Parents are being solicited by a
wide range of "instant cures" for Learning Disabilities. These therapies - including computer software, one-size-fits-all
reading programs, restricted diets, special glasses, etc., etc. - must be viewed with extraordinary caution and
cynicism. Caveat emptor!
Please know that the supporters of these therapies are very convincing and they tend to use effective and appealing
marketing techniques. Below are some Warning Signals that parents should remain mindful of when considering any
of these therapeutic approaches:
1. Promises of a "cure" or promises of specific amounts of progress/growth by utilizing the technique.
The only thing more difficult than a DIAGNOSIS for a Learning Disabled child is a PROGNOSIS. You should be
immediately suspicious of anyone who promises that the disability will "go away" or who commits to a specific,
measurable amount of progress during a specific amount of time (e.g., "Your child is guaranteed to make one year's
progress in the first six months.")
2. Use of manipulative "propaganda" techniques to market their products/approaches.
Name Calling - being highly critical of other approaches (e.g., "Whole Language is a plot to weaken the minds of our
young . . . therefore, buy Speared by Phonics TODAY!"
Glittering Generalities - associating the approach with something good (e.g., "Buy VITA-READ, the anti-dyslexia food
supplement, and be a REALLY good parent.")
Guilt - using guilt to motivate or persuade the consumer (e.g., "If you really loved your child, you would put him on the
sugar-free LDiet TODAY!")
Bandwagon - using the "power of numbers" to lend credibility (e.g., "Over 100 school systems have adopted
DyslexiCure Reading Program . . . .")
3. Use of case histories and/or testimonials as the sole evidence of the technique's effectiveness.
True scientists will present validated research to demonstrate the effectiveness of their approach (e.g., "We used this
approach with 200 kids in Detroit, 420 kids in Boston, 195 kids in Honolulu and 220 kids in Baltimore. The results of
our research was . . . etc., etc.")
The Controversial Therapies have little independent research to support their theories. Therefore, they attempt to
dazzle you with Case Histories (e.g., "Jenn Reichert of East Overshoe, KS made ten years progress in twenty
minutes by using our software!") or Testimonials ("Mrs. Amanda B. Recondwith, Teacher of the Year in Wickedcold,
Alaska, says 'Phoolproof Phonics is the BEST'!") Remember ... Case Histories cannot be replicated and therefore are
of limited value and reliability.
4. Misrepresentation of Cause-and-Effect.
These therapies want 100% of the "credit" for any progress that the child makes during the period of the therapy. For
example, "Billy Jones made two years growth in reading in the six months that he listened to his Roughhouse
Reading Tapes." Perhaps the progress was related to other factors which occurred during those six months (e.g.,
new teacher? increased motivation? maturity? cumulative effect of previous reading approaches? etc.) What is the
cause-and-effect?
5. Claims of medical and/or educational conspiracy.
These Controversial Therapies will often claim that the Medical/Educational "Establishment" is attempting to discredit
their breakthrough therapy because they fear the competition. Does this really make sense? If there were a simple
answer to Learning Disabilities, wouldn't the Education Field welcome and embrace it? Parents and professionals
MUST become knowledgeable consumers regarding appropriate and effective approaches for our kids. Simple
answers simply don't work! Remember the sage advice:
"For every complex problem, there is a simple solution which is convenient, basic, succinct, direct, brief . . . and
wrong!"
85
The solution to dealing effectively with a child's learning problem? A lot of hard work ... by the parents, the teachers
AND the kid!
Dear Rick,
My eight year old son is doing much better in school now that he is receiving the
remedial help he needs. His teachers report that he is making real progress in all
academic areas. However, he continues to have difficulty making and keeping
friends. What can I do to help?
Sarah P.
Lubbock, TX
Dear Sarah,
Learning to play with age-mates is a natural process for most children. However,
children with social skill deficits often find this process to be a puzzling one filled
with pitfalls and pain. These children need guidance and instruction in order to
recognize the behaviors that peers find appealing and those that result in
rejection. Even when the troubling behavior is identified and isolated, the child
may be unable to control it due to his impulsive nature.
In order to improve the child's social skills, he must have a wide variety of play
experiences . . . inside and outside the family unit. Use board games and card
games as a "laboratory" to demonstrate and remediate social competence subskills. By mastering the rules of these games, the child is also better able to
participate in similar activities with peers at school. The child should be taught to
be equally gracious in victory and defeat.
Parents can also assist older children in "recruiting" a companion. Plan an
attractive activity and have your child invite a companion to participate. Avoid
selecting an activity that is totally passive and will allow the two children to ignore
one another (e.g. baseball game, movie, etc.). Rather, select an activity that will
allow for some interaction and sharing (e.g., miniature golf, model building,
bowling, etc.). Again, the parent should initially plan to monitor the situation
carefully and assist in maintaining the flow of conversation.
In order to select a potential companion for your child, you may want to contact
the teacher for advice and counsel. Perhaps the child has established a
relationship with a classmate of which you are unaware. Students with social
deficits may have established a negative "reputation" among age-appropriate
peers in the neighborhood or town in which he resides. These reputations, once
firmly established, are exceedingly difficult to change. The parent may want to
consider the drastic step of enrolling the child in an activity group (e.g., Scouts) in
a neighboring town. This strategy presents transportation difficulties . . . but
allows the student to enjoy a "fresh start" with a group of peers with no
preconceived notions about him or his behavior."
This recommendation of "arranged friendships" may seem like a throwback to the
days of "arranged marriages" but they provide the child with the assistance that
86
they require in order to initiate a peer relationship. The parent may wish to
explore the possibility of formalizing this process by establishing a social group of
students with special needs wherein the group participates in structured and
monitored activities. This will also provide the child with a new "pool" of potential
friends. Also explore volunteer work, church groups and other community-based
activities for possible participation for the child.
Dear Rick,
I am a single mom with three kids. My middle child, Tommy, is ten years old and
has learning and attentional problems. I am able to communicate effectively with
my other kids but I have great difficulty conversing with Tommy. I can't get him to
talk about school . . . or much else for that matter. Are there some tips that would
help me to communicate more effectively with him?
Kathleen O.
Ocala, FL
Dear Kathleen,
In order to be an effective advocate for the child, the parent must establish an
open and candid line of communication. The child must view the parent as a
trustworthy and nonjudgmental source of advice, counsel and wisdom. Parents
must be aware of the appropriate TIME and MANNER when attempting to discuss
sensitive issues with the child. Oftentimes the parent will attempt to initiate a
conversation with the child immediately upon his arrival home from school. The
child - who would prefer to involve himself in a recreational activity rather than in a
parental discussion - generally responds to the questions in monosyllables. Try
talking to the child at bedtime . . . you will often find that he is far more eager to
involve himself in a lengthy conversation with you because the competing activity
(going to bed) is far less appealing.
When having a discussion or conversation with a learning disabled child, be
mindful of the difficulty that these children have when attempting to process and
comprehend spoken language. Consider. If you ask an adult an open-ended
question (e.g., "What did you think of the recent election?"), you receive a lengthy,
detailed response (e.g., "Well, there were several issues that, I feel, the electorate
totally ignored. For example, the issue of . . . ") Conversely, if you ask a specific
question (e.g., "Who did you vote for?"), you receive a short, specific response
(e.g., "The Democrat.").
The opposite is true for the child with a language disorder. If you ask an openended question, you receive a brief answer (e.g., "How was school?"; "Good.").
However, if you ask a specific question, you receive a detailed, lengthy response
(e.g., "How was Science class today?"; "It was neat! Mr. Grinsell brought in this
87
cool frog and he showed us how . . . ").
By asking specific questions, you provide the child with the structure he needs in
order to develop a detailed response. It is also helpful to ask leading questions in
order to keep the flow of the conversation going (e.g., "What happened first?
Next? etc.").
Dear Rick,
I attended your recent speech in Oxnard, California. I really enjoyed it and plan to
utilize many of your suggestions for my son. However, one of your
recommendations was to involve the child in local community activities in order to
foster social skills.
Two years ago, Benny joined the Little League but he had great difficulty being
accepted by his teammates. It was very painful for him - and for his Mom and I. We
are all gun-shy to have him get involved in another similar activity. Any
suggestions?
Benjamin J.
St. Paul, MN
Dear Benjamin,
All parents are forced - at one time or another - to observe their child facing pain,
frustration or difficulty. This is always troubling for parents. If a child has chronic
social deficits, the parents observe firsthand the rejection and isolation that the
child experiences. As a result, these parents often become overprotective and
unwilling to risk placing the child in new or threatening social situations (e.g.,
joining scouts, Little League, church groups, etc.).
Parents must be mindful of this tendency and should do all that is possible to
avoid this behavior pattern which only serves to further isolate the isolated child.
Parents should encourage children to become more involved in such structured
social settings. In order to prevent these situations from becoming problematic, it
is important to remain mindful of the fact that, the parent has two major
responsibilities whenever the child is entering a new or unique social situation:
YOU MUST PREPARE THE SITUATION FOR THE CHILD AND PREPARE THE
CHILD FOR THE SITUATION.
For example, suppose your son is interested in joining a local Scout troop.
Prepare the child for this experience by taking him to the meeting hall on the
evening PRIOR to the initial meeting. Acquaint him with the setting and explain
the "off-limits" areas to him. Let him explore the room, find the bathrooms and
examine the various aspects of the environment. In this way, he will be familiar
with the setting when he attends the initial meeting the following night. This
increases the chances of his behaving appropriately at the all-important first
88
session.
It is equally important that the parent prepare the SITUATION for the CHILD. Call
the adult group leader prior to the child's enrollment in the program. Clearly
communicate your child's social needs and limitations. Inform the leader about
any specific needs or concerns that the child may have. Parents are often
reluctant to do this because they feel that it is meddling and will be resented by
the group leader. In most cases, the opposite is true. This pro-active approach is
generally appreciated by the leader who is able to modify and adjust his plans to
accommodate the child's needs.
The parents' goals should be two-fold for the child who is rejected by peers and as a result - spends a good deal of time alone. The first goal is to decrease that
isolated time by assisting the child in establishing relationships with neighborhood
children or classmates. Invite potential friends to come to your home for
structured, monitored activities. Initially, the parent should serve as a proctor for
these activities but this involvement should lessen on subsequent visits. It is
suggested that only one friend be invited at a time. The learning disabled child is
often over-stimulated by the presence of small groups.
The second objective for the isolated child is to assist him in developing hobbies
or interests that will enable him to spend his solitary time in productive and
rewarding pursuits. Encourage the child's interest in music, arts and crafts,
puzzles, gardening or collecting (baseball cards, coins, stamps). Although these
individual pursuits are not replacements for social interactions, they are far
preferable to the child's spending hours in depressed, brooding solitude.
Parents can play a role in the fostering of social competence at a very young age.
Toddlers and pre-school children seldom become involved in genuine play.
Rather, they spend hours in "parallel play" wherein two children play separately
but within inches or feet of one another. This phenomenon can be readily
observed at a beach or nursery school playroom. Dozens of children play
independently without talking, sharing or acknowledging one another. They
seldom speak to one another although they may subvocalize a running dialogue
about their own actions (e.g., "Now I am going to build a tower and put the green
car on top of it.").
Children with distractibility or attentional problems may have difficulty participating
in parallel play. They often intrude on the "space" of their classmates or
impulsively grab an attractive toy or plaything from another. When such a
problem occurs, gently remove the child from the situation and engage him in a
quiet game or activity. Require him to participate in group play for brief periods
and gradually increase the length of the sessions.
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It is important for parents to
observe their child in a variety of
social interactions in order to
recognize and identify the social
strengths and needs. This will
give you an opportunity to
pinpoint the social problems that
the child is experiencing and
provide remedial assistance and
guidance. Socially inept children
are often unaware of the
behaviors
(impulsivity,
hyperactivity, perseveration, distractibility) that cause their rejection by peers. By
observing the child and providing post-activity autopsies, the troubling behaviors
can be identified and eliminated.
Good luck. Hope this helps.
- ASK RICK Thought for the Month:
"More-and-more our field becomes reliant upon
measurable data when examining the behavior of
troubled kids . . . checklists, inventories, etc. This is
an unfortunate trend because it diminishes our
reliance on intuition. You must trust that you
understand more about a child than you can prove
you know. When I review a teacher's Rating Scale
on a kid, I often learn more about the teacher than
the student!"
My child does not make friends well in school. She wants friends but does not
have any. What can I do to help?
S. Williams
Dear Friend,
Social Skill Development is one of the greatest challenges that parents of
Special Needs children face. The social competence of a child will determine
his self-esteem, friendships and adjustment to school life. But perhaps most
importantly, social competence will determine his ultimate success and
adjustment in the Adult World. The research clearly indicates that the Quality of
Life for adults with Learning Disabilities is determined primarily by their social
skills . . . not their academic skills.
Below are some suggestions from the print material that accompanies my video
"Last One Picked ... First One Picked On: The Social Implications of Learning
Disabilities".
Observe your child in a wide variety of social situations (e.g., classroom,
scout meetings, free play). This will enable you to gain a deeper
understanding of his social strengths and weaknesses.
Design an unobtrusive "signal system" with the child to use in social
situations. For example, if the child tends to perseverate (talking about
only one topic which often is not of interest to the listener) design a signal
(touch your nose with your finger, cross your arms) that tells him to
change the topic or cease the discussion. In this way, you can halt
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troubling behaviors without causing undue embarrassment or conflict.
Establish reward systems to reinforce and recognize appropriate social
behavior. Be willing to recognize and reinforce even the smallest signs of
progress and growth.
Enroll the child in group activities and pursuits. When selecting these
activities, consider the child's interest and abilities. If you are fearful that
the child may be rejected by others because of his negative reputation,
enroll him in activities in another neighborhood or town. Thereby, he can
begin with a "clean slate".
Continually reinforce social information. Many social skill deficits are
caused by a lack of basic social information (e.g., all odd numbered
houses are on one side of the street; mayonnaise must be refrigerated;
mail deliveries are made only once daily). Never miss an opportunity to
teach this invaluable information to a child. View every car ride or trip to
the store as a "classroom" for social information.
Make transitions easier for the child. Students with social skill deficits
often have difficulty "changing gears" from one activity to another. This is
particularly true when going from an enjoyable activity (e.g., a game) to a
less pleasurable one (e.g., math drills). In order to ensure a smoother
transition, be certain to "wind down" the enjoyable activity by providing a
warning signal several minutes prior to the end of the activity. As each
minute passes, inform the child of how much time remains before the
activity will conclude.
Work on one behavior or social skill at a time. By focusing the child's
attention and efforts on a single skill for a period of time, he is less
confused and more responsive to your intervention.
Utilize "real life" or television shows to teach valuable social skills.
Discuss the behaviors of significant, high status people (e.g., "On that TV
show, how did the policeman make the frightened woman feel more
comfortable and at ease?")
Provide the child with choices whenever possible (e.g., "I want you to
clean your room now. Do you want to pick up your toys or make up your
bed first?"). This approach fosters independence and problem solving
skills. It also increases the child's ownership of the task or activity.
Provide the child with a positive model of appropriate social skills. Be
certain that your behavior mirrors the skills that you are teaching your
students (e.g., temper control, courteous listening).
Don't necessarily discourage the child from establishing relationships with
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students who are a year or two younger than he is. He may be seeking
his developmentally appropriate level. By befriending younger students,
he may enjoy a degree of status and acceptance that he does not
experience among his peers.
Don't scold or reprimand the child when he tells you about social
confrontations or difficulties that he has experienced. He will respond by
refusing to share these incidents with you. Rather, thank him for sharing
the experience with you and discuss optional strategies that he could
have used.
Avoid attempting to teach social skills at times of high stress. Rather
approach the child at a time when he is relaxed and receptive (e.g.,
"Meghan, next week you will be going to Jilly's birthday party. Let's
practice how you will hand her your gift and what you will say when she
opens it and thanks you.").
Dear Rick,
I look forward to reading your column every month. I am a Special Education
teacher at a public elementary school and I have a problem. However, my
difficulty is not with a kid; it's with a colleague!
My special education colleague in the adjoining room is basically a good person
and a pretty good teacher. But I often see and hear her doing things with kids that
really trouble me. She yells a lot and embarrasses the kids for petty infractions.
She brags that her students behave well for her . . . but it is because they are
afraid of her. And, frankly, their positive behaviors don't generalize to other
settings (her kids are the terrors of daily recess).
I feel guilty not confronting her about this. But how do I do it?
Katie in Missouri
Dear Katie,
I commend you for your willingness to confront this difficult issue. As a
professional, it is imply unethical to "sit idly by" while kids are being mistreated.
Your role as a child advocate requires you to react. But it ain't easy to confront a
peer.
Some suggestions:
Reflect for a moment on the concept of the Johari Window. That concept
holds that there is often information about ourselves that is obvious to
others but less obvious to us. Perhaps your colleague is unaware of the
nature and the impact of her behavior. For example, suppose you are
supervising a group of students in an activity and you are accompanied by a
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colleague. Suppose you feel that the other staff person is being
unnecessarily and unfairly critical of one particular child. You may be
surprised to note that - if you bring this to her attention - she may be
unaware of her behavior. Sometimes (oftentimes!) criticism is merely the act
of making someone aware of her behavior at a time that she may not have
this particular insight. You will often find that your "criticism", therefore, is
very well accepted by your colleague.
Remember the old adage, "Praise in public, criticize in private." It is never
appropriate to criticize a colleague in front of colleagues or kids. This type of
input should always be delivered in private.
Make sure that the receiver of the criticism is paying attention and is
emotionally ready to listen. It is never a good idea to offer criticisms or
suggestions in an emotionally-charged environment. Wait until things calm
down a bit.
Avoid criticizing someone when you are angry. If you offer valid criticism
while you are angry, it is quite easy for the receiver of the criticism to feel
that they are not at fault ... but merely that you are in a bad mood. Wait until
you have calmed down before your discuss a delicate topic with a
colleague.
Always reject the behavior ... not the person. Focus on your colleague‘s
behavior and discuss the incident and your colleague‘s role in it. Avoid
criticizing the person ... only criticize the behavior.
Your criticism or suggestion should be clear and specific. Use actual
examples. In other words, it is ineffective to say, "You really have been hard
on Jeffrey lately." Instead, it is more effective to say, "I have been
concerned about the fact that you have not allowed Jeffrey to make an extra
phone call this week although you allow the other kids to do so. I also felt
that you were overly-demanding regarding the neatness of his locker
yesterday."
Productive and constructive suggestions are best made immediately after
the offending act. Do not wait for several days before you discuss the issue.
Take the first opportunity after the situation has "calmed down" to discuss
the incident with your colleague.
Try to show empathy when offering criticism. For example, it is helpful to
say, "Sally, I know that you have been under a great deal of pressure lately
because of reports but I am concerned about the way that you have been
..."
Avoid communicating superiority in knowledge, power or insight. If you
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communicate the idea that "you are better than your colleague", the
message is generally not received.
It is never enough to simply criticize the behavior. You must also suggest
corrective action. Tell the person what needs to be done.
After you have provided the criticism, it is best to walk away. If you begin to
discuss another subject immediately after the criticism, the suggestions are
often forgotten or ignored.
It is critically important to remember the words of Mark Twain (I think!). He
once said, "No man has the right to take away the self-esteem of another."
When you offer criticism, always make sure that you leave the person intact.
Describe how you value the person and inform him that you will do all that
you can to assist him as he attempts to change the troubling behavior.
It is very important to be certain that the information upon which you base
the criticism is accurate. If you have not witnessed the infraction, ask your
colleague for his or her perceptions of the incident. Tell them clearly the
information that you have ... ask them if it is accurate. Always avoid
criticizing someone unless you are certain that you have the facts straight.
If it helps, you might to try to think of it this way; suppose you see a colleague
who is berating or embarrassing a child. Should you let that behavior continue?
Consider this. What if you were accompanying that same child on a field trip and
a stranger began treating the child in a disparaging or embarrassing way. Would
you intervene? Undoubtedly, you would. You must, then, take similar action with a
colleague.
Dear Rick,
I have recently been told that my son suffers from "Dysgraphia". He is nine
years old and is having a lot of trouble in school. He excels in math and reading
it just seems that he can't apply himself. Any suggestions?
- Michael's Mom
Dear Michael's Mom,
Dysgraphia is getting a good deal of attention in our field, and rightfully so! Many
school-aged kids find that their academic progress is greatly compromised by
their inability to deal effectively with the writing process. Dysgraphia ("dys" =
inability to; "graphia" = write) is a very common problem among kids with special
needs.
Some thoughts and facts:
Dysgraphia appears nearly four times as often in boys than in girls.
It is a neurologically-based difficulty that seldom occurs in isolation.
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Reading, spelling and other language problems generally occur
concurrently.
The problem generally surfaces at the latter part of second grade . . . at the
point where the curriculum's writing demands increase markedly.
These kids tend to:
o be inattentive to detail
o perform tasks at a significantly slower rate than their classmates
o be clumsy and have delayed speech
o be hesitant to try new things . . . are very cautious
o have difficulty mastering concepts related to time and space
o have difficulty with basic daily motor tasks (e.g., cutting, buttoning,
tying shoes, etc.)
o fatigue easily during written tasks; appearance of work deteriorates
markedly
o inconsistent letter formation
o have rich vocabularies and can be perfectionists
o have difficulty making decisions and may become hostile toward
authority figures in response to the tremendous frustration and
confusion that they experience daily.
Some strategies and techniques that might help:
Allow extra time to complete motor-related tasks; avoid highly-charged
competitive motor activity.
Reinforce correct pencil grip, paper placement and writing posture.
Provide simple, single-concept instructions and directions.
Develop motor skills by requiring (and assisting!) him to complete basic
household chores (table setting, mopping, raking).
On writing assignments, reinforce and praise his EFFORT, not necessarily
the FINISHED PRODUCT.
Primary sized pencils or pencil grips might help.
I remember observing a class once when a child said to the teacher, "How do
you make a lower case g?". The teacher responded by showing him a flashcard
with a "g" on it.
The kid said, in frustration, "I KNOW what one looks like . . . BUT HOW DO YOU
MAKE IT?". This exchange went on for several minutes. The teacher never got
it. Circle the slow learner in this picture.
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Dear Rick,
I am a veteran LD teacher of twenty years. I have helped train many student
teachers and general education teachers at in-service workshops in my district
using your F.A.T. City video, which I love. Recently I have come across a "new"
term for a learning problem and I am not sure exactly what is being described.
Can you help me? The term is "sensory integration disorder". Thank you for your
help if you can provide it. Sincerely.
Andrea M.
Dear Andrea,
Thanks for your kind letter. I am pleased to hear that my videos have been useful
for you as you train your colleagues. It is gratifying to think that - at this very
moment - someone, somewhere is watching the videos! Nice feeling!
Sensory Integration Disorder is, actually, not a "new term". It is actually a welldocumented disorder that has been around for several decades.
Sensory Integration Disorder is an umbrella term describing a group of sensory
input difficulties. Many SI kids have extreme tactile defensiveness. They cannot
distinguish between a light touch or intense pressure. From birth, they may be
resistant to being touched and - as children - they are overly sensitive to even the
slightest tactile stimulus (e.g., tag on the back of a T-shirt, tightness of belts or
clothing). They develop defensive personality styles designed to keep people
away from them. Interestingly, some kids compensate for this by touching
everything (and everyone!) in their environment constantly. Of course, this is
socially unacceptable and can result in social isolation or rejection.
Dr. Larry Silver of Georgetown University finds that SI kids have difficulty
orienting themselves in space and easily lose their balance. Simple gross motor
activities (skipping, running, jumping) can be very difficult for them. Ineffective
motor planning skills can impact upon the child's ability to button, tie, use
scissors, etc. Clumsiness is common due to poor coordination. Some new
research indicates that SI may even impact upon the senses of taste and smell.
Among the other characteristics of SI kids are:
poor organizational skills.
fear reaction to activities requiring movement (swings, etc.) Some SI
children seek out these activities!
abnormal activity level (hyper or hypo active).
speech, language, motor delays.
poor self-concept.
coordination problems.
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For additional information on this disorder, you may want to explore the work of
A. Jean Ayres. Dr. Ayres is credited with the pioneer work done in this area
decades ago. The SID diagnosis is a controversial one and some professionals
doubt the validity of the syndrome . . . but it is difficult to deny the patterns of
symptomology that Dr. Ayres describes. Many of these kids benefit greatly from
the intervention of an Occupational Therapist who understands this unusual
disorder.
Dear Rick,
My son is eleven years old and is perceptually impaired. His reading skills are very
poor especially his oral reading skills. He is currently in 6th grade and he is more
afraid now than ever to read out loud in front of his peers. He fears being laughed
at and made fun of. Currently my son will not attend school when he has to give
an oral presentation. Can you please advise me the best way to handle this very
traumatic situation?
Toni,
Trenton, NJ
Dear Toni,
It sounds like school is a pretty scary place for your son. Sometimes I wonder
how these kids face school on a daily basis. These kids are true heroes. They
arise every day knowing that they will be asked to do the one thing that they don't
do well . . . deal with language. What courage that requires!
So many of our kids have true and genuine COURAGE and they demonstrate it
daily. As Lou Gehrig once said, "Courage does not mean the absence of fear.
Rather courage means BEING AFRAID . . . and going on anyway."
All that being said, let me approach your son's problem from a purely pedagogical
standpoint: Why in heck is the teacher doing extensive oral reading with sixth
graders anyway? It is an ineffective, over-used and often counter-productive
classroom strategy!
Consider. For decades, teachers have required one kid to "read aloud while the
others follow along". This timeworn practice is a very questionable one. Among
the disadvantages of this strategy are:
it assumes that the reading vocabulary (particularly the new words) are
within the child's auditory vocabulary.
it emphasizes word calling at the expense of comprehension.
it assumes that the teacher hears, records and analyzes the reader's errors
in order to improve instruction and remediation.
it requires children to "follow along" with other readers who may read faster
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or slower than they do ("follow-along oral reading" may actually TEACH
young readers the faulty reading patterns of other kids).
it promotes boredom and inattention among students and does not
effectively teach listening skills.
it emphasizes oral sight reading without rehearsal (this is an unrealistic and
seldom-used skill . . . when was the last time that YOU read aloud?
Reading is a silent - not an oral - skill!)
it provides little practice in individual or group communication situations.
it offers a threatening, anxiety producing experience for poor readers or kids
with speech deficits (do ANY kids REALLY enjoy it?).
it assumes (wrongly!) that oral reading and silent reading are similar
processes and are mutually supporting.
S-o-o-o-o . . . oral reading is only beneficial when a teacher is using the activity to
identify and diagnose specific reading problems. Other uses for this strategy are
highly questionable . . . so why do we continue to do it?
Regarding traditional "oral reports" . . . it is important to foster students'
development regarding oral expressive language and oral presentation skills. But
this must be done with a great deal of sensitivity to the anxiety related to this
activity.
In a recent survey of adults, "Public Speaking" was listed as the NUMBER ONE
adult fear or phobia . . . it even surpassed "Fear of Death" in the survey.
(Theoretically, this means that - at a funeral - given a choice of delivering a
eulogy OR being the deceased guest-of-honor . . . most people would prefer the
latter!) Public Speaking simply TERRIFIES most people.
Try these strategies:
Allow the child to tape record his speech alone . . . and then play it for the
class.
Initially, require kids to deliver oral talks before small groups (two or three
classmates). As her confidence increases, increase the size of the
audience.
ALWAYS allow a "dry run" or rehearsal prior to the delivery of a talk before
a group.
Try several non-threatening activities to promote oral expressive language.
These may include:
o conversations interviewing
o discussions story telling
o show-and-tell jokes, riddles
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drama role playing
o puppetry "unfinished stories"
The bottom line is this, Toni, your son is afraid to go to school because he is
required to READ ORALLY and deliver ORAL REPORTS . . . and neither activity
is a useful or effective one. It's time for Mom to talk to the Teacher!
o
© Richard Lavoie, 2002
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Breakout Session:
Using Self-Help to Soar to Success
Dale Brown
Keys to Access: Unlocking the Potential for Students with Disabilities
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Dale Brown
Dale Brown is an advocate for people who have learning disabilities. She
is a well-known keynote speaker for national and state conferences,
including Learning Disabilities Association of America and the National
Association for Adults with Special Learning Needs. Dale is an author of
several books including Steps to Independence for People with Learning
Disabilities, a self-remediation handbook which emphasizes transition.
She successfully led several policy initiatives while working as a civil
servant. As senior manager of LD OnLine (www.ldonline.org), the world‘s
largest website for people with learning disabilities, she improved the
site‘s accuracy, usability, and visibility. She also was responsible for
major improvements in access for people with learning disabilities.
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Step to Independence:
Soar to Success
Speaker: Dale S. Brown
Keys to Access: Unlocking the
Potential for Students with Disabilities
Project Assist Fall Conference
Cumberland County College
December 4, 2009
Trends of Today’s World


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

Recession
Technological Advancement
Social Isolation
Information Overload
Changing Role of Reading
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Strengths of People with LD and
Dyslexia
Steps to Independence
 Academic
Skills
 Independent Living Skills
 Social Skills
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Independent Living Skills





Credit Card Use and Other Financial Skills
Transportation
Accommodating Learning Disabilities
Technology
Self-Advocacy
Social Skills Challenges

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Perceptual Problems
Difficulties with Language
Physical Signs of Learning Disabilities
Experiences of Being Rejected by Other
People
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Social Skill Accommodation Requests




Please call people by name during the
meeting.
Please call on me when you want me to
speak.
If I talk too loud, please let me know.
My staring sometimes bothers people. I hope
you are okay with it, because I often don‘t
control my eye muscles.
Aspects of social expression




Words
Tone of Voice
Body Language
Facial Expression
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Help them face and embrace their LD



Help them obtain a diagnosis and
understand their strengths and weaknesses.
Form communities of learning that embrace
diversity.
Learn about internal and external
oppression.
How oppression works


External oppression-the actual experience,
barrier or difficulty caused by the learning
disability
Internalized oppression- When the person
develops negative beliefs about themselves
because of the way they react to these
experiences
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A time you overcame internalized
opppression




When did you think you couldn‘t do something, but
were able to do it anyway?
When did you take a stand against injustice?
When did you succeed at a goal that was a stretch
for you
When did you do something that people said that
you couldn‘t do?
This incident can be minor or major. It could have
taken place at any time in your life.
Empower people with LD to overcome
internal oppression





Appreciate their real strengths and their
efforts.
Explain they can stop internalized
oppression.
Tell them how to talk back to negative
thoughts.
Ask questions to raise self esteem.
Rigorously analyze strengths.
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Help them soar to success
Ask them questions such as:
 What would you like to do that you are not doing
now?
 If you could change the world to be a better place,
what would you change?
 When you daydream about your future, what are you
thinking about?
 What do you like doing?
 What are you doing when people really admire you?
Job search and career planning




Encourage career awareness at young age.
Teach creative job hunting and informational
interviewing.
Help them handle the dilemma of disclosure.
Have them be contributing members of the
learning community. Children who rebel
against accountability often rise to
responsibility.
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www.ldonline.org
How can you use your strengths
to inspire and empower your
students with learning
disabilities?
What can you do differently?
How can you connect in
community with the people here?
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To contact speaker
Dale S. Brown
[email protected]
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Breakout Session:
Assistive Technology
Tom Caine
Keys to Access: Unlocking the Potential for Students with Disabilities
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Tom Caine
Tom Caine and Associates is dedicated to building confidence and
independence in struggling students by providing educators with assistive
technology products and services. The Company‘s product line consists
of a full range of intervention products for reading, writing, word study,
communication, and computer access for special needs students
including Title 1, inclusion, and ESL/ELL. Tom Caine is a graduate of
Rochester Institute of Technology and holds a BS in Instructional
Technology. He is a frequent presenter on the theme of technology for
students with disabilities. Mr. Caine and his colleagues provide a variety
of support services to teachers and students including: professional
development, consulting, and assistive technology evaluations.
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Breakout Session:
Teaching Reading, Writing and Math to Children with Learning Problems
Richard Cooper
Keys to Access: Unlocking the Potential for Students with Disabilities
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Richard Cooper, Ph.D.
Richard Cooper, Ph.D., Director and Founder of the Center for Alternative
Learning, earned his doctorate in Education at the University of Pittsburgh
and a Masters degree in Guidance and Counseling at Inter American
University in Puerto Rico. Richard Cooper is also the owner of Learning
disAbilities Resources, a firm which produces and distributes educational
and motivational materials for individuals with learning differences. He
established these organizations to provide services for individuals with
learning disabilities and their families, teachers and other professionals
interested in learning problems.
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The Racing Mind
By Richard Cooper, Ph.D.
Many people, both those who have attention problems and those who do not,
believe that the person with ADD has little control over focus or behavior. We
believe otherwise. Although we agree that attention problems are real, we find two
components to the phenomenon – the inborn and the learned.
Do you often find your mind flooded with so many thoughts about so many things
that you become overwhelmed? Does your mind race to visualize the first step of a
series of directions that is being given to you, so that you miss the rest of the steps?
These are two of the many questions we ask individuals when we screen for learning
and attention differences. Although everyone may, on occasion, have these
experiences, the person who has these experiences frequently, probably has a
racing mind.
The racing mind is the term we prefer to use to describe the phenomenon often
referred to as Attention Deficit Disorder or Attention Deficit Hyperactive Disorder.
Why use a different term? Although the behaviors associated with attention
problems cause significant difficulty for those with a severe attention problem, other
people have milder symptoms and less difficulty. Attention problems form a wide
spectrum, and if we reserve the term ADD or ADHD for the most serious problems,
we can treat less severe attention problems differently. The concept of the racing
mind can help a person to better understand his own thoughts and behaviors as
being different rather than being deficient and disordered.
The term racing mind is not negative: it is descriptive of the in-the-moment
experience. By using it instead of ADD, the person can recognize some positive
aspects of this phenomenon. While the word ―deficit‖ emphasizes the lacks, the
term ―racing mind‖ allows the possibility of strengths. This positive perspective can
make a significant difference in the person‘s self-image.
We use an analogy of a raging river to help people visualize the racing mind.
Imagine a river beginning as a trickle high in the mountains, increasing in volume as
it flows down the mountains through the valleys, across the plain to the sea. When
this river swells because of heavy rain, the water rages down the mountains,
towards the sea possibly causing much destruction and chaos. However, if people
have constructed hydroelectric dams on the river, the torrents of water can not only
be controlled, but also produce valuable energy.
The chaos caused by the racing mind can be destructive, as well, when a flood of
ideas and images drown out incoming information in a class. The racing mind can
also move so fast from idea to idea that the person is unable to focus on any point
and after reading an entire page remembers nothing.
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Similarly, the racing mind can enable individuals to be quick witted. It provides
unique skill which some can use to their advantage. Some people have a high
energy level that allows them, or drives them, to work, play and live faster and
harder than others. Some are risk takers, willing to go beyond what others believe to
be safe or prudent. Many entrepreneurs possess these traits. Although many who
strike out on their own do fail, others break through barriers to open a whole new
dimension. Look at Bill Gates, for example. Bill Gates has a racing mind that
propelled his work and eventually changed the way the world communicates
information.
Many racing minds are excellent problem solvers because they can quickly consider
a myriad of possibilities.
When combined with imagination, which often
accompanies the racing mind, people can be masters of flexibility, outside the box
thinking and thus, discover innovative uses for familiar objects or techniques. The
ultimate toolmaker is the person who accomplishes tasks with whatever is available.
Quick thinking and agile movement sometimes result in excellent athletes; such as
eight-Olympic-gold-medal winner Michael Phelps. Others with racing minds are
drawn to extreme sports – they ski off cliffs, sky dive off bridges and ride bicycles
across tight wires.
Limitations of the Racing Mind
Being very observant is the positive side of being distractible, so in certain
environments, individuals with racing minds excel. Their high energy levels and
quick thinking often enables them to be effective multi-taskers.
Not everything about the racing mind is positive, of course. There are negative
dimensions that limit a person‘s productivity, cause errors and confusion and reduce
a person‘s self-confidence. If a person attends to too many things, he is less able to
focus on the task at hand. This distractibility can manifest in many ways, including:
Cross Listening: The person actually listens to more than one conversation
at the same time, which usually results in reduced information, confusion and
difficulty in social interactions.
Too Observant: Paying attention to too much, or being overly observant,
means that the person can be overwhelmed by too much detail and miss
important information because the important items might be overlooked.
Leaping Ahead: Upon receiving a series of directions, when the first
instruction is given, the person surges ahead to envision that step and
consequently does not hear and process the other steps. The person is often
unaware that he has missed these steps.
Triggering: Triggering occurs when the person‘s mind makes its own unique
and incorrect response or association to a stimulus. Errors such as the
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reading a word as its synonym, saying the wrong word when speaking and
simple math mistakes are frequent accompaniments to the racing mind.
Tangential Thinking: The mind detours to related ideas during a conversation
or when writing. A person may begin talking about one topic, but that idea
then suggests another thought which sends the conversation in a completely
different direction. After a few such detours that take the person‘s thoughts far
afield, others in the conversation are lost.
Impulsive behavior: Impulsive behavior often disrupts social interaction. One
typical impulsive behavior is interrupting. Many adults who interrupt report
that, for them, it is the lesser of two evils. If they do not interrupt, they will
forget what they wanted to say. Their minds will race on to something else.
To avoid forgetting, they interrupt. Others say they just can‘t tolerate waiting
so they speak as soon as thoughts enter their minds.
Immediate Gratification: Racing mind people often crave gratification right
now. They want that cabinet put together immediately! When a series of time
consuming steps are required, they lose patience, get frustrated and give up.
They want the quickest meal possible. Cooking a meal takes too long.
Stopping for fast food is better because it‘s faster, even if it‘s not healthy. Then
they are off again seeking another quick gratification.
Taking risks: Although taking a risk can be the making of a successful
entrepreneur, taking too many risks or taking poorly thought out risks can
result in business failure.
High energy levels: In the right context, high energy gives a person an
advantage, in other situations excess energy is a disadvantage. If a person
can‘t stay still, he or she has difficulty in school, religious services, theatre
performances, movies, and other situations. His shifting around, tapping his
toe, and shaking his leg disrupt other people‘s concentration. They become
annoyed and ask him to stop. He stops for a few minutes, but almost
unconsciously, the shaking or tapping starts again. Eventually, others in the
audience will become angry with him. He may even be asked to leave.
Excitability: This person becomes enthusiastic about many projects at once
and then is unable to complete them. He darts back and forth among them
working on each for a brief period. When he loses focus, he switches to
another project. He may lose interest in all of them before he can finish any of
them.
Collecting: This excitable person may collect too many things because his
mind jumps to all the possible uses of these objects. He then amasses piles of
forgotten-about, unused items in his home, garage or attic.
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Managing the Racing Mind
The racing mind can be a gift or a curse depending on whether the person can
control it and be productive or whether the racing floods him and causes chaos. The
first step in managing the racing mind is to develop acute self-awareness. The
better a person knows himself or herself the more successfully he or she will be able
to manage the racing mind. Learning to value one‘s differences puts one in the best
frame of mind for self-observation. Let‘s explore techniques to help a person
become more self-aware so that he can channel his energy.
Techniques
1) Make choices in your physical environment. The person with a racing mind
can select some aspects of his environment to help him focus. For example, one of
our clients chose an office with no windows. That office was far from other activities
going on in the facility. Such a choice diminishes chances for distractions, so that he
can devote his attention to his current projects.
2) Acknowledge your need for external structure. Structure is very important for
individuals with a racing mind. Those who lack internal structure often resist external
structure -- ―I don‘t like day planners! I forget to write appointments or events in
them – so what‘s the point?‖ -- and spend much time and energy trying to evade or
unravel that structure. Accepting the need for structure allows a person to
experiment with one or two structured activities in a day such as setting a specific
time for studying or a specific time for exercise. Then he or she can gradually add
more items until he or she is able to organize and carry out an entire day‘s activities.
Because imposed structure is so unfamiliar, a person could request help in initiating
that structure. This can mean the difference between success and failure.
3) Check your work frequently. Because the racing mind can cause many errors,
individuals need to learn what situations prompt them to make mistakes. Stress,
anxiety, fatigue, time or performance pressure and fear of embarrassment can
accelerate the pace of the racing mind. Especially in these conditions; work must be
checked often. One technique for frequent checks is small looping circles. A task,
such as reading or math assignments are broken into small segments. Each
segment is seen as a circle that the person loops back and checks that the answers
or work within that circle is accurately completed. When the entire task is finished
and there is still time, he reviews all the loops again while the reviewed information is
still fresh. Thus for many people, this technique works far better than does a quick
review of the whole test or assignment.
4) Stop and think before you act. If a person can stop and think before he or she
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acts, some impulsive behaviors and many errors can be eliminated. This is not
easily accomplished, so the person should ask a teacher or mentor to help him
practice. Initially, he must state a clear out loud ―stop‖ command to himself. Then
out loud say ―think‖ and scan the immediate environment. Over time ―stop‖ and
―think‖ will become automatic and will no longer need to be said out loud.
5) Learn to use visualization and relaxation techniques. Many people with racing
minds have difficulty relaxing. They often seem to be wired and have difficulty using
visualization and relaxation tapes. Learning to visualize, by picturing concrete future
goals, enables the person to develop a new tool. These techniques slow down the
racing mind. By putting a little more space/time between thoughts, the person can
actually see the steps necessary to achieve a social, occupational or educational
goal.
6) Use external memory clues. Individuals who have difficulty managing their
racing mind may need to use external controls, such as reminders from other people
or memory clues. One memory clue helped a woman who consistently left her
things behind. By following a suggestion from her mentor, she learned to ―stop‖ and
―look‖ at herself when she came to a door. She then did a quick ―body scan‖ to
check whether she had everything that she had when she came in. She forgot very
few things thereafter. Those who are extremely forgetful may need to write a
checklist of the items they bring with them to school, work, etc.
Published by: Learning disAbilities Resources, P.O. Box 716, Bryn Mawr, PA 19010
610-446-6126 or visit us on our website: www.learningdifference.com
130
The Reluctant Writer
By Richard Cooper, Ph.D.
Many adults who have language based learning problems are reluctant writers.
They do not write much, if at all, because when they write, they expose their
weaknesses: poor spelling or grammar, awkward sentence structure, and/or illegible
handwriting. Many individuals, who have a racing mind (attention problems), rarely
communicate in writing because it takes too long and when they do write, they often
skip words and/or ideas. When these individuals proofread, if they take the time to
do so, they will not find the words or ideas missing, inserting them orally as they read
what they wrote.
When individuals who have poor writing skills try to write they usually write using
spoken language rather than written language. Spoken language differs from written
language in one very fundamental way; it uses the environment to convey much of
the meaning. When one refers to this room there is no need to describe the room
the person is referring to because the listener sees the room as the speaker is
referring to it. When one writes about this room, the writer needs to describe the
room so that the reader can form a mental picture of the room. The reluctant writer
who writes using speech usually communicates in vague generalities resulting in
ambiguous text.
If you have difficulty hearing the subtle sounds in words, it is difficult to use those
sounds as a spelling technique. For example if the person hears and pronounces
the word immediately as emediately, he or she will probably spell it as emediately. I
call this auditory perception problem blurred hearing because my students can
understand the latter more easily than the former.
The following techniques I have found helpful for both motivating the reluctant writer
and helping the person to increase his or her skills in the use of written language.
These writing exercises should be used every day. They are simple and therefore
manageable. The person should set concrete goals so that the writing is
measurable.
The first exercise is writing sentence parts. The person writes sets of noun phrases,
and verb phrases. These sentence parts help the learner understand sentence
structure by focusing attention on the structure of language rather than on the trying
to communicate ideas in what is often awkward sentences.
The three-five word sentences exercise involves the daily writing of sets of three
sentences that contain exactly five words. By restricting each sentence to five words
the learner must craft the sentence rather than just write as one would speak.
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These two exercises provide the basis for the next exercise, expanding drafts. The
person expands the sentence parts and/or the three-five word sentences by adding
modifiers, adjectives, adverbs, propositional phrases and clauses. This exercise
emphasizes the addition of detail to written language and provides the reluctant
writer with specific tasks that develop skill. By practicing writing with these exercises
daily, the adult learner will write more and eventually be better able to express his or
her thoughts in writing.
Individuals who miss a lot of errors when they proofread can try these techniques.
The first is to proofread for the same one item at a time through the whole document
before checking the next item. Using this method, the writer would check each
sentence for the first word to begin with a capital letter. Next the person would go
back and check that each sentence ends with a period. The next step might be to
check for agreement of subject and verb or for spelling. It is fine for the person to
mark or correct a missing period while checking for capital letters. Some people find
it helpful to proofread starting at the end of the document and work back to the
beginning. Another technique for proofreading is to break the sentences in to
segments checking each segment such as groups of two or three words and then
checking two segments together and then larger segments until the sentence and
then the paragraph is checked as a whole. Students who add missing words as
they proofread can sharpen their proofreading skills by proofreading the writing of
others
Individuals who have weak spelling skills need to change their self-image from being
a poor speller to being an improving speller. This change of attitude helps the
person to focus on the spelling of the words rather than just writing letters to spell
words. There are many alternative spelling techniques that learners can use to help
them remember how to spell words. The most direct way to improve spelling is to
collect the correct spelling of the words that the person frequently misspells. The
person can use a WordNet and collect these words, referring to this repository until
they can spell the words correctly or learn memory tools.
If you would like more information about mnemonic clues for spelling, you can visit
my website, www.learningdifferences.com and go to the section on mnemonic clues.
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Right/Left Discrimination Problems
by Richard Cooper
Introduction
A young lady was referred to me for an assessment because she was doing poorly
in some college courses. She reported that she suffered from test anxiety, but when
I completed the assessment, I found that she had what I call a right/left
discrimination problem. This young lady found herself becoming more and more
frustrated by her difficulties with multiple choice tests and with social interactions.
She was doing well in her courses, understood the material, participated, and was
able to complete assignments. However, she failed every multiple-choice test she
took. Socially friends were calling her less because she would drive them crazy with
her indecisiveness of things like where to go, what to do and what to buy.
Another woman came in for an assessment because she thought she was losing her
memory. She had forgotten which way to turn out of her driveway to go to the store.
She also had a problem with right/left confusion and was unable to remember how to
get to the store because someone had cut down the tree at the end of the block that
she used as a landmark. Without the landmark she could not remember which way
to turn.
A student enrolled at a university was having difficulty with certain courses. During
the assessment I asked him if he was ever fired from a job. He reported once. He
was working a summer job at the customer service department of a large store. His
task was to take returned merchandise out of the packaging, place it on a conveyer
belt and shred the packing material. The third time he reversed the procedure,
shredding the merchandise; he was fired.
What is a right/left discrimination problem? I define a right/left discrimination
problem as a thought process that results in confusion when processing or
communicating anything that has an ―either/or‖ relationship. The three areas in
which I have observed this phenomenon are spatial relations, language and quantity.
The right/left discrimination thought process causes reversals, memory problems,
and confusion.
Reversals are not perception problems but rather processing and communication
problems. The person who reads a ―b‖ instead of a ―d‖ does not see a ―b‖. The
individual sees a ―d‖, just like everyone else, but because of the right/left problem,
this person does not know whether it is a ―b‖ or a ―d‖. This is easier to understand if
we start by looking at young children who confuse their right and left. Many of these
children will put their shoes on the wrong feet, confuse their right and left sides and
write numbers and letters backwards. These are all reversals and each of them
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involves the same confusion. Either this shoe goes on this foot or the other, this is
either my right or left side and I write this number or letter by going to the right or to
the left.
Confusion is caused by this thought process because the person continually focuses
on the ‗either/or‘ possibilities rather than approaching the problem or idea from a
different direction. Take the b/d example again. The individual who is not sure if a
letter is a ―b‖ or a ―d‖ continues to decide if the letter in question is a ―b‖ or a ―d‖
instead of using a motor memory of writing the letter, or thinking of another word
which begins with the same letter shape, or using some memory clue to remember
which one is which. The more the person tries to distinguish between one or the
other, the more confused the person becomes. The end result is either frustration or
a guess. If the person guesses incorrectly, an error is made, frequently without the
individual being aware that it is an error. If the person guesses correctly, it does not
mean that any learning has taken place because the next time the same task is
encountered, the student will find him/herself in the same quandary. Only when the
student is sure that the dilemma of the ―either/or‖ is solved with the correct answer
does learning take place. If this is not reinforced quickly and frequently, the item
learned will fade back into the confusion of ‗either/or‖. This is how it affects memory.
It is not uncommon for a student to appear to learn something and use it for a short
period of time and later appear as if the item was never learned. For example, a
student guesses that a number is even, when it is odd. If the student is corrected,
he/she may be able to remember for the rest of the period or day that the number is
odd, but the next day this same student will guess again because no learning took
place. As long as the person is not able to distinguish between the ―either/or‖
aspects of what is being learned, no learning takes place and although the correct
information may reside in the short term memory, it does not get moved to long term
memory.
The right/left discrimination problem causes reversals, and since reversals are the
most visible type of reading and writing problems, they have become directly
associated with the term dyslexia. Although many students with severe reading
problems do manifest reversals, not all students with such problems make reversals
and making reversals does not mean a reading problem. There are many
individuals with a right/left discrimination problem who reverse many things but not
letters and words and are excellent readers. Their reversals may come out in spatial
relationships or with numbers.
As stated above, many, if not all, children during their development confuse right and
left. However, for most of them, it does not take long before they are able to
remember the right and left side of their bodies and do not have difficulty
remembering which way to form letters and numbers. It seems as if this natural
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developmental process is delayed, or non-existent, for individuals who have
problems with right/left discrimination. Many children who exhibit problems with
reversals seem to outgrow them. This is why it was believed that children outgrew
learning disabilities. When the reversals faded, it was assumed that the problem
was corrected. However, this is not the case because the same thought process,
right/left discrimination, which caused the reversal of the writing of a number, later
makes it difficult for the person to distinguish between ―subjective‖ and ‗objective‘
and other terms with have an ―either/or‖ relationship. Other terms which have such a
relationship and are confused, or reversed, are ―defense‖ and ―offense‘; ―inductive‖
and ―deductive reasoning‖, ―greater than‖ and ―less than‖, ―clockwise‖ and ―counterclockwise‖. So the obvious reversals in reading and writing are replaced with the
less obvious confusion in vocabulary and concepts. Children therefore do not
outgrow this thought process, but rather it matures with them into adulthood.
The confusion about odd and even numbers is a good example of a right/left
problem that affects skills at a higher level. Many teachers are not concerned that a
child cannot remember odd and even numbers. They do not think it is important
enough to worry about. However, without the concept of odd and even, many
children and adults do not see the patterns in math. Additionally, because they do
not know that the addition and subtraction of likes result in an even number, these
students are not able to check their work with this pattern. They are stuck guessing,
and when you guess the only way to check your answer is to guess again.
Some Solutions to the Problems Caused by Right/Left Discrimination
The first and most important thing that a person who has a right/left discrimination
problem must do is to understand it. The person who makes reversals or has
difficulty learning items that are similar usually believes that it is due to a low
intelligence or to put it in a crass way, ―because I am stupid.‖ This belief lowers the
person‘s self-esteem and leads to patterns of avoidance because ―why should I try if
I am so stupid‖. When an individual comes to understand that reversals and right/left
confusion is a thought process that is both positive and negative, the self-image can
be modified from stupid to different. Coming to understand that the different thought
processes caused by a right/left, discrimination problem allows a person to more
easily see both sides of an issue, enhances creativity and enables a person to be
more tolerant of others with differences. This allows the person, who previously felt
stupid and helpless, to feel adequate and in control.
The second step in dealing with right/left discrimination differences is to learn
techniques that remove the ―either/or‖ dilemma or provide a way to remember the
difference. One such technique is weighted learning. This technique for learning
and remembering involves learning one side of an ―either/or‖ rather than both. With
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odd and even numbers, the person only learns the even numbers of 2, 4, 6, 8 and 0.
When a number is not one of these, then the number is odd. You weight the ―t‖ in
―witch‖ to differentiate it from ―which‖.
The use of mnemonics is another technique for dealing with the right/left
discrimination problem. There are commonly known mnemonics, and there are
those which are custom made to help the individual to learn and remember things
which are confusing. Mnemonics that are used in conjunction with weighted learning
are most effective. These memory aids should not be created to help remember
both parts of an ―either/or‖ since this leads to the confusion of the memory aids.
Another technique for helping a person break the confusion caused by ―either/or‖ is
that of prioritizing. This is particularly effective for decision-making. Many people
who have right/left problems find it difficult to make up their minds, especially on
simple things such as shopping for necessities. A trip to the store can be an
agonizing experience, not only for the person with the problem but also for those
who accompany that person. Take for example Mary who could not make up her
mind about which kind of bread to buy. She would find herself spending many
minutes trying to decide if she should buy white or wheat bread, this brand or that,
the cheap or expensive brand, the regular size loaf or king size. By learning to
prioritize ahead of time, Mary learned to choose a loaf of bread quickly and easily.
She decided that cost was her first concern, then wheat was her preference and
finally she would always by the larger loaf when it was available.
Some students are able to use conceptualizing and associating as a way to reduce
the right/left confusion and increase memory. Using the example of odd and even
numbers again, we can see that if a person is able to understand that even numbers
are pairs, then numbers which do not represent a pair are odd.
Repetition sometimes can reduce the number of reversals and confusions.
However, stress, fatigue, pressure and anxiety will exacerbate the right/left
confusion, reducing any gain obtained by repetition.
Learning items in a series instead of in pairs is another technique for reducing the
confusion caused by the right/left discrimination problem.
Published by: Learning disAbilities Resources, P.O. Box 716, Bryn Mawr, PA 19010
610-446-6126 or visit us on our website: www.learningdifference.com
136
Math Problems: The Thought Processes that Interfere
with the
Acquisition of Math Skills
by Richard Cooper, Ph.D.
Individuals who have difficulty with math usually exhibit one or more of the following:
frequent errors in computation, weak quantitative concepts, difficulty remembering
number facts and operations, omitting or skipping steps when solving problems. As
children, these students struggled with learning the times tables and possibly still
cannot remember most of them. Many of them counted addition and subtraction
facts on their fingers and later in their heads. As adults, many of these individuals
still must count or calculate many of these basic number facts. When they
encounter word problems, these students usually guess whether to add, subtract,
multiply or divide. They miscopy or transpose numbers and make many simple
errors; these are often called ―dumb errors‖. I do not call them ―dumb errors‖
because of the negative impact this term has on the self-image. By referring to
these mistakes as ―simple mistakes‖, the student does not identify with the mistakes
as a reflection of his or her ability.
The individual who has these problems with numbers is often fearful of math. S/he
frequently reports having ―math anxiety‖. This anxiety leads to patterns of
avoidance, resulting in the person avoiding numbers and math operations so the
basic skills remain underdeveloped. However, there are often deeper roots to math
problems than just anxiety and avoidance. The thought patterns of individuals who
have learning differences can be the cause of some or all of their difficulties with
math. The errors and problems with remembering numbers can cause a person to
become fearful of math, which then results in avoidance.
The learning problems that interfere with the acquisition of math skills are many.
They are frequently the same thought processes that limit the acquisition of other
basic skills: visual, auditory, and tactile perceptual problems, processing problems
like right/left discrimination and the racing mind, and communication problems such
as poor handwriting. Take, for example, the individual who has a severe problem
with motor control, sometimes called dysgraphia. No matter how hard this person
tries, when s/he writes numbers, they may be indistinguishable from other numbers
(a ―4‖ or a ―9‖), of differing sizes, or not lined up properly for solving problems. No
matter how many times or how hard s/he tries, the result is usually the same: errors
and frustration. Here are some examples:
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Figure 1.
Similar difficulties result from visual perception and organization problems. The
individuals who have these problems have difficulty copying and keeping writing
straight. Copying a math problem from a book or off the blackboard results in errors.
Another person runs out of space on the page when doing long division problems, or
calculations run into each other causing confusion.
Figure 2.
Visual perception problems can make measurement difficult. The person may not
be able to exactly line up a ruler or may not read it correctly. When a lack of
understanding of fractions is added to this problem, the student who continuously
makes errors in measurement tends to avoid using measurements and never
becomes proficient with these instruments.
The racing mind (frequently called ADD) is responsible for many difficulties in math.
Triggering, a phenomenon in which the person‘s thought jump to the next logical
thought, results in many errors. For example, a student, even using a calculator, will
look at the number 12 and write or enter 13 because the thought ―12‖ triggers the
next number ―13‖! When adding a column of numbers, the student who triggers will
jump from one number to another when he or she tries to hold the increasing sum in
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the memory.
8
6
9
9
+5
.
The thought process of triggering is as follows:
8 + 6 = 14, the person’s thoughts jump to 15 + 9 = 24 + 9 = 33
and the person’s thought might jump again to 34 and when the
5 is added to the 34, the person gets 39 for an answer instead
of 37.
Another example of triggering is frequently seen on objectives tests (multiple
choice). The person chooses the answer ―B‖ among the four choices (A, B, C, D)
and triggers to the next and marks ―C‖. The student who makes this mistake usually
does not check back on the answer because he/she was confident that the answer
was correct.
Reversals or number transposition are common errors for people who have learning
problems. A reversal of a number or an operation sign is not a perceptual problem,
but rather a processing problem that results in confusion and memory difficulties.
The student does not see numbers backwards or a ―+‖ when it is an ―x‖, instead the
person is not able to remember which direction the number should go when it is
written or which sign represents which operation.
Common Confusables (Reversals)
Figure 3.
Knowing which number to carry when adding or multiplying is another example of the right/left confusion.
14
+58
The student with this problem will think
4 + 8 is 12, write a 1 under the 8 and carry
the 2.
Students who do not remember ―odd and even‖ numbers have a right/left
discrimination problem. Since odd and even in an ―either/or relationship‖, it is
difficult for these students to remember which is which. Although this is difficult for
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people who do not have this problem to understand, the confusion caused by this
―either/or‖ thinking leaves the student conceptionally stuck, unable to resolve the
dilemma. Rather than rethinking the concept or approaching it in a different way, the
student goes back and forth, trying to remember if the number is odd or even. This
leads to frustration and guessing. When the student guesses odd or even, s/he has
a 50% chance of getting it correct. It the guess is incorrect and someone points out
the mistake, the student chooses the opposite, but still does not know why. This
student may now be able to remember that a number is odd as long as s/he is using
it, however, the next time s/he may not be able to remember and guesses again.
The right/left confusion makes it difficult for students with this thought process to
complete applied or word problems. These students, until they master the
quantitative concepts or learn to diagram the problems, will not remember which
operation to use, frequently guessing because they cannot figure it out. This same
phenomenon will make it difficult for these students to remember how to compute
percentages (not sure if they should multiply or divide) and other operations that
have an ―either/or‖ relationship such as multiplication and division of fractions (Which
one is inverted?).
Sequencing problems cause many problems in math. Operations are most often
sequential. For example, the steps in long division must be completed in order to
solve problems. Students can omit steps, add steps or complete steps out of order,
all of which result in errors. Students who have a racing mind naturally do things
very quickly and often take shortcuts. These shortcuts frequently result in errors.
Many individuals with learning differences possess weak organizational skills. When
these skills are lacking or underdeveloped, the result is frustration and delays. It can
be as simple as the student not being able to find a pencil or a notebook, or more
complex, such as not being able to organize the logic to solve a problem.
Even auditory perception and processing problems interfere with the development of
math skills. Individuals with ―blurred hearing‖ are not able to distinguish subtle
sounds or sounds which are very similar. A student with this problem may not hear
numbers correctly or have problems knowing if the teacher said, ―divide‖ or ―divisor‖.
Frequently, students with ―blurred hearing‖ will not understand directions and many
may not ask for clarification because of embarrassment or just being sure that what
they heard was what was stated. These same auditory differences produce many
reading problems. And although a student with a reading problem may not have
difficulty learning and completing math calculations, that person‘s reading problem
can mean that s/he is not able to read directions, word problems, or the textbook.
S/he is therefore dependant solely on the teacher or tutor for instruction.
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Some Solutions to Math Problems
Individuals with weak math skills often approach math like a second language.
Since they experience difficulty with quantities, they tend not to pay attention to
numbers and quantities. Consequently, these individuals do not think in quantitative
terms, just like the person who is learning a new language does not think in the
second language until it has been mastered. Learning math like a second language
means that the student is simply memorizing facts and operations without
understanding and incorporating them into everyday thoughts. These students need
to increase their quantitative observations. They should pay attention to numbers
and quantities in their environments and learn the numbers associated with objects.
Instead of just seeing a table, the student should know that most tables are 30
inches from the floor, that many tiles are 9 or 12-inch squares, etc.
There are a number of techniques that can be used to overcome the problems
caused by the perceptual, processing and communication differences described
above. The first is the use of graph paper. Students who have difficulty with motor
control and visual perception should always complete their math work on graph
paper sized to their handwriting. If the squares of the graph paper are too small, the
students will not be able to fit the numbers into the spaces, and if they are too large,
the students will frequently try to squeeze two numbers into a space.
Weighted learning and mnemonics are helpful for reversals, confusion and memory
problems. When items are similar, a mnemonic for each can be just as confusing as
the items themselves. This can be avoided by weighting one side. For example,
with odd and even numbers, the student does not learn both odd and even numbers,
but only even numbers. Therefore if a number is not even, it is odd. Mnemonics are
memory aids that can use the association of common items to the new or confusing
information to be learned. This can be applied to the learning of new number facts,
operations and concepts. Some examples for learning basic number facts would
include: 6 + 6 = a dozen, a dozen is 12; 8 + 8 = 16 because the eight can remind you
of a racetrack and in most states you must be 16 to drive; 5 6 7 8 is a reminder that
7 x 8 = 56.
Frequent and careful checking of one‘s work is necessary for individuals with
learning problems. This often takes more time, so on tests these individuals should
be accommodated with more time. When completing assignments, students should
be encouraged to review previous chapters and assignments to ensure that they
have not forgotten anything and to refresh their memories.
Time on task and repetition are taken for granted as part of learning. But, for
students who have learning differences, avoidance reduces the amount of time on
task and they frequently do not get enough repetition to develop mastery. If a
student can do many simple problems and operations, they will get more time on
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task before they become frustrated and avoid, and the increased repetition leads to
mastery. Reviewing by doing one problem from each assignment (as described
above) before beginning a new assignment provides the student with a systematic
way to achieve spaced repetition.
Calculators should be seen as number power tools. Students who do not know their
basic number facts should learn them. (Some severe learning disabilities will limit
students‘ ability to learn the number facts.
These students should be
accommodated with a calculator.) Many students can learn the number facts but
were never taught alternative techniques to do so. These students frequently count
or calculate basic number facts, and never learn them. One way to assist them in
learning the number facts is through increased quantitative observations. Another
way is to teach the students the patterns in math. For example, knowing the
following patterns helps many to remember addition and subtraction facts.
E
O
+/- E
E
+/- O
E
E
O
+/- O
+/- E
O
O
.
As students learn the basic number facts the speed and accuracy of computations
increase and with it their self-confidence.
Distributed by Learning disAblilties Resources, P.O. Box 716, Bryn Mawr, PA 19010
For more information and resources on teaching math to adults and children with learning differences, visit our web
site (www.learningdifferences.com) and click on the LDR Catalog link. There you will find Dr. Cooper’s book:
Alternative Math Techniques: When Nothing Else Seems To Work.
This monograph is published by:
Learning disAblilties Resources
P.O. Box 716
Bryn Mawr, PA 19010
1-800-869-8336
www.learningdifferences.com
Copyright: Richard Cooper, Ph.D., 1996
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+
−
x
÷
Statement One
Statement Two
Extra Number
The Question
Statement One
Statement Two
Extra Number
The Question
Statement One
Statement Two
Extra Number
The Question
Statement One
Statement Two
Extra Number
The Question
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Fractions’ Four Functions
___ + ___ = ___
___ - ___ = ___
___
___
___ x ___ = ___
___ x ___ = ___
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Breakout Session:
NJ Center for Tourette Syndrome Presentation
Cheryl Ludwig
Keys to Access: Unlocking the Potential for Students with Disabilities
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Cheryl Ludwig
Cheryl C. Ludwig, M.A., CCC-SLP, holds a Masters Degree as a Speech
Language Pathologist, a NJ state license national certification (Certificate
of Clinical Competence) from the American Speech and Hearing
Association.
In addition to having three kids with TS, OCD, ADHD, anxiety disorder,
etc., she is presently working for a special services school district and has
31 years experience working in both public and private schools. She has
also taught as an adjunct for The College of New Jersey and worked in
adult rehab and long term care.
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Specific Classroom Strategies and Techniques for
Students with Tourette Syndrome (2nd Edition)
by Susan Conners, M.Ed., Education Specialist, TSA, Inc.
For Tic Symptoms
Tests taken in a separate location with time limits waived or extended.
Educate the other students who come into contact with the child with TS. TSA has a peer in-service entitled “Educating
Classmates about TS.” An advocate from the local TSA chapter may also be helpful.
Provide a refuge where the student may go to calm down, release tics or obsessions, e.g. the Nurse’s Office, the School
Psychologist’s Office.
Give the child frequent breaks out of the classroom to release tics in a less embarrassing environment, e.g. the bathroom,
the drinking fountain, a real or made up errand to run.
If tics are socially inappropriate (spitting, swearing, touching people inappropriately), it may be necessary to brainstorm
possible solutions (e.g., a spitting tic could be resolved by giving the child a tissue to spit into).
For Fine Motor/Visual Motor Impairment
The use of a word processor is a reasonable and necessary accommodation.
Occupational Therapy Intervention /Sensory Integration Evaluation.
Tests/reports given orally. Waive time limits on tests.
Shorten assignments.
Verify all homework assignments to make sure they were copied accurately.
Standardized test answers written directly in the test booklet and transferred onto answer sheet by teacher or assistant.
Provide graph paper to help line up math problems or allow child to turn paper sideways.
Do not penalize students for poor handwriting. Provide alternatives for doing tests, assignments, etc. (orally, taped).
Do not penalize for spelling errors. Encourage the use of spell check.
Provide class notes rather than having the student copy from the chalkboard or overhead.
For Obsessive Compulsive Symptoms
Obsessions and Compulsions can take so many forms that it is difficult to give a few pat answers to the problem. You must first
assess the nature of the obsessions and brainstorm possible solutions.
Here are some examples:
A student with an obsession to count words in every line that she reads was provided with books on tape.
A student with a germ obsession is encouraged to carry Purell in his pocket to wash his hands when needed.
A student who needs to have a perfectly sharpened pencil to write was given a mechanical pencil.
A student with a symmetry obsession who needs to erase his work over and over because it doesn’t look quite right was
allowed to use a computer for his work to alleviate the problem.
Allow transition time between activities for students with TS and BE CREATIVE!
For Short Fuse Difficulties
Children with TS and associated disorders may easily experience frustration, overstimulation, and increased anxiety. Their most
difficult areas are crowded hallways, the cafeteria, the school bus and the playground. They do not function well in an
unstructured, disorganized classroom. They live daily with a disorder that never allows them to be still. They have difficulty
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transitioning from one activity to another. A large majority of these children also have sensory defensiveness. Any or all of their
senses can become quickly overloaded causing them to be easily “set off.”
Here are some helpful interventions:
Allow the child to leave the classroom 2 to 3 minutes early to avoid crowded hallways.
Have a teacher aide nearby in the cafeteria to prevent confrontations. An alternative eating site with a friend is ideal.
Seat the child up front on the school bus and educate the bus driver.
Make sure that the child is in the classroom of a structured, but flexible teacher.
Help the child learn to remove him/herself from the room before a situation escalates out of control.
For ADHD Symptoms
Preferential seating in the classroom; up front on the side is ideal where the teacher can assist the child in staying on task.
The center front is often embarrassing for the child with obvious tics.
Provide a quiet place to work in the classroom. A headset with instrumental music might help block out distractions.
Allow for freedom of movement. (A quick trip to the bathroom, drinking fountain, a classroom task).
Structured, but flexible classrooms are the best setting for the child with ADHD. Change tasks frequently.
Establish a hand gesture as a reminder to refocus and get back on task.
Break down assignments. Give one paper at a time rather than several. Break down all long range assignments and projects
into shorter more manageable parts; e.g., Part 1 may be due in 2 days rather than the entire project in 3 weeks.
Reduce the length of homework assignments. Quality, not quantity is the important thing. n Provide a daily assignment
sheet to be filled out by the student and verified by the teacher for accuracy The parent could then check to make sure that
all the work is accomplished. Assist with homework prioritizing and management.
Allow student to leave the last class a little early to pack up and organize materials. This will not only give the student a little
more time, but will also allow him to be at his locker without the distractions of a crowded hallway.
Provide an extra set of textbooks for home. Color code textbooks & folders. A blue folder goes with a blue science book.
Do not penalize students who forget or lose basic classroom supplies. Keep a supply of paper, pens, pencils to lend. Parents
could also supply these. If you’re worried about getting your supplies back, take something in ransom, e.g., a shoe.
REMEMBER that children with TS do not want to be out of control. They
may not always know how to avoid situations that cause this to happen.
Always keep in mind that this is an expression of a neurological impairment
and not necessarily bad behavior.
MEDICATIONS for TS have side effects which may affect performance and
behavior in school. Use the school nurse and the parents as resources to keep
informed about the medications the child is taking and what may result in the
classroom.
For services in New Jersey contact:
Tourette Syndrome Association of NJ, Inc.
50 Division St. Ste. 205
Somerville, NJ 08876
908-575-7350 ~ www.tsanj.org
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TOURETTE SYNDROME
Tourette Syndrome (TS) is a neurological disorder characterized by tics – involuntary,
rapid, sudden movements that occur repeatedly in the same way. The tics may occur many
times a day nearly every day or intermittently. Tics periodically change in number and
frequency, type and location and wax and wane in their severity. While some persons with
TS have limited control of their symptoms from seconds to hours at a time, suppressing
them may merely postpone more severe outbursts. Tics increase as a result of stress,
anxiety, excitement and fatigue. They often decrease with relaxation or concentration on an
absorbing task.
Motor Tics
Eye blinking
Eye rolling
Head jerking
Facial grimaces
Facial contortions
Nose twitching
Scratching
Kissing gesture
Hitting self
Clapping
Pinching
Shoulder shrug
Knee Knocking
Leg jerks
Stooping
Jumping/Hopping
Stomping
Finger tapping
Lip pouting
Lip licking
Tongue Thrusting
Vocal Tics
Hair tossing
Arm flexing
Arm flapping
Abdominal jerking
Tearing things
Squatting
Skipping
Stepping backwards
Walking on toes
Twirling
Knee bending
Foot tapping
Foot shaking
Foot dragging
Chewing on clothes
Kicking
Pulling at clothes
Somersaults
Body slamming
Mouth stretching
Smelling fingers
Throat clearing
Grunting
Sniffing
Belching
Spitting
Snorting
Squeaking
Coughing
Humming
Yelling
Whistling
Hissing
Laughing
Screaming
Yelping
Barking
Moaning
Saying words
Clicking
Gasping
Guttural sounds
Complex Tics – Repeating phrases, words, parts of words; animal sounds; stuttering;
amplitude of speech; muttering; Palilalia – Repeating one‘s own words; Echolalia –
Repeating other‘s words; Coprolalia – using obscenities/socially taboo phrases.
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OBSESSIVE COMPULSIVE DISORDER
Obsessions are repetitive, unwanted thoughts. Compulsions are repetitive, ritualistic acts
that must be performed to rid oneself of the obsession.
OBSESSIONS
COMPULSIONS
Concern for symmetry/order
Concern for cleanliness
Over focusing on minute details
Having to have ―just right‖ feeling
Over focusing on moral issues
Over focusing on one idea/object
Focusing on specific numbers
Needing to experience sensations
Preoccupation with knives/blood, etc.
Worrying about harming self or others
Concerned about germs/dirt
Hoarding/collecting
Thinking about forbidden behaviors
Mental coprolalia (Sexual
thoughts/images)
Aggressive thoughts/images
Obsessive fears
Adjusting clothing to feel just right
Evening things up
Counting objects
Excessive Ordering/arranging/fiddling
with
Checking & rechecking
Repeating actions
Needing to say or do what told not to do
Needing to start over if interrupted
Repeating the same question
Perseverating on a task
Not able to change tasks
Echopraxia (repeating the actions of
others)
Touching objects, others, self
Sexually touching self
Picking skin/sores
Cracking knuckles
Vomiting
Smelling hands or objects
Licking self or others
Excessive hand-washing/bathing
Erasing repeating
Nail biting
Tourette Syndrome Association
of NJ, Inc.
50 Division Street, Suite 205
Somerville, New Jersey 08876
ADHD
Often fidgets with hands/feet
Difficulty remaining seated
Easily distracted/Engages in physically dangerous activities
Blurts out answers – loses everything
Difficulty waiting turn
Difficulty following through on instructions/organizing work
Shifts from one uncompleted task to another
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Breakout Session:
The Let Me Learn Advanced Learning System
Jim Marketto
Keys to Access: Unlocking the Potential for Students with Disabilities
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Jim Marketto
Jim Marketto is a retired public school teacher/administrator. He has
seventeen years experience as a teacher and sixteen years as a special
education administrator. Jim is currently the head cross country coach,
fitness center technician, adjunct professor and Let Me Learn Coordinator
at Cumberland County College. He is certified by LML, Inc, as a Let Me
Learn facilitator.
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Let Me Learn
AN ADVANCED LEARNING SYSTEM
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OBJECTIVES
• Introduce Let Me Learn as
an advanced learning
system for listening to the
voice of the learner.
• Share ways to use this
advanced system as a
learner to respond to your
world with intention.
Learning Combination
Inventory
• Measures the degree to
which a learner uses his/her
interactive learning processes
• The learner’s interactive
learning process manifests
itself through four patterns
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CRITICAL COMPONENTS OF
LEARNING
• PERCEIVE our world
through our senses
• PROCESS our world in our
minds
Let Me Learn Patterns…
•Sequence
•Precision
•Technical
•Confluence
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MENTAL PROCESSES
• Cognition – we think
• Conation - we do things
or behave
• Affectation – we feel
Through our patterns
Analyzing the Data:
• Use First Pattern
• scores between 25 and 35
• Use as Needed Pattern
• scores between 17 and 25
• Avoid Pattern
• scores between 7 and 17
• “Bridge Person”
• scores between 19 and 24
• Versatile, facilitators, translators,
optimum team members
• “Strong-willed”
• scores above 26 in three patterns
• His/her own committee, will attempt
to take control
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Sequential
I want:
• clear, step-by-step
directions
• to go over and over
directions
• to see a sample
• time to develop a plan
What I say…
• “What am I supposed to do?”
• “What do I do next?”
• “Could you repeat those
directions?”
• “Wait a Minute! Don’t go to
the next one yet!”
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What I say…
• “Is this right?
• What’s the answer?”
• “Where can I find the
answer?”
• “Well, actually….”
• “Wait a minute. I’m still
writing.”
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What I say….
• “When am I ever going to
use this?”
• “I can do this by myself!”
• “My homework? I didn’t
get it done.”
• No words. Head on desk.
Fingers playing with an
object.
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What I say….
• “Who will care if I do it
differently?”
• “I’ve got another idea!”
• “I have lot’s of things
started but not much
finished!”
• “I was born to multitask!”
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Sequential Cue Words
Precise Cue Words
list
plan
organize
sequence
order
develop
alphabetize
arrange
model
detail
describe
examine
explain
give reasons
log
accurately
look
certainty
identify
group
outline
put in order
in a series
show a sample
classify
show an array
distribute
observe
facts
label
exact
specific
document
paraphrase
measure
calibrate
Technical Cue Words
Confluent Cue Words
construct
illustrate
experience
concrete
tools
erect
move
assemble
sculpture
figure out
imagine
risk
ideas
incredible
invent
unusual
out-of-the-ordinary
create
build
draw
make
perform
demonstrate
invent
form
reconstruct
Problem solve
formulate
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unique
carefree
independence
far fetched
dream-up
different
How do I use this
information?
USING LML WITH INTENTION
• F orge
•I ntensify
•T ether
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Taking control of my patterns.
•Forge – pull up
•Intensify – turn up
•Tether – push down
ANECDOTE
Town Meeting With Bishop
Task: 2-Minute Presentation
My Patterns: 26 29 19 24
FIT: I had to tether my 29 use
first precision pattern to
condense 7 pages to 2
pages to reach 2-minute
goal.
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Renee, Steven, Scott & Jaime
40
35
30
25
Renee
Steven
20
Scott
Jaime
15
10
5
0
Sequential
Precise
Technical
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Confluent
TRACK TEAM PROFILE
Behaving With Intention
•
•
•
•
•
Analyze Team Profile
Identify Disconnects
Share Disconnects With
Team
Brainstorm Strategies to
Address Disconnects
Develop a Plan to Address
Disconnects Using Some of
the Strategies
TRACK TEAM
DISCONNECT
Precision
> Coach 29
> Team 20
Impact: Athlete late day of Track
Meet
Coach(29) Needs to KNOW NOW
Athlete(20) I’ll tell him on Monday
• Plan: Coach will intensify his use of
technology and carry his cell
phone for 24 hours only Fri/Sat.
Athletes will intensify precision and
call coach.
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Let Me Learn
FS102 Career Development
• Administered the LCI
• Completed the validations
• Presented the
interpretation
• Assigned the career
project
• Had class complete a
strategy card
• Brainstormed ways to use
LML with career choices.
Career Project
• Research – choice of method
– Internet
– Interview
– Job shadowing
• Paper
– Minimum of two pages –
typed
– Must include terminology
from all testing and LML
• Presentation
– Minimum of one visual aid
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Presentations
Career presentation
required a minimum of
one visual aid.
• Visual aides included:
– Power Point Presentations (2)
– Charts (3)
– Art Portfolio (1)
– Pictures (2)
Evidence Of Learning
• Students began to
use the LML
terminology when
researching career
titles
• Students were able
to identify patterns
within various
career titles.
• LML terminology
became “normal
talk” in class
• Students initiated
the identification of
the patterns of
guest speakers.
– preparation for
• Students began to
portfolio
make decisions!!
– Resume / cover
letter
development
– Dress for success
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Breakout Session:
About Hidden Disabilities: The Legal, Practical, and Human Side of Nonobvious Disabilities
Wendy Strobel
Keys to Access: Unlocking the Potential for Students with Disabilities
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Wendy Strobel
Wendy Strobel is a program associate at the Northeast DBTAC. She has
worked extensively in the application and training of issues around
assistive technology in work and school environments. She also has a
great deal of experience in the area of employment and transition from
school to work for people with disabilities. Wendy has published
numerous book chapters and articles on issues related to assistive
technology and employment for people with disabilities, and transition.
Wendy holds a B.A. from the State University of New York at Oswego in
Psychology and a M.S. in Rehabilitation Counseling from the Medical
College of Virginia at Virginia Commonwealth University (VCU).
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New Jersey Regional Centers
Project Assist (Cumberland County College)
Meredith Vicente, Assistant Director, Learning Disabilities Services
[email protected] 856.691.8600 X282
www.cccnj.edu/projAssist
Regional Center (Fairleigh Dickinson University)
Paul Vico, Madison Director • Jodie Dawson, Teaneck Director
[email protected] 973.443.8734 • [email protected] 201.692.2298
view.fdu.edu/default.aspx?id=731
Project Connections (Middlesex County College)
Mary Jane Warshaw, Director
[email protected] 732.906.2507
www.middlesexcc.edu/projcon/control.cfm
Project Mentor (New Jersey City University)
Jennifer Aitken, Director
[email protected] 201.200.2091
www.njcu.edu/PMentor/proj_ment_home.htm
Project Academic Skills Support (Ocean County College)
Maureen Reustle, Director
[email protected] 732.255.0456
http://www.ocean.edu/campus/student_services/drc/pass.htm
Center for Collegiate Deaf Education (Bergen County Community College)
Tia Ivanko, Coordinator
[email protected] 201.689.7680, 201.447.7845 TTY
www.bergen.edu/oss/ccde.asp
Adaptive Technology Center (The College of New Jersey)
Amy Dell, Director
[email protected] 609.771.2610
adaptivetech.tcnj.edu
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