Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g0THTsn18094; Tue, 29 Jan 2002 12:29:54 -0500 (EST) Date: Tue, 29 Jan 2002 12:29:54 -0500 (EST) Message-Id: <20020129172628.80079.qmail@web14608.mail.yahoo.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Michelle Shuttlesworth <mshuttlesworth@yahoo.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3857] RE: NIFL-LD:3810 NO Support for phonetic X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 5096 Lines: 156 Art, Question: Do you believe that there is even such a thing as a learnign disability or they all just people have a different way of looking at things and don't follow your way? Michelle --- Art LaChance <arthur@ellijay.com> wrote: > Michelle, > > Of course it makes sense. One of the things that sticks > with me is the > old school-house adage from long ago, where or who I > don't know but it > goes something like this: I hear-I forget, I see-I > remember, I do and I > understand. We don't "understand" something until we "do > it", under our > own power. And very often we need to be guided into it, > with > appropriate course-correction until we complete enough of > the > "experiential" to enable complete understanding. > > Generally we form links between new information and old > information when > we're exposed to a "learning" situation. And we are all > "different". > We've all led very different paths with different > acquisition of > functional parameters for our individual environments. > Big words that > mean we don't all see the same thing the same way because > we reference > to different backgrounds. So IF your teacher didn't > recognize that you > had a problem with the mulitplication tables, then > obviously she > couldn't help you to "understand" it better, and you were > left to your > own devices to figure it out, which you did. You > established a > different reference point. Somewhat inefficient, BUT it > worked. That's > intelligence. The problem comes when we can't define a > link to > previously stored information. We end up with > essentially useless > pockets of information. Sometimes we see this in the > math arena. A > student may be able to understand some steps in a problem > but may not be > able to complete a problem that involves two or more > steps because they > lack the "link" between the two. The "Aah-Ha" factor > defines the point > where the new information suddenly links up with > previously stored > information, and augments or refines the overall concept > of both. > > > Art > > > > Michelle Shuttlesworth wrote: > > > > One question that we need to answer is why is it that > a > > > high percentage of LD > > > kids are of above average "intelligence". Could it > be > > > that they learn so > > > efficiently that they learn the mistakes, both their > own > > > and the teachers, as > > > well as the good stuff?? And then the whole process > > > becomes increasingly more > > > complex and confounded because it's all > interconnected > > > within?? > > > > Art, > > > > I once heard someone refer to intelligences as how fast > > someone understood something. In my experience, many > > people with high levels of intelligence understand and > view > > things much differently than someone with an average > > intelligence. It is my belief that many times the > problem > > is not that the student is not intelligent enough to > learn, > > but that the information has not been presented in such > a > > way to the student that they can understand it in the > first > > place. > > > > I, myself, have a learning disability and I know, for > me at > > least, that often I didn't understand what the teacher > is > > trying to show me how to do because the teacher was not > > explaining it to me in a way that made sense to my view > of > > the world. I really think that that is probably the > main > > problem behind many of these learning disabilities that > are > > shown. > > > > Now, I'm not trying to say that the teachers are > > incompetant. It has nothing to do with that. It has > to do > > with a different way of looking at the world. For > > instance, I had a horrid time in trying to learn my > > multiplucation tables because I would look at 6x8 and > > instead of just straight out sayign that the answer was > 48, > > my mind seperated it into 3x4 + 3x4. I still have no > idea > > why. It's kind of like that. By the way, that is not > how > > my teacher taught me to do the problem. I created that > > version on my own in an attempt to put her answer in > line > > with my own. > > > > I hope that made some semblance of sense. > > > > Michelle > > > > __________________________________________________ > > Do You Yahoo!? > > Great stuff seeking new owners in Yahoo! Auctions! > > http://auctions.yahoo.com > ===== Poems are windows to the soul. They are the glue that holds the rest of the world together and they are the helping hands that put our lives in perspective. You can survive without poetry, but you cannot really live until you feel its presence for poetry is in every action, it is in every word, every phrase that falls from a human tongue. It is in the movement of the oceans and the songs of birds. It is in the air and in the sun. Poetry in motion is what makes the days seem brighter and the stars look more radiant. You are poetry whether you realize it or not, you are beautiful. __________________________________________________ Do You Yahoo!? Great stuff seeking new owners in Yahoo! Auctions! http://auctions.yahoo.com
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