Since LD testing has been mentioned in the last
postings, I am wondering (I am sorry that I have
missed out so much information) if you can refer me to
an LD private testing center in Houston TX.  I have a
7 year old daughter and I have heard that she does not
know how to apply math concepts to practical matters. 
Up to the first half of second grade she was doing
better because I registered her in a class called Math
Spectrum that used art (shapes, drawing, etc) to help
children understand concepts.  This took place in a
public school in New York.  We have just relocated in
Houston and I hear the same.  While I am beginning to
understand the school culture, its mission and
philosophy, I am also hoping that my daughter will not
get trapped in standardized testing and put in one or
another category.  I want to support her and do my
best to see her succeed.  I apologize because this is
a posting from a mother that sometimes participates in
the professional development list, but this time the
message is more personal.  I would very much
appreciate your comments and suggestions.

Nadia Quiroz-Colby
Truly new to Houston TX and willing to make the best
out of our relocation.
(While I already have a job here I will refrain myself
from mentioning this because of the nature of the
message.  Luckily and happily is a job in the field
that I love the most, adult ed.)


--- Betsy <bsg36 at comcast.net> wrote:


> Good points, Lucille.  I think you have hit the nail

> on the head. My opinion is that it is some of both

> those issues you mention - other agendas and

> ignorance as to the effectiveness of direct,

> sequential, and multisensory instruction.  As you

> say, "Never give up!"  Hopefully someday intensive

> training in LD strategies and the O-G approach will

> be part of training for our adult education teachers

> and literacy tutors.  

> 

> Betsy S. Gauss

> Tutor trainer and certified O-G trainer

> Lake Wales Literacy Council

> 140 E. Park Ave.

> Lake Wales, FL 33898

> bsg36 at comcast.net  (personal e-mail)

> 

> 

> 

>   ----- Original Message ----- 

>   From: Lucille Cuttler 

>   To: The Learning Disabilities Discussion List 

>   Sent: Monday, February 04, 2008 10:43 PM

>   Subject: [LearningDisabilities 1701] Re: Testing

> for LD

> 

> 

>   Thank you, Betsy!  Wonderful suggestions.  It's

> not for lack of examples or of publications that

> literacy providers flounder, seeking solutions.  

> Could it be that the administrators have other

> agendas?  Or are they simply ignorant of what you

> and I know, from practice and experience, to be

> effective methods?   But let's never give up. 

> 

>   Meanwhile, my hope is that there will be providers

> that read your suggestions and get the training that

> will so effectively help those desperate for

> instruction.  

> 

>   Lucille   

>     -----Original Message-----

>     From: learningdisabilities-bounces at nifl.gov

> [mailto:learningdisabilities-bounces at nifl.gov]On

> Behalf Of Betsy

>     Sent: Saturday, February 02, 2008 4:58 AM

>     To: The Learning Disabilities Discussion List

>     Subject: [LearningDisabilities 1697] Re: Testing

> for LD

> 

> 

>     Lucille, I am a certified Orton-Gillingham tutor

> trainer and will do comprehensive training. (I

> conducted a training in Lake Wales during the summer

> of 2007. ) Ideally it should involve 30 hours

> minimum of classroom experience, plus a practicum. 

> I find that tutors/teachers don't REALLY internalize

> and become adept in teaching the structure, sequence

> and approach until they have practiced it in a

> supervised practice teaching venue.   

> 

>     I highly recommend three resources if you are

> looking for books to help you learn the approach:

> 

>        1.  "Multisensory Teaching of Basic Language

> Skills" by Suzanne 

>              Carreker & Judith R. Birsh  plus the

> "Activity Book"  

>              ISBN# 1-55766-676-8 and 1-55766-723-3. 

> 

>              Both can be purchased for $84.95 at the

> website below.

>        2.  "Unlocking Literacy, Effective Decoding

> and Spelling Instruction" 

>             by Marcia Henry.  ISBN: 1-55766-664-4. 

> $32.95 at the website 

>             below. 

>                     

>

www.brookespublishing.com/store/books/birsh-6768/index.htm

> - 24k 

> 

>        3.  "The Orton-Gillingham Manual",

> unabridged. By Anna Gillingham 

>               and Bessie W. Stillman. $74.75 

> Website:  www.epsbooks.com 

> 

>     Let me know if you have any questions. 

> 

>     Betsy S. Gauss

>     Tutor trainer and certified O-G trainer

>     Lake Wales Literacy Council

>     140 E. Park Ave.

>     Lake Wales, FL 33898

>     bsg36 at comcast.net  (personal e-mail)

> 

> 

> 

>      

>       ----- Original Message ----- 

>       From: Lucille Cuttler 

>       To: The Learning Disabilities Discussion List 

>       Sent: Thursday, January 31, 2008 3:03 PM

>       Subject: [LearningDisabilities 1692] Re:

> Testing for LD

> 

> 

>       Another hooray!  For saying the truth -

> schools don't want to pay for special education when

> the problem is illiteracy.   

> 

> 

>       Clearly explicit direct instruction, using

> multisensory techniques, as recommended by

> scientific research, could help all adult learners

> seeking help.  Are there any programs out there now

> doing this for the adult learner, in a comprehensive

> structured training for the tutors?  

> 

>       Lucille Cuttler   

> 

> 

>         -----Original Message-----

>         From: learningdisabilities-bounces at nifl.gov

> [mailto:learningdisabilities-bounces at nifl.gov]On

> Behalf Of Katherine

>         Sent: Wednesday, January 30, 2008 8:57 AM

>         To: The Learning Disabilities Discussion

> List

>         Subject: [LearningDisabilities 1687] Re:

> Testing for LD

> 

> 

>         I don't think we have to "beat the bushes"

> very much to locate students with LD, considering

> the stats.  EDUCATORS should know that many adult

> learners come to school having LD.  These people

> just didn't want to pay.  I've worked for folks like

> that.  Quite distasteful.

> 

>         Katherine Mercurio Gotthardt

>         www.luxuriouschoices.net 

>           ----- Original Message ----- 

>           From: robinschwarz1 at aol.com 

>           To: learningdisabilities at nifl.gov 

>           Sent: Tuesday, January 29, 2008 9:38 PM

>           Subject: [LearningDisabilities 1686] Re:

> Testing for LD

> 

> 

>           Wow, Idris, that is TERRIFIC-- when I did

> a very similar thing at the university where I

> worked-- identifying ESOL learners who appeared to

> have LD and who had been admitted to the university,

> often sponsored by their countries, I was similarly

> successful in helping students get accommodations

> who otherwise would have failed out of school.

> However, rather than seeing it as a successful

> effort,  I was accused of beating the bushes for

> persons with LD!!  The university was not  happy to

> have to accommodate them.    I am happy for you and

> the students that your school did not similarly

> protest your helping those who did not self identify

> but who so richly deserved the help your project

> offered them.    

> 

>           Robin Lovrien Schwarz 

> 

> 

> 

> 

> 

>           -----Original Message-----

>           From: Idris Muhammad <MUHAMMI at dbcc.edu>

>           To: Learningdisabilities at nifl.gov

>           Sent: Tue, 29 Jan 2008 2:05 pm

>           Subject: [LearningDisabilities 1685]

> Testing for LD

> 

> 

>           Hello Rochelle,

> 

>           I forgot to tell you about what we do here

> at Daytona Beach College (DBC).  About six years

> ago, I petitioned DBC's Planning Council to fund a

> trial program to test students that are (1) "good

> students" that exhibit characteristics of learning

> disabilities, (2) but who were never tested or

> diagnosed for LDs, (3) who demonstrate a financial

> need for test assistance, and (4) who are

> recommended by instructors that have first-hand

> knowledge of their learning problems.  The strategy

> that I used was to challenge the College's goal of

> ensuring student success.  I argued that if DBC’s

> open door policy ensured easy access to the college

> and its programs and services, then the college was

> honor-bound to ensure that it students achieved

> success in those programs and services.  I also

> argued that as an open door institution, DBC as well

> as other community colleges would attract a

> disparately greater numbers of students with

> undiagnosed learning disabilities, than other

> postsecondary 

=== message truncated ===>
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