The humorous and inspiring story of a woman’s journey from a socially awkward dyslexic child, to a librarian who’s sassy, crafty, and on a mission to show people that libraries and learning don’t have to be intimidating.
The document provides information about learning disabilities and strategies to support students with disabilities. It discusses the objectives of disability support services including psychological testing, accommodations, and study skills support. It then focuses on specific learning disabilities like dyslexia, dyscalculia, and dysgraphia. For each disability, it defines the condition, discusses underlying causes and symptoms, and provides strategies to help students.
Manpreet, Tariq, and Manisha are children experiencing difficulties at school related to language problems. Harish does not want to go to school and may be being bullied due to speech issues. The document discusses addressing the needs of children with language difficulties through accommodations and interventions.
Developmental learning disabilities with a special focus on dyscalculia and d...Ahalya Acharya
The document discusses developmental learning disabilities such as dysgraphia and dyscalculia. Dysgraphia is a learning disorder characterized by difficulties with writing skills, including handwriting and spelling. Dyscalculia involves difficulties with number sense, math reasoning, and visual-spatial processing of quantities. Both disabilities can be challenging to identify initially as students develop at different rates. Left unaddressed, they may experience low self-esteem and difficulties with tasks involving writing, math, time management, and money as challenges increase with age and education levels. Early intervention including reinforcement of skills, tutoring, and accommodating strengths can help support individuals with these disabilities.
Autism, Attention Deficit Disorder and Learning Disabilities in a Catholic Sc...Becky Sherlock, M.Ed.
A brief presentation to a Catholic School to address understanding of autism, ADHD, and Learning Disabilities among the teaching staff. This is an information-packed overview meant to be an introduction to key concepts associated with educating students with disabilities in a parochial school setting.
این پاورپوینت توسط دکتر علیزاده در کارگاه توانبخشی شناختی در اختلالات یادگیری ارائه شده است.
برای مشاهده دیگر مطالب در این زمینه، لطفا به وب سایت فروردین مراجعه نمایید.
www.fatvardin-group.com
Learning Disability-Thinking outside the boxdrtrupti patel
The document discusses learning disabilities and provides strategies for supporting those with learning disabilities. It begins by listing famous individuals who had learning disabilities and then defines learning disabilities as difficulties with reading, writing, spelling, calculating, remembering and organizing information that are not related to intelligence and cannot be cured but can be treated. It provides examples of specific learning disabilities like dyslexia, dysgraphia and dyscalculia. The rest of the document offers tips, strategies and accommodations to help students with learning disabilities, including changing attitudes, focusing on behavior over diagnosis, preserving self-esteem, having patience, making learning enjoyable, using rewards, addressing individual learning styles, allowing extra time on tests, and never giving up on students.
This document discusses language-based learning disabilities, specifically writing disabilities. It notes that learning disabilities can involve physical writing difficulties, problems comprehending information, or organizing thoughts on paper. Common symptoms of writing disabilities include issues with neatness, copying, spelling, and writing organization. The document also discusses how writing is a complex process that draws on various cognitive skills and that students with learning disabilities often struggle more with writing than their peers due to difficulties with language, spelling, handwriting, and writing strategies.
The document provides information about learning disabilities and strategies to support students with disabilities. It discusses the objectives of disability support services including psychological testing, accommodations, and study skills support. It then focuses on specific learning disabilities like dyslexia, dyscalculia, and dysgraphia. For each disability, it defines the condition, discusses underlying causes and symptoms, and provides strategies to help students.
Manpreet, Tariq, and Manisha are children experiencing difficulties at school related to language problems. Harish does not want to go to school and may be being bullied due to speech issues. The document discusses addressing the needs of children with language difficulties through accommodations and interventions.
Developmental learning disabilities with a special focus on dyscalculia and d...Ahalya Acharya
The document discusses developmental learning disabilities such as dysgraphia and dyscalculia. Dysgraphia is a learning disorder characterized by difficulties with writing skills, including handwriting and spelling. Dyscalculia involves difficulties with number sense, math reasoning, and visual-spatial processing of quantities. Both disabilities can be challenging to identify initially as students develop at different rates. Left unaddressed, they may experience low self-esteem and difficulties with tasks involving writing, math, time management, and money as challenges increase with age and education levels. Early intervention including reinforcement of skills, tutoring, and accommodating strengths can help support individuals with these disabilities.
Autism, Attention Deficit Disorder and Learning Disabilities in a Catholic Sc...Becky Sherlock, M.Ed.
A brief presentation to a Catholic School to address understanding of autism, ADHD, and Learning Disabilities among the teaching staff. This is an information-packed overview meant to be an introduction to key concepts associated with educating students with disabilities in a parochial school setting.
این پاورپوینت توسط دکتر علیزاده در کارگاه توانبخشی شناختی در اختلالات یادگیری ارائه شده است.
برای مشاهده دیگر مطالب در این زمینه، لطفا به وب سایت فروردین مراجعه نمایید.
www.fatvardin-group.com
Learning Disability-Thinking outside the boxdrtrupti patel
The document discusses learning disabilities and provides strategies for supporting those with learning disabilities. It begins by listing famous individuals who had learning disabilities and then defines learning disabilities as difficulties with reading, writing, spelling, calculating, remembering and organizing information that are not related to intelligence and cannot be cured but can be treated. It provides examples of specific learning disabilities like dyslexia, dysgraphia and dyscalculia. The rest of the document offers tips, strategies and accommodations to help students with learning disabilities, including changing attitudes, focusing on behavior over diagnosis, preserving self-esteem, having patience, making learning enjoyable, using rewards, addressing individual learning styles, allowing extra time on tests, and never giving up on students.
This document discusses language-based learning disabilities, specifically writing disabilities. It notes that learning disabilities can involve physical writing difficulties, problems comprehending information, or organizing thoughts on paper. Common symptoms of writing disabilities include issues with neatness, copying, spelling, and writing organization. The document also discusses how writing is a complex process that draws on various cognitive skills and that students with learning disabilities often struggle more with writing than their peers due to difficulties with language, spelling, handwriting, and writing strategies.
Dyslexia is a learning disability that affects reading, writing, focus, memory, and organization. To help dyslexic students, teachers should use a multi-sensory approach involving sight, touch, movement, and sound. This includes note cards, sand trays, and fun activities to engage multiple senses. Providing structure, organization, repetition, breaks, extra time, and hands-on materials also supports dyslexic learners. Peer tutoring, specialists, and appropriate technology can further aid dyslexic children's development.
This document discusses learning disabilities and difficulties, including definitions, prevalence, causes, and strategies for teaching children with these challenges. Some key points:
- Learning difficulties refer to general challenges in areas like reading and writing that can have external or internal causes, while learning disabilities are intrinsic difficulties that significantly impact learning.
- Around 10-16% of Australian students have learning difficulties, and 4% have disabilities. Rates vary globally.
- Learning challenges can impact taking in, remembering, understanding, or expressing information. They do not reflect intelligence.
- Causes may be internal medical/neurological factors or external like opportunities/experiences. Difficulties often persist into adulthood.
- Effective teaching strategies include
This document discusses dyslexia and strategies for supporting students with dyslexia. It defines dyslexia as a language-based learning disability involving difficulties with reading, writing, spelling, and pronouncing words. The causes of dyslexia are unclear but involve differences in brain development and function. Early identification is important to avoid other issues. Suggestions are provided for identifying struggling readers and boosting their self-esteem, as well as comprehensive reading instruction strategies like phonics, fluency building, and developing comprehension skills.
This document discusses learning difficulties, including learning disabilities. It defines learning disabilities as disorders that affect the brain's ability to receive and process information, making it difficult for individuals to learn in typical ways. Some key points:
- Learning disabilities can impact reading, math, writing, listening, speaking, motor skills, and organization.
- Common types include dyslexia, dyscalculia, dysgraphia, dyspraxia, auditory processing disorder, and visual processing disorder.
- The objective is to equip teachers with skills to help learning disabled children by making modifications like using visual aids, clear directions, extra time, and breaking tests into smaller parts.
In today's educational system, we have reached a stage where we can differentiate between a child's temper tantrum and a learning disability. However, it is still imperative to know more about learning disabilities so as to facilitate their inclusion in mainstream education.
The document provides information about various types of learning disabilities including dyscalculia, dysgraphia, and dyspraxia. It defines each disability and describes their effects and common signs at different ages. For dyscalculia, it discusses difficulties with math concepts, symbols, and applications. For dysgraphia, it covers problems with handwriting, spelling, and written expression. Dyspraxia affects motor skill development and planning tasks. The document also offers strategies to help individuals with each disability, such as using alternative learning methods, graph paper, speech tools, breaking down tasks, and repeated practice.
This document provides guidance for teaching very young learners (VYLs). It notes that VYLs should not be expected to sit still, write, read extensively, discuss various topics, or work in pairs. Instead, VYLs enjoy colors, numbers, stories, drawing and individual attention. Teachers should establish a routine, use gestures and movement to engage short attention spans, and limit materials. Suggested activities include using rhythm and melody to teach vocabulary, asking for numbers and colors, using storybooks and flashcards, miming animals, hiding flashcards, whispering, guessing, miming, mimicking, and chanting. Literacy exercises can be adapted and tracing helps familiarize VYLs with letters, while
Learning Disabilities Class Presentation2clark0978
The document provides information about various learning disabilities including dyslexia, dyscalculia, and dysgraphia. It defines each disability and describes common signs and symptoms. For dyslexia, it notes difficulties with reading, writing, and spelling. For dyscalculia, it discusses challenges with math skills. For dysgraphia, it mentions problems with handwriting and writing mechanics. It also provides assessment strategies and accommodations teachers can use to support students with each disability.
The document discusses learning disorders including dyslexia, dyscalculia, dysgraphia, and auditory processing disorder. It covers signs and symptoms, causes, mechanisms, diagnosis, prevention, management, and prognosis for each disorder. Recent research highlighted includes studies finding less gray matter in brain areas involved in phonological processing for dyslexia and abnormal brain activation patterns when reading for those with reading disorders.
Nonverbal Learning Disability (NLD) is a neurological disorder that causes difficulties in visual processing, motor skills, social skills, and adapting to change. It is often misdiagnosed as ADD/ADHD. NLD is caused by damage to the white matter in the right hemisphere of the brain. Children with NLD struggle in the areas of tactile/visual processing, psychomotor skills, social/emotional skills, and cognitive flexibility. They have trouble with coordination, spatial awareness, nonverbal communication, and organizational skills. Effective teaching strategies for NLD include structured lessons, clear expectations, direct instruction, cooperative learning, and alternative methods for participation. With the right academic support and understanding of their needs, children with
The document discusses incorporating multiple learning styles into lessons to address different ways that students learn new information. It provides an overview of the VARK model of learning styles (visual, auditory, reading/writing, kinesthetic) and examples of strategies to engage each type of learner, such as using visuals, discussions, readings, and hands-on activities. Teachers are encouraged to incorporate diverse strategies into their lessons to help all students learn effectively.
The document discusses empowering teachers to help students with learning disabilities. It defines learning disabilities as difficulties in areas like reading, writing, math, organization, and motor skills. Common types of learning disabilities are then defined. The document provides strategies teachers can use to support students with learning disabilities, such as using visual aids, giving clear directions, allowing extra time on tests, and making modifications for assignments.
Learning disabilities are cognitive disabilities that are presumed to be neurological in origin. They affect approximately 50% of exceptional students and cause unexpected difficulties with learning skills like reading, writing, and math, despite average or above average intelligence. Common types of learning disabilities include dyslexia, affecting reading; dysgraphia, affecting writing; and dyscalculia, affecting math. Learning disabilities are diagnosed when there is a significant difference between a student's achievement and intelligence. Effective teaching strategies must be tailored to individual student needs and may include methods like using manipulatives, explicit instruction in areas of difficulty, and teaching organizational or study skills.
This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
This document provides an overview of understanding learning disabilities. It introduces the topic for day one of a training program. The objectives are to define learning disability, identify facts about it, examine early signs, identify common signs and symptoms, discuss how it is diagnosed, describe different types, discuss associated conditions, and consider issues related to learning disability, mental health, ethnicity and age. [/SUMMARY]
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
A learning disorder is a neurological condition that makes it difficult for individuals to learn in traditional classroom settings. Learning disorders can affect how the brain processes, stores, and outputs information. They are often caused by issues during pregnancy/birth like low birth weight or head injuries after birth. Common signs include difficulties with reading, writing, spelling, math, coordination, memory, and attention. There are several types of specific learning disorders that affect reading, writing, listening, reasoning, and organization. Learning disorders are lifelong conditions that cannot be cured but can be managed through accommodations and specialized instruction.
This document provides information about dyslexia, including:
- Dyslexia is a specific learning difficulty that affects how information is learned and processed neurologically. It can impact literacy skills and is often hereditary.
- The signs of dyslexia can be spotted in pre-school through difficulties with speech and in school through problems with reading, spelling, writing and sequencing.
- Strategies for supporting those with dyslexia include using multi-sensory teaching methods, providing structured guidance, recognizing words through whole-word learning techniques, and using assistive technology programs.
Dyslexia is a learning difficulty that primarily affects word reading, spelling, and related language skills. It is caused by difficulties with phonological awareness, verbal memory, and processing speed. Dyslexia is not due to low intelligence - it is a neurological difference, not a sign of laziness or lack of effort. With appropriate support and accommodations, people with dyslexia can learn strategies to overcome challenges and be successful students and professionals.
Presentation delineating the types of learning disorders, etiology, and possible treatments. Looks at current research and points to other areas to explore.
Dyslexia is a learning disability that affects reading, writing, focus, memory, and organization. To help dyslexic students, teachers should use a multi-sensory approach involving sight, touch, movement, and sound. This includes note cards, sand trays, and fun activities to engage multiple senses. Providing structure, organization, repetition, breaks, extra time, and hands-on materials also supports dyslexic learners. Peer tutoring, specialists, and appropriate technology can further aid dyslexic children's development.
This document discusses learning disabilities and difficulties, including definitions, prevalence, causes, and strategies for teaching children with these challenges. Some key points:
- Learning difficulties refer to general challenges in areas like reading and writing that can have external or internal causes, while learning disabilities are intrinsic difficulties that significantly impact learning.
- Around 10-16% of Australian students have learning difficulties, and 4% have disabilities. Rates vary globally.
- Learning challenges can impact taking in, remembering, understanding, or expressing information. They do not reflect intelligence.
- Causes may be internal medical/neurological factors or external like opportunities/experiences. Difficulties often persist into adulthood.
- Effective teaching strategies include
This document discusses dyslexia and strategies for supporting students with dyslexia. It defines dyslexia as a language-based learning disability involving difficulties with reading, writing, spelling, and pronouncing words. The causes of dyslexia are unclear but involve differences in brain development and function. Early identification is important to avoid other issues. Suggestions are provided for identifying struggling readers and boosting their self-esteem, as well as comprehensive reading instruction strategies like phonics, fluency building, and developing comprehension skills.
This document discusses learning difficulties, including learning disabilities. It defines learning disabilities as disorders that affect the brain's ability to receive and process information, making it difficult for individuals to learn in typical ways. Some key points:
- Learning disabilities can impact reading, math, writing, listening, speaking, motor skills, and organization.
- Common types include dyslexia, dyscalculia, dysgraphia, dyspraxia, auditory processing disorder, and visual processing disorder.
- The objective is to equip teachers with skills to help learning disabled children by making modifications like using visual aids, clear directions, extra time, and breaking tests into smaller parts.
In today's educational system, we have reached a stage where we can differentiate between a child's temper tantrum and a learning disability. However, it is still imperative to know more about learning disabilities so as to facilitate their inclusion in mainstream education.
The document provides information about various types of learning disabilities including dyscalculia, dysgraphia, and dyspraxia. It defines each disability and describes their effects and common signs at different ages. For dyscalculia, it discusses difficulties with math concepts, symbols, and applications. For dysgraphia, it covers problems with handwriting, spelling, and written expression. Dyspraxia affects motor skill development and planning tasks. The document also offers strategies to help individuals with each disability, such as using alternative learning methods, graph paper, speech tools, breaking down tasks, and repeated practice.
This document provides guidance for teaching very young learners (VYLs). It notes that VYLs should not be expected to sit still, write, read extensively, discuss various topics, or work in pairs. Instead, VYLs enjoy colors, numbers, stories, drawing and individual attention. Teachers should establish a routine, use gestures and movement to engage short attention spans, and limit materials. Suggested activities include using rhythm and melody to teach vocabulary, asking for numbers and colors, using storybooks and flashcards, miming animals, hiding flashcards, whispering, guessing, miming, mimicking, and chanting. Literacy exercises can be adapted and tracing helps familiarize VYLs with letters, while
Learning Disabilities Class Presentation2clark0978
The document provides information about various learning disabilities including dyslexia, dyscalculia, and dysgraphia. It defines each disability and describes common signs and symptoms. For dyslexia, it notes difficulties with reading, writing, and spelling. For dyscalculia, it discusses challenges with math skills. For dysgraphia, it mentions problems with handwriting and writing mechanics. It also provides assessment strategies and accommodations teachers can use to support students with each disability.
The document discusses learning disorders including dyslexia, dyscalculia, dysgraphia, and auditory processing disorder. It covers signs and symptoms, causes, mechanisms, diagnosis, prevention, management, and prognosis for each disorder. Recent research highlighted includes studies finding less gray matter in brain areas involved in phonological processing for dyslexia and abnormal brain activation patterns when reading for those with reading disorders.
Nonverbal Learning Disability (NLD) is a neurological disorder that causes difficulties in visual processing, motor skills, social skills, and adapting to change. It is often misdiagnosed as ADD/ADHD. NLD is caused by damage to the white matter in the right hemisphere of the brain. Children with NLD struggle in the areas of tactile/visual processing, psychomotor skills, social/emotional skills, and cognitive flexibility. They have trouble with coordination, spatial awareness, nonverbal communication, and organizational skills. Effective teaching strategies for NLD include structured lessons, clear expectations, direct instruction, cooperative learning, and alternative methods for participation. With the right academic support and understanding of their needs, children with
The document discusses incorporating multiple learning styles into lessons to address different ways that students learn new information. It provides an overview of the VARK model of learning styles (visual, auditory, reading/writing, kinesthetic) and examples of strategies to engage each type of learner, such as using visuals, discussions, readings, and hands-on activities. Teachers are encouraged to incorporate diverse strategies into their lessons to help all students learn effectively.
The document discusses empowering teachers to help students with learning disabilities. It defines learning disabilities as difficulties in areas like reading, writing, math, organization, and motor skills. Common types of learning disabilities are then defined. The document provides strategies teachers can use to support students with learning disabilities, such as using visual aids, giving clear directions, allowing extra time on tests, and making modifications for assignments.
Learning disabilities are cognitive disabilities that are presumed to be neurological in origin. They affect approximately 50% of exceptional students and cause unexpected difficulties with learning skills like reading, writing, and math, despite average or above average intelligence. Common types of learning disabilities include dyslexia, affecting reading; dysgraphia, affecting writing; and dyscalculia, affecting math. Learning disabilities are diagnosed when there is a significant difference between a student's achievement and intelligence. Effective teaching strategies must be tailored to individual student needs and may include methods like using manipulatives, explicit instruction in areas of difficulty, and teaching organizational or study skills.
This document discusses several learning disorders: Auditory Processing Disorder (APD), also known as Central Auditory Processing Disorder, which affects how the brain processes and understands auditory information; Dyscalculia, which involves difficulties with mathematical concepts and operations; Dysgraphia, which impacts written expression; Dyslexia, characterized by problems with reading; and Dyspraxia, a disorder involving motor control and coordination. For each, it outlines common signs and symptoms and provides strategies to help students who have these disorders.
This document provides an overview of understanding learning disabilities. It introduces the topic for day one of a training program. The objectives are to define learning disability, identify facts about it, examine early signs, identify common signs and symptoms, discuss how it is diagnosed, describe different types, discuss associated conditions, and consider issues related to learning disability, mental health, ethnicity and age. [/SUMMARY]
A learning disability is described as:-
A state of arrested or incomplete development of mind
Significant impairment of intellectual functioning
Significant impairment of adaptive/social functioning
A learning disorder is a neurological condition that makes it difficult for individuals to learn in traditional classroom settings. Learning disorders can affect how the brain processes, stores, and outputs information. They are often caused by issues during pregnancy/birth like low birth weight or head injuries after birth. Common signs include difficulties with reading, writing, spelling, math, coordination, memory, and attention. There are several types of specific learning disorders that affect reading, writing, listening, reasoning, and organization. Learning disorders are lifelong conditions that cannot be cured but can be managed through accommodations and specialized instruction.
This document provides information about dyslexia, including:
- Dyslexia is a specific learning difficulty that affects how information is learned and processed neurologically. It can impact literacy skills and is often hereditary.
- The signs of dyslexia can be spotted in pre-school through difficulties with speech and in school through problems with reading, spelling, writing and sequencing.
- Strategies for supporting those with dyslexia include using multi-sensory teaching methods, providing structured guidance, recognizing words through whole-word learning techniques, and using assistive technology programs.
Dyslexia is a learning difficulty that primarily affects word reading, spelling, and related language skills. It is caused by difficulties with phonological awareness, verbal memory, and processing speed. Dyslexia is not due to low intelligence - it is a neurological difference, not a sign of laziness or lack of effort. With appropriate support and accommodations, people with dyslexia can learn strategies to overcome challenges and be successful students and professionals.
Presentation delineating the types of learning disorders, etiology, and possible treatments. Looks at current research and points to other areas to explore.
The document describes several scenarios of children with language difficulties:
- Manpreet struggles socially at nursery due to difficulties communicating with other children.
- Tariq has difficulty with reading despite being bright; he had problems learning to talk.
- Manisha got in trouble with a new teacher for not following instructions, but did not understand the teacher.
- Harish does not want to go to school and seems to have no friends, possibly due to being bullied over his speech difficulties.
This document discusses assistive technology and strategies to support students with disabilities. It provides examples of speech-to-text software to help students with typing and definitions of giftedness in young children. Specific learning disabilities like ADHD and dyslexia are explained, with tips provided for teachers to help students struggling in these areas. Strategies include establishing clear rules, breaking tasks into steps, checking homework, and ensuring reading is at the student's level. The document provides references for further information.
Bel-Air Elementary provides assistive technology resources to support students with disabilities. This includes speech-to-text software to help those with physical or learning disabilities complete classwork. The school also identifies characteristics of gifted students, ADHD, and dyslexia to help teachers best support students with these conditions through structured lessons, reinforcement of positive behaviors, simplifying instructions, and ensuring appropriate reading materials are used.
This document provides an overview of a dyslexia training presentation. It begins with an introduction and pre-assessment activity. It then discusses legislation defining dyslexia, characteristics of dyslexia like difficulties with word recognition and decoding, common myths, and screening tools. The presentation includes simulation activities and discusses interventions like focusing on phonological awareness, accommodations like extra time, and technologies to support students with reading disabilities.
This document provides information about dyslexia, including:
- Dyslexia affects reading, writing, spelling and dealing with symbols, but not intelligence. It exists on a continuum from mild to severe.
- Around 4-10% of people have dyslexia, which is generally detected when children start school and struggle with learning.
- Dyslexia can be helped through suitable teaching strategies so those with dyslexia can achieve their potential, but their fundamental learning profile may not change.
- Both boys and girls can have dyslexia, though boys are more likely to be identified due to other issues like behavior. Dyslexia can run in families.
Learning disabilities are neurological disorders that affect how individuals process information. They can impact areas like reading, writing, math, organization, motor skills, and social skills. Common learning disabilities include dyslexia, dyscalculia, dysgraphia, visual processing disorders, and non-verbal learning disabilities. While learning disabilities cannot be cured, they can be managed through accommodations and specialized instruction tailored to each individual's needs.
Learning disabilities are neurological disorders that affect how individuals process information. They can impact areas like reading, writing, math, organization, motor skills, and social skills. Common learning disabilities include dyslexia, dyscalculia, dysgraphia, visual processing disorders, and non-verbal learning disabilities. While learning disabilities cannot be cured, they can be managed through accommodations and specialized instruction tailored to each individual's needs.
This document defines and describes various learning disabilities including dyslexia, dyscalculia, dysgraphia, dyspraxia, aphasia, central auditory processing disorder, visual processing disorder, non-verbal learning disorder, and ADHD. It discusses the signs and symptoms of each disorder as well as their causes. The document also covers the diagnosis and management of learning disabilities through assessments, improving academic skills, developing cognitive abilities, and focusing on specific skill development needed for learning.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that affect phonological processing. Common signs are struggles with phonics, memorization, reading fluency, and foreign languages. Early identification and explicit, structured, multisensory instruction can help dyslexic individuals learn successfully. The document also outlines rights and accommodations for dyslexic students.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
TEACHING STRATEGIES FOR THE LEARNERS WITH DISABILITIES,GIFTEDNESS AND TALENTS...RosaliedelaCruz20
This document discusses teaching strategies for students with various abilities and disabilities. It defines different types of learning disabilities like dyslexia, dyscalculia, and ADHD. It also discusses giftedness and talents. The document provides strategies for teaching students with disabilities, including using non-verbal cues, tiered learning, and promoting acceptance. It emphasizes that learning disabilities require different instructional approaches but do not preclude students from learning. The overall message is that all students benefit when teachers provide appropriately challenging material and a supportive learning environment.
This document discusses recognizing and overcoming reading problems. It provides signs that a child may be struggling with reading, such as difficulty with rhyming, hearing sounds, or retelling stories. It also discusses causes of reading difficulties like phonological or phonemic awareness deficits. The document outlines what beginning readers need to learn, such as letter sounds and comprehension skills. Effective intervention programs are described, including Reading Recovery and READ 180. Suggestions are provided for teachers to help students with reading problems, such as using a multisensory approach, developing rapport, and involving parents.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
4. Typical Characteristics of Someone Who is Dyslexic
• Visual memory problem affecting word recognition, i.e. someone who can read
but persistently fails to recognize common words in print.
• Difficulty in learning from rules.
• Problems with reading (understanding or sounding out new words).
• Persistent severe spelling problems or erratic spellings.
• Difficulty in learning to tell the time on an analogue watch (one with hands).
• Poor pen control leading to hand strain, pressing hard on paper or poor hand-writing.
• Problems memorizing things like the alphabet or multiplication tables.
• Quick forgetting, especially of names and specific words for things.
• Discrepancy between verbal and written performance.
• Difficulty in getting ideas on to paper and especially with starting things.
• Problems with sequential ordering (maths, sentences, paragraphs, essay
structure) despite practice.
• Losing place in series or in reading.
• Letter reversals.
• Difficulty in seeing errors.
• Poor organization (of desk or work).
• Difficulty learning new information or following long instructions.
• Jumbling speech.
Adolescent and Adult Neuro-diversity Handbook : Asperger's Syndrome, ADHD, Dyslexia, Dyspraxia and Related
Conditions. Hendrickx, S. (2010).
17. “As dyslexia is often not diagnosed at all
or diagnosed later in life (the majority of
people are diagnosed after the age of 16:
Brayton 1997) a common experience of
education is failure, lack of
understanding by others, humiliation and
bullying….. It may also affect self-
esteem.”
Adolescent and Adult Neuro-diversity
Handbook: Asperger's Syndrome, ADHD,
Dyslexia, Dyspraxia and Related Conditions.
Hendrickx, S. (2010).
43. “…a person with dyslexia armed with a good
understanding of their own particular skills and
weaknesses and a set of strategies with which to
approach them can be an incredible asset to an
organization. Their ability to think holistically,
make connections and visualize all sides of a
problem can result in them developing novel
responses to the issues in hand.”
Adolescent and Adult Neuro-diversity Handbook :
Asperger's Syndrome, ADHD, Dyslexia, Dyspraxia
and Related Conditions. Hendrickx, S. (2010).
44. How dyslexia still impacts my life
• Still am a weak reader
• Still look up words that look even kind of wrong.
• My handwriting has gotten better, but still is closer to chicken
scratch.
• I still struggle memorizing, but if I have a context to apply it to, or can
remember where I wrote something down on the page, then I’m
more likely to remember it.
• I will not remember you name, I’m sorry. I doesn’t mean you aren’t
important to me, it just takes A LOT of energy for me to do so.
• I can, obviously, talk from here until tomorrow, but writing things
down is still a struggle. Yay for speech to text!
• I need to get instructions in easy to handle bits.
46. How I teach
1. Be yourself. For me, that mostly means letting my nerd flag fly and
using humor in every session.
2. I believe in a constructivist theory of knowledge, and my
teaching reflects this belief. Ascribing to this approach means
I teach in a way that builds on my students' existing
knowledge.
3. If it's at all possible, I make them use the skills/knowledge right
away. Frequently, this can be done during the information literacy
session.
4. Make it as real as possible. I do my best to make the context of
my teaching reflect what they'll be facing when they use the
skills and knowledge I'm presenting.
5. Most importantly, I give them a path back to the new information
and skills, since even the best and most attentive students will
forget stuff.
http://letterstoayounglibrarian.blogspot.com/2012/09/my-approach-to-teaching.html
47. How to accommodate dyslexic’s
learning styles in your teaching
• Present information in a variety of formats: visual, auditory,
and kinesthetic
– Let students draw pictures and cartoons, not just writing or
verbal skills.
– Use overview and mind-maps to help visualize whole and all its
parts.
– Storytelling, acting out scenarios
• Provide more detailed explanations of concepts, question and
answer sessions, and other kinds of enquiry-based
approaches to learning like project work.
• There is a common feeling among practitioners and teachers
that students with dyslexia require intensive remediation by
specialist teachers, but there is growing research that regular
teaching methods support learning for ALL students.
55. Learn More
• Adolescent and Adult Neuro-diversity Handbook : Asperger's
Syndrome, ADHD, Dyslexia, Dyspraxia and Related Conditions.
Hendrickx, S. (2010).
• Allen, H. E. (2010). Understanding Dyslexia: Defining, Identifying,
and Teaching. Illinois Reading Council Journal, 38(2), 20-26.
• “The Big Picture: Rethinking Dyslexia”,
http://thebigpicturemovie.com
• Bipartisan Congressional Dyslexia Caucus,
http://dyslexiacaucus-cassidy.house.gov/Shaywitz-Presentation
• Blackman, S. (2011). Using pupil perspective research to inform
teacher pedagogy: what Caribbean pupils with dyslexia say about
teaching and learning. Journal Of Research In Special Educational
Needs, 11(3), 178-185. doi:10.1111/j.1471-3802.2011.01197.x
• Yale Center for Dyslexia & Creativity, http://dyslexia.yale.edu
Editor's Notes
Hi, my name is Deana. When I was little I’d written this on the bulletin board in my room, but covered it up with clippings from magazines and such, but I felt that under all of that, that I was dumb! Now, I’m sure you’re wondering why NMLA has invited someone who can’t even spell “dumb” to speak at the conference.Well, it’s because turns out I wasn’t dumb…I was dyslexic! Even though my teachers and parents repeatedly assured me I wasn’t dumb, I still felt more dumb than dyslexic, and like there was something wrong with me. I felt “different” at a time in my life when all I wanted to do was fit in.
Put in special classescognitive disabilitiesADHD todayWaaaay bigger problemsWas I like them??Disliked reading, interested in picturesFlipped letters and numbersFirst day, very anxiousMinute handWrongMarched back to classOnce I was diagnosed as being dyslexic, I was instructed to go to special classes. I was put in special classes with other students who had various cognitive disabilities. I believe today the other students would have been diagnosed with ADHD and the like. Why was I in a class with kids who seemed to have waaaay bigger problems than me? Was I like them? I didn’t like reading and was just more interested in pictures than words. Sure, I flipped letters and numbers around all which ways, but surely I wasn’t like them?!I remember the first day I was to start attending them I was very anxious. I was told by my teacher to leave my normal class, “When the big hand is on the #.” Well, not wanting to draw any more attention to myself, I didn’t share the fact with the teacher that I wasn’t really sure how to tell time. So, I left when what I thought was the “big hand” (the minute hand) was on the right number, and got up to leave, only to, obviously discover I had arrived early, and was promptly walked back to my classroom.
Various exercises – simple, and hardDon’t remember any “tools” to deal with dyslexiaCarpeted rampTake turns rollingStatic hairI was allowedDidn’t even fit in here??!These classes consisted of various exercises. Some of which were difficult for me to complete, and others that seemed ridiculously simple. Once during every class, we’d all walk down to the carpeted ramp by the cafeteria. All of the other students would take turns climbing into a paper barrel and rolling down the ramp. I remember the ride in the barrel made everyone’s hair full of static when they got out. I wasn’t allowed to roll down the ramp in the barrel. I didn’t even fit in with these people?!
Anxiety over being differentInsecurityExploded math teacherDescribe mobilesHow EVERYONE could seeRan out of room cryingMath teacher tried to consoleNo consoling dumbMy anxiety over being different and feelings of insecurity grew to the point of where I exploded at a math teacher. We were working on multiplication tables. Each student had a mobile hanging from the ceiling that had their name at the top. Every time you passed your 2’s and 3’s and so on, you’d get to add that number below your name….for the whooooole class to see. Needless to say, my mobile was the shortest of the class, and everyone could see that I was dumb and behind. This did not feel good. I remember one day running out of class into the hall in tears I was so frustrated. My poor math teacher followed me out and tried to console me, but there’s no consoling dumb.
Struggle not only math, but reading tooMom, trying to read, pictures betterDerek – fly butterHated reading, not leisurely Reading struggles = fear of libraryALLLLL those books and wordsWords for other peopleHow get kids to read when scared of library?Hook them located in librarySpecial place in back….computers!I was struggling not only in math, but reading as well. My mother remembers trying to read to me, but I was more interested in the pictures and making up my own story. My brother tried to teach me to say “butterfly,” I kept saying “fly butter.” I hated reading, and still don’t find book reading to be the leisurely pursuit that some do. My struggles with reading translated into a fear of the library. There were alllllll those books full of words. Words I felt were for people other than me. How do you get a kid to read when they don’t even want to be in the library? Well, you hook them with something else….but locate it in the library! The library still had good ‘ol card catalogs, but in the back, in a special space we got to go to once a week, there were computers!
Buttons to pushKnobs to turnGlowing green screenLittle arrow turtle danceAWESOMEI thought only booksToys lurking in the backPuppet kitsBooks on tapeColorful posters = stare for hoursMore than words, pictures and stories tooThere were buttons to push, knobs to turn, a glowing green screen, and a little arrow we called a “turtle” that we made dance across the screen. It was awesome! I thought libraries only had books in them, I didn’t know they had toys lurking in the back! There were other fun things in the library, like puppet kits to play with, books on tape, and colorful posters I could stare at for hours. Slowly, I began to feel more and more comfortable in the library, and found the library was more than just a room full of words; it was full of pictures and stories! The library wasn’t so focused on right or wrong answers; it was all about the journey, and I liked that.
Nice librarian = magicalNever felt dumb when helping meFeel welcomeBegan to look forward to Poster contestThere was also a very nice librarian who I thought was magical. For some reason, I never felt dumb when she was helping me. She always made us feel welcome, and I began to look forward to class visits to the library. I remember winning a poster contest in the library. My poster had kangaroos on it. I was very proud.
Intricacies of drawingsImagine myself in them.Two favesI started to really notice the intricacies of drawings in books and enjoyed imagining myself in the pictures. Two of my favorites were “Cloudy with a chance of meatballs”
Cloudy = Images inspired imaginationAbsurd storylineWell thought outRealistic imagesThought might wake up w/ pancake on neighbor’shousePrincess = I was girlie tomboyPlayed in mudBut liked to dress in pretty thingsWhat if magical world under one in?Maybe find.Bought books again after thrown out.Though engaged images, still struggling schoolClasses frustratingand this version of “The twelve dancing princesses” by Errol Le Cain.These books and their images inspired my imagination. “Cloudy” because the storyline was absurd, but so well thought out, and realistically presented in the images that I thought I might just wake up to find a pancake flopped atop the neighbors roof.The “Princesses” because, what can I say, I was a girlie tomboy. I liked to play in the mud, but I also liked to dress up in pretty things. What if there is a whole other magical world under the one we were living in? Maybe I’d find it one day.These two books made such an impact on my life, that years later when my mom accidently got rid of a box of my old books….I hunted down new copies to add to my personal library.Though I was engaged by the images in these books, I was still struggling with school/ reading and found most of my classes frustrating.
Middle to end of grade school – art literacyOne class looked forward toArt history for grade schoolersClassmate’s momWheel in projectorPhysical samplesDim lightsTalk about each slidePrimitive ceremonial masks to modern paintingsCraft related to presentationProjector’s hum, beam of light with dust pictures from distant times/ places….magicalDiscovered love of art. Empowering to feel like getting somethingDidn’t have to take test to proveStill in placeSometime during the middle to end of grade school, there was a new class period introduced; Art Literacy. This became one of the few times I was actually excited to be in class. Looking back, it was like an art history class, but for grade schoolers. A classmate’s mom would wheel in the slide projector, maybe have a few physical samples of things, and dim the lights. She’d go through the slides and say a little about each one. The slides were of everything from primitive ceremonial masks, to more modern paintings. After her presentation, we’d usually do some sort of craft or activity that related to what we’d just seen.The hum of the projector’s motor, the beam of light catching dust in the air, pictures from distant times and places flashing on the screen….it was magical. I had discovered my love of art. It was empowering to finally feel like I was “getting” something in school. And I didn’t have to take a test to prove I WAS getting it. This program is still in place today!
Art propelled me through primary/ secondaryParent supportiveSummer drawing classesFreeing, not worried about outcomeWouldn’t have finished schoolFell through cracks, dealt with dyslexia on own, I was cured!Had to become self-reliant >> make my own wayHow life different if had supportThen I wouldn’t’ be hereMy love of art propelled me through the rest of my primary and secondary years. Fortunately, my parents were very encouraging of this, and enrolled me in art classes over almost every summer. One summer, I took a drawing class based on this book. It was so freeing to not worry so much about the outcome, and learning to enjoy the outcome even if it didn’t “look like it was supposed to.” I don’t think I would have finished school if it weren’t for artistic pursuits, because after grade school, I was left to deal with my dyslexia on my own. I sort of fell through the cracks. It was like I was “cured”! Only, I wasn’t. Sometimes, I wonder how my life would have gone differently if I’d had continued assistance throughout my scholastic career. Then I remember that life is a journey, and I wouldn’t be here if my journey had gone differently.
Middle/ HS struggle w/ spelling readingTeasedTweens crueler than grade schoolersExpressed self in dressDidn’t like singled out for spellinCrowded/ ed HouseThrough middle and high school, I still struggled with spelling and reading. This struggle lead to teasing by classmates and upperclassmen. Tweens and teens can be much more cruel than grade schoolers. I started to embrace the ways I was different, by expressing myself in my dress, but I did not like being singled out and teased for spelling things wrong. One of my favorite bands in high school was Crowded House. I’d crafted a sign to decorate my locker with, but I’d spelled it “Crowed House.” Older girls would stop, point, and then laugh. I felt an inch tall.
Autonomy/ auto-nomyTerrified reading out loud in classStruggling because NOT active learningFortunately, still art classesIn a high school psychology class, I gave a presentation on Freud where I used the word “autonomy” repeatedly. However, I pronounced it “auto-nomy,” completely oblivious to the fact I was saying it wrong, because that’s how I’d sounded it out. No one corrected me, not even the teacher! I was horrified on days when we would have to read out-loud in English class, and, though I didn’t realize it at the time, I struggled in classes where experiential learning was lacking. Fortunately, there were those good ‘ol art classes!
HS art teacherSupportive/ challengingArt = rockFelt safe confident, no fear of judgmentNot worried about falling on faceFocus on journey, hoping best resultFelt like I was DOING somethingNot just sitting therePlaying w/ ideasEmpoweringMy HS art teacher was a disheveled kooky sort of character. Supportive and challenging. Art classes became my rock. They were the one place I felt safe and confident. I could express myself without fear of judgment. I could take chances without worrying about falling on my face. Focus on the journey while hoping the end result was what I’d envisioned. They were the only time I really felt like I was DOING something. I wasn’t just sitting there, I was interacting with my surroundings and those around me. I was playing around with ideas. It was very empowering.
Graduated HSCC for 1 year = drawing/ graphic design, core classesTransferred“ology” classes = panic AND testsArt history = memorization >> no idea how to study >> poor gradesLibrary huge = intimidating, but also beautifulPublic art piece = interview artist, inspired me, my choosingComfort w/ research >> making connections >> putting on paperPaper from undergrad I remember enjoying mostI graduated HS, and went to community college for a year. I continued my pursuit of art by taking a combination of drawing and graphic design classes, along with required core studies. After a year, I transferred to a 4-year university. I struggled with most of my non-art courses. Anything that ended in “ology” sent me into a panic attack, as did tests. So, Art History was something I was very interested in, but received poor grades as the class was largely memorization and tests. I had no idea how to study for these classes and certainly didn’t know how to write a college level paper. The library on campus was huge, which made it that much more intimidating to me. Fortunately, it was also beautiful, and I had the opportunity to write a research paper about one of the public art pieces in the library’s garden. This was the first time I was really excited about writing a research paper! I was going to get to write about a topic I’d chosen, and that inspired me. I was going to get to interview the artist, which is something you never get to do in an art history class. I started to feel comfortable with the idea of conducting research, making connections between ideas, and putting it all down on paper. This is the only paper from my undergrad that I remember writing.
Graduated BS vs BANever occurred to me there were resources on campusCured!I managed to earn my BS in Fine Art – Photography. Notice that’s a BS and NOT a BA. I tried going for a BA, but you had to have a year of foreign language. After struggling with Spanish for a semester, not getting anywhere, having to change to P/ NP because I was doing so poorly, I decided I’d be better off taking math and getting a BS instead. It never occurred to me that there might be services on campus to help me with my struggles, I was “cured” after all!
Art retail 7 years = burnt outWho was I kidding = not same as artist, not meaningful. Do rest of life?Use skills for greater purpose, give back to community, possibly world.Make a difference in people’s lives!After graduation I worked in art related retail stores for 7, I was burnt out. Who was I kidding? Working in retail, even if art related, was not the same as being an artist, or even making use of my art degree in a meaningful way. Was this what I was going to do with the rest of my life, work in retail?! I felt like I could use my skills for some greater purpose, something that gave back to my community, and possibly the world. I wanted to do something with more meaning than make money for someone else in exchange for a portion of the profits. I wanted to make a difference in people’s lives!
I did some serious soul searching, looked back at past jobs I’d held, and aspects of them I’d enjoyed. I weighed these against goals I had for my future and decided there were 3 things I could do:Go teach English overseasBecome an elementary school teacherBecome an art teacherTraining experienceStruggle during elementary >> make differenceParent/ teacher conf >>standardized testsI really wanted to travel and see the world, but the idea of doing so put a little bit of terror in me. How would I communicate when I’m obviously not good at learning other languages? I also started to think that someone who didn’t have a very good grasp of the English language probably shouldn’t be teaching it to others. So, I crossed off the English overseas option.I’d held jobs in the past where I was responsible for training, and was good at it and enjoyed it. I struggled so much during my own elementary years; I thought I could make a real difference in the lives of young students. But, after speaking to friends who were elementary school teachers, I wasn’t so sure. Parent/ teacher conferences didn’t sound like something I wanted to deal with, along with standardized tests and such. So, I crossed off elementary school teacher and art teacher. One person I spoke to was the librarian at an elementary school. They said they loved it because they got to be creative and interact with the kids, but didn’t have all the suffocating administrative duties that teachers have. This was something I’d never thought of because reading was never something I was good at, so I wasn’t the most well read person. If I became a librarian, would people have expected me to have read a bunch of books? What if people found out I was a horrible speller, a slow reader, and NOT well read? Would the let someone like me into their “club?” I was in the process of mulling my options over when a friend’s birthday rolled around.
I did some serious soul searching, looked back at past jobs I’d held, and aspects of them I’d enjoyed. I weighed these against goals I had for my future and decided there were 3 things I could do:Go teach English overseasBecome an elementary school teacherBecome an art teacherTraining experienceStruggle during elementary >> make differenceParent/ teacher conf >>standardized testsI really wanted to travel and see the world, but the idea of doing so put a little bit of terror in me. How would I communicate when I’m obviously not good at learning other languages? I also started to think that someone who didn’t have a very good grasp of the English language probably shouldn’t be teaching it to others. So, I crossed off the English overseas option.I’d held jobs in the past where I was responsible for training, and was good at it and enjoyed it. I struggled so much during my own elementary years; I thought I could make a real difference in the lives of young students. But, after speaking to friends who were elementary school teachers, I wasn’t so sure. Parent/ teacher conferences didn’t sound like something I wanted to deal with, along with standardized tests and such. So, I crossed off elementary school teacher and art teacher. One person I spoke to was the librarian at an elementary school. They said they loved it because they got to be creative and interact with the kids, but didn’t have all the suffocating administrative duties that teachers have. This was something I’d never thought of because reading was never something I was good at, so I wasn’t the most well read person. If I became a librarian, would people have expected me to have read a bunch of books? What if people found out I was a horrible speller, a slow reader, and NOT well read? Would the let someone like me into their “club?” I was in the process of mulling my options over when a friend’s birthday rolled around.
I did some serious soul searching, looked back at past jobs I’d held, and aspects of them I’d enjoyed. I weighed these against goals I had for my future and decided there were 3 things I could do:Go teach English overseasBecome an elementary school teacherBecome an art teacherTraining experienceStruggle during elementary >> make differenceParent/ teacher conf >>standardized testsI really wanted to travel and see the world, but the idea of doing so put a little bit of terror in me. How would I communicate when I’m obviously not good at learning other languages? I also started to think that someone who didn’t have a very good grasp of the English language probably shouldn’t be teaching it to others. So, I crossed off the English overseas option.I’d held jobs in the past where I was responsible for training, and was good at it and enjoyed it. I struggled so much during my own elementary years; I thought I could make a real difference in the lives of young students. But, after speaking to friends who were elementary school teachers, I wasn’t so sure. Parent/ teacher conferences didn’t sound like something I wanted to deal with, along with standardized tests and such. So, I crossed off elementary school teacher and art teacher. One person I spoke to was the librarian at an elementary school. They said they loved it because they got to be creative and interact with the kids, but didn’t have all the suffocating administrative duties that teachers have. This was something I’d never thought of because reading was never something I was good at, so I wasn’t the most well read person. If I became a librarian, would people have expected me to have read a bunch of books? What if people found out I was a horrible speller, a slow reader, and NOT well read? Would the let someone like me into their “club?” I was in the process of mulling my options over when a friend’s birthday rolled around.
Gaggle girlsNight out to celebrateMovie changed course of my lifeKnew nothing about movie going inHumor and soundtrack resonated“All of her E’s looked like 3’s!”No direction in lifeI wasn’t as messed upMovie = sign librarianSeriously look into?A gaggle of us girls were going to have a night out on the town to celebrate with dinner and a movie. I don’t remember where we went to dinner, but the movie we watched changed the course of my life. The movie was “Party Girl,” staring Parker Posey. It was playing at one of the cheap second (or third) run theaters in town. I knew nothing about the movie going in, so had no expectations. The movie’s humor and soundtrack resonated with me. Also, the main character was dyslexic too! “All of her E’s looked like 3’s”If this girl, who has no direction in life, can become a librarian, maybe I could too! After all, my life isn’t nearly as crazy as hers and I’ve already completed a bachelors degree. I saw this movie as yet another sign guiding me towards becoming a librarian. Maybe this is something I should seriously look into?http://www.youtube.com/watch?v=B9tshSME0WQ&
However, before I could apply to any of these programs, I had to take the GRE.Unfortunately, when I finished my undergrad, I swore I was done with college, so I never took my GRE, and a number of years had passed since I’d written a paper, had homework, or done anything remotely academic. I’d never felt my degree was overly “academic” in nature anyway, so those old insecurities about being “dum” started to creep in. “A fine art major has no business getting a library degree.” “I have to write an essay?!” “There’s math on the test?!”
Friend’s mom MENSAMath focusMade scheduleNervous even though nowhere NEAR taking testFortunately, a coworkers mom was a MENSA member, and she had tutored students in the past! Math was the subject I felt the least prepared for, so I asked if she could help me with that. She agreed, and we set up a schedule. I was very nervous and could feel my test anxiety coming back, even though I was nowhere near ready to take the GRE!
Coffee shop after workNumber of monthsWasn’t greatest studentKahn Academy!!!There was a little coffee shop down the street from where I worked, and for a number of months, I would meet her there after work to go over math problems. I must admit, I wasn’t the best student, and found myself nodding yes to things I had no idea about because I didn’t want to look dumb. If only Kahn Academy had been around back then!
Prepping for number of monthsObsessively >> directions, what could bring/ expectI took GRE and Passed!I could apply to schoolsAfter prepping for a number of months, and obsessively looking over directions of how to get there, and what I could/ could not bring. I took the GRE….and PASSED! I was so relieved, and excited at what this meant. I could apply for grad school!
I discovered was ESU’s SLIM program. Even though the program’s name sounded like a weight loss program, I liked what I saw. There was a cohort in my city (Portland, OR), so I wouldn’t have to travel for classes, class sessions were held twice a semester for every class in the form of a long weekend intensive starting Friday after work, and ending around lunch on Sunday. And there weren’t huge gaps between classes, and since it was local, there was a good chance many of my classmates lived in town.
Classes were held on the beautiful PSU campus in downtown Portland, OR. I arrived early on that first day to make sure I knew where I was going in an effort to squelch some of my anxiety about the day. Going back to school, not knowing a soul in the room, navigating a new place…ack!
Anxiety ++ introductionsLit/ English majors, business owners, librariansClearly smarter than meLaugh when I opened my mouth to share?“That art student”Unwarranted, open armsValued my viewpoint because so far removedAs we went around the room and introduced ourselves, my anxiety grew. I was one of the youngest students in the room, and was the only one who had gotten their under grad in art. There were many literature/ English majors, people who had run their own business, people who were already librarians, but needed that coveted piece of paper. What had I gotten myself into? These people were all clearly smarter than me, what could I possibly add to the discussion?! Would they laugh when I opened my mouth to share my own perspective on a topic? Would they dismiss me as “that art student.” As is often the case, my anxieties were unwarranted, and I was welcome with open arms. Many of my fellow classmates even valued my viewpoint more than others because I WAS so far removed from the library culture.
Vehemently against academic librarianship = snooty“I want to help common man”>> Children’s YA = craft + artRead quoteWhen I started my graduate program, I was vehemently against becoming an academic librarian, because I thought of it as the snooty arm of the profession. “I want to help the common man and not have to deal with all the politics of tenure and getting published.” So, I focused my studies on Children’s/ YA services. I thought this would allow me to combine my crafty talents with my new librarian skills. I have very fond memories of books I read as a child, and believe whole heartedly as Meg Ryan says in the movie “You’ve got mail”, The character Kathleen Kelly says, “When you read a book as a child, it becomes a part of your identity in a way that no other reading in your whole life does”, http://imdb.to/Kg3f1s. I wanted to help children find their identity.
Mind numbing gov docsSock puppets Graphic novelsExperiential learning very different than under gradSo, much like in my undergrad, while fellow classmates were taking classes which sounded mind numbingly boring, like gov docs, I was having fun reading graphic novels and making sock puppets! I was getting to use experiential learning in a way that was very different than my under grad.
A year or so into the program, I landed a job at a suburban public library. Sweet! I was going to be able to apply what I was learning WHILE I was learning it in the environment I hoped to work in.
Pam fantastic mentor >> since I was in school, let me reach beyond job duties Helped develop Read to the Dogs program >>> thinking outside the box, addressing that not everyone likes to read >>> reducing reading anxiety
Utilize art backgroundWeek long internship RMNP >> Archives in the ParkLocal history museumNP officeCataloging, local history, preserving archival materials…making connections between allOutcome paper vs projectInspired by these booksMimic styleAs I got further and further along in my 2.5 year program, I began to see more and more ways I could utilize my art background. I participated in a week-long internship at Rocky Mountain National Park with a number of my classmates. It was called Archives in the Park. We worked with a local history museum and the National Park office on cataloging items, learning about local history, preserving archival materials, and making connections between all of them. The outcome from the class was to either be a paper or some sort of cumulative project. Since writing a paper didn’t really get me excited, I and a classmate decided to write a children’s book based on our experiences there. We were both inspired by the “Who pooped in the park” series. The books were informative in a fun, playful way. Taking a taboo topic, and using it to learn about a new area. We decided to mimic this style in our book.
Kelsey = gnome idea = KevinDinnerMuseumNP officeField tripsEveryone wanted KevinBS in ways never imagined!Passed doc back and forthKelsey’s friendHUGE hit in classMy background was in photography, NOT illustration, so we decided to use photographs at the illustrations. My classmate, Kelsey, came up with the idea of having our main character be a garden gnome. We named him Kevin, and he went everywhere with us. We took him to dinner, to the museum, to the NP office, on field trips. You name it, Kevin was there for a photo-op! Here I was again, using my undergraduate degree in ways I never could have imagined! Kelsey and I worked on the book via email, passing a publisher document back and forth for edits. Once we had honed in on our basic storyline, she showed it to a friend who did children’s books. She helped us tweak the language so it would appeal to our audience more. The book was a hit, and we even had classmates asking for copies to share with their kids.
Two and a half years later, I finished! Was deemed worthy of calling myself a librarian.
Circulation supervisorsolo librarian, reference librarianand children’s librarian. I finally got the job I’d intended when I started library school…..only to realize it wasn’t a good fit for me. Aside from it only being a temporary position, it was exhausting! Organizing storytimemustering the energy to make storytime funtrying to tune out all the noise of a children’s room. Things I hadn’t thought about in library school, but were realities of the position. I thoroughly enjoyed getting to be crafty though and felt like I was hitting a stride in this librarianship thing. My differentness made me an asset!
Problems with reading (understanding or sounding out new words). >> Still am a weak readerPersistent severe spelling problems or erratic spellings. >> Still look up words that look even kind of wrongDifficulty in learning to tell the time on an analogue watch (one with hands). >> I’ve conquered this one!Poor pen control leading to hand strain, pressing hard on paper or poor hand-writing. >> My handwriting has gotten better, but still is closer to chicken scratch.Problems memorizing things like the alphabet or multiplication tables.>> I still suck at straight up memorizing, but if I have a context to apply it to, or can remember where I wrote something down on the page, then I’m more likely to remember.Quick forgetting, especially of names and specific words for things. >> I will not remember you name, I’m sorry. I doesn’t mean you aren’t important to me, it just takes A LOT of energy for me to do so. Difficult with Erik’s job. Discrepancy between verbal and written performance. >> I can, obviously, talk from here until tomorrow, but writing things down is still a struggle. Yay for speech to text!Difficulty in getting ideas on to paper and especially with starting things. >> I’m sorry, but doesn’t everyone struggle with starting things from time to time?Poor organization (of desk or work). >> Yes, my desk is a mess, but I know where everything is, I swear!Difficulty learning new information or following long instructions. >> I need to get verbal instructions in easy to handle bits.
Desire to be come more involved in the profession >> make difference in more lives >> encourage literacy
“Present information in a variety of formats, such as drawing pictures and cartoons to allow people to use their range of skills and abilities, not just writing or verbal skills.” Adolescent and Adult Neuro-diversity Handbook : Asperger's Syndrome, ADHD, Dyslexia, Dyspraxia and Related Conditions. Hendrickx, S. (2010). “Use overviews and mind-maps to enable people to see the whole as well as the parts and make use of visual and spatial thinking skills.”
Some of my most memorable moments in school where when I was out actually DOING something.Glad to hear moving away from isolating dyslexic students, and adjusting teaching for multiple learning styles.