Mira And Mark Halpert asked:


5 Steps to Improve Standardized Test Scores’ Success

Standardized reading tests are a major challenge for many students, especially for those with Dyslexia or Learning Disabilities. The math tests are very difficult for students with reading comprehension issues because the questions are either ambiguous and or very wordy.

For the child, the threats include:

· They will be retained

· Being excluded from more enjoyable activities to get the second or even third dose of reading and math help

· Frequent testing that tends to reaffirm their issues

Parents are often frustrated that progress is minimal, despite a major investment of time, money and time. This article is designed to help parents understand that learning differences, vision and attention issues could all be playing a role.

Reading comprehension, attention, vision, and test taking issues can all be major contributors to your child’s success. Below we have outlined 5-steps that parents can take to help their child succeed on high-stakes tests and beyond with a holistic approach:

1- Have a school or outside professional assess your child for reading, attention and vision issues. Over 75% of our students have two of the three issues and over 40% have all three.

2- If your child has reading comprehension issues they may be a visual-experiential learner (i.e. excellent memory for places they have been and movies they have seen and learn best when they see and experience information). We call them:

GOLD Students ™ Gifted Operating with a Learning Difference

When parents view their child as gifted and learning differently, it opens up a whole new way to explain prior challenges and to help them succeed.

Two excellent books on the subject are Jeffrey Freed’s “Right-Brained Children in a Left-Brained World” and Dr. Linda Silverman’s “Upside Down Brilliance” that describes gifted children who learn differently.

3- If your child skips words or lines when reading, has trouble copying off the board or get headaches when reading, have their eyes checked by a Developmental Optometrist - go to www.covd.com to find one near you. There are two routes for improvement

a. Vision therapy done at the optometrist’s office

b. Exercises you can do at home

4- Address the attention issue. Some people prefer medication; our bias is to use systems that address it naturally. We encourage natural solutions to both avoid the side effects and the challenges when the drug wears off - understand that an hour of physical exercise a day can be an enormous benefit. We also use the Interactive Metronome ®, Brain Gym ® and Centering Exercises to help the student.

5- Make sure your child gets the accommodations and test taking support they need. To get an accommodation at a public school for high stakes tests, it must be part of a formal plan done in conjunction with the school - based on your child’s disability. For students with Attention Deficit Disorder, you can get the needed accommodations if your physician assesses the child and determines the ADHD significantly impacts their academic performance. Students with a combination of learning, attention and vision issues benefit from extra time and a quiet place to take the test.

Extra time is very helpful for students who learn differently

You also want to consider having your child tested by someone who understands the way the test is written and who can teach the test taking strategies that work for them.

At http://www.3dlearner.com

we started as very frustrated parents and professionals; then migrated to doing more traditional tutoring; and now see the benefits of a holistic approach that addresses:

1- Teaching the child the way they learn best

2- Addressing vision and attention issues

3- Helping the child with both the right accommodations and test taking skills



Luis

Jane Saeman asked:


So your child has been diagnosed as having a learning disability. What’s your next move? You may feel disappointed or discouraged, but you need to realize that these feelings are temporary and shouldn’t be communicated to your child. While it’s important that you acknowledge your feelings, make sure that you do so with an appropriate person, such as your spouse, partner or a close friend, not your child. Children have very fragile self-esteem and they tend to internalize things, so parents will want to avoid giving their children any sort of negative messages about their learning disability. Otherwise, parents run the risk of having their children think that they’re somehow at fault for their learning problems. A much better and more productive way to handle this situation is to be as positive and nurturing as possible. This is easily accomplished through the

following simple steps:

1. Inform yourself

The more you know about your child’s learning disability, the easier it will be for you to deal with it effectively. There are a host of excellent online

resources available to parents of children with learning disabilities. Along with excellent articles on everything from treatment options to an easy-to-understand breakdown of the Individuals with Disabilities Act (IDEA), these sites feature links to

local learning disability specialists and support groups.

2. Show a little sympathy

Keep in mind that any frustration you may feel is small in comparison to what your child is going through. After all, he or she is the one that has to

learn the strategies necessary to making the most of his or her educational opportunities. The best you can do is support your child and have faith in his or her perseverance. Even if a particular treatment option doesn’t work, know that there are others available and don’t give up. Hope that you will find one that works for your child.

3. Look on the bright side

Sure, things may look bleak at first, but keep in mind how lucky you are to have caught the disability when you did. Some people manage to make it all the way to adulthood without knowing that they have a learning disorder, which causes them to experience unnecessary difficulty in school and at work. You should also make sure to communicate to your child that their learning disability is just one aspect of their lives. It’s not the entirety of who they are, although it may take considerable time and effort to work through these issues. Keeping the problem in perspective will allow your child to do what’s necessary to overcome it without being overwhelmed by the challenge this poses.

4. Enhance the positive

Focus on all the things your child can do, rather than what they’re currently unable to. This doesn’t just mean praising what they have no trouble doing, but every step they make along the way in learning how to work with their disability. Any progress they make should be noted and praised, which will encourage them to keep on going. When your child feels like you’re backing them, it will be that much easier for them to reach their potential.



Jackie

Jane Saeman asked:


While learning disorders are being diagnosed earlier and earlier nowadays, sometimes certain cases still slip through the cracks. This is unfortunate, since the sooner a problem is identified, the sooner it can be dealt with. However, it’s always better to know that an issue exists than to never know, so if this is what’s happened with your family, keep in mind that there are still plenty of treatment options available to your child. Of course, the first step is figuring out whether or not your child has a learning problem, and if so, which one.

Below, you’ll find a list of symptoms grouped by disability type:

Dyslexia: Teenagers and adults who have yet to be diagnosed with dyslexia may have considerable difficulty with spelling. This may be demonstrated by spelling the same word multiple ways within the same essay. Those with dyslexia often rely heavily on phonetics when trying to spell a word. They may also write their letters or punctuation marks incorrectly (backwards, upside down, etc.) or put them in the wrong order.

Dyscalculia: People who don’t know that they have dyscalculia may still have extreme difficulty with basic mathematical principles and practices, such as addition and subtraction. They may have trouble dealing with number sequences, columns of numbers, and mathematical symbols. Other common signs of dyscalculia include overreliance on calculators and confusion with left and right.

Dysgraphia: Those with dysgraphia have a hard time writing or drawing within a defined space, like a piece of lined paper. This is due to poor development of fine motor skills. Another symptom of dysgraphia is illegible handwriting, which isn’t due to carelessness, but instead indicates a difficulty with handling a pen or a pencil.

Audio and Visual Perception Disabilities: If your child often has to ask you to repeat yourself, it may be a sign that they have an audio perception problem. It’s not that he or she isn’t listening carefully enough to you, it’s that their brain is unable to sort out which sound or tone to interpret first. Those with visual perception problems may transpose letters, punctuation marks, numbers, and mathematical symbols. Once again, this is an issue of sequencing malfunction in the brain, not lack of attention.

Memory Disabilities: These can manifest themselves in different ways. One common symptom is the inability to retain information that has just been relayed. For example, if your child can’t remember a passage that they have just finished reading, they may continue to reread that passage over and over again. This indicates a problem with short-term memory. Long-term memory problems may announce themselves through difficulties with retrieving information. For instance, if your child can’t recall the mathematical formula that allows them to calculate the circumference of a circle, long-term memory problems are at fault. Of course, the two are related, since if a piece of information doesn’t stick in your short-term memory, it won’t make it to your long-term memory either.



Joe

Kenneth Scott asked:


When we are born, the groundwork of our language has already been laid for us. In utero, babies listen to the sounds of our world our parents and other ambient sounds and learn a foundation for sounds and words.

As a child develops, he or she goes through different stages of learning: walking, talking, and interacting. At a certain age, a child is then expected to go to school to learn very specific information.

This might start as early as pre-school at three years old, but many children begin school at age 5 or 6 in Kindergarten.

School introduces a whole set of changes and influences to a child. For children, pre-school is often very, and learning is very basic.

Once a child moves up in grades and reaching high school, the content learned and the work completed become more challenging. There are also huge influences from other children at this stage.

The behavior and actions of other children can greatly affect and influence the other kids, and interrupt the learning process.

Peer pressure is a common issue that children have to deal with. Nearly everyone succumbs to it at one time or another. While this can affect the learning process, it should not cause vast delays. This might lead to the incorrect labeling of some children as having a learning disability.

Sometimes when a child presents exhibits learning or behavior problems, teachers will send the child to a special education class. The problem is the instructors often refuse to handle responsibility, partly due to state mandates.

Children diagnosed with Attention Deficit Disorder do usually have difficulty with learning, because their minds are often moving at faster than average rates. Because they do not learn like the average child, they are often forced to conform to set standards of learning, despite the fact that they are often highly intelligent.

Many children with learning problems are often stunted by a special education environment. They often thrive in a homeschooling setting, because it enables them to learn at their own unique pace.

Home schooling might seem intimidating, but after careful research and preparation, it can be the best thing in the world for your child. If homeschooling is a viable option for your family, it should definitely be considered. Many communities offer extra programs that supplement a childs homeschooling experience, and give him or her the opportunity to socialize with other homeschooled kids.

If your child has been diagnosed with a learning disability, make sure he or she is thoroughly assessed, in order to pinpoint the problem. If your child is recommended for special education, consider how and what he or she will be forced to learn. Your childs educational experience shapes his or her future forever.



Jeffrey

Maritza M. Conde asked:


Theoretical Approaches to Learning Art

“Every child is an artist. The problem is how to remain an artist once he grows up.”

Picasso

As educational leaders, it is our task to enhance learning with the theories that we learn throughout our educational experiences so our children as Picasso so nicely put it could keep their imagination and continue being artists for the rest of their lives. Art is “the use of skill and imagination in the creation of aesthetic objects, environments, or experiences that can be shared with others” according to Britannica Online. In the broadest sense art is the one subject that has stayed closest to the older Latin meaning, which roughly translates to “skill” or “craft,” and from an Indo-European root meaning “arrangement” or “to arrange.” The purpose of this article is to explore the applications of eight to ten theories and use them to teach art education, while explaining how the information contained within the matrix created, could be transferred, and implemented to the art education program, while evaluating the pros and cons of each theory to the arts.

Theories

In the 21st century the educational system of the United States of America is in a process of change, in which it is merging and integrating new curriculums, theories, and programs into the system. All of the programs that have been created are focused on minority students, women, and students who have shown in one way or another that are at risk of not having the requirements to succeed in this educational system. Yet the techniques required for teacher to interact with the students has also been changing from writing to typing, books to computers; chalk boards to white boards; lecturing to team work.

Philosopher-educator John Dewey suggested that Americans face a choice between education as a function of society and society as a function of education. . . .Democracy demands the latter and requires citizens to develop the capacity to interpret, understand, and analyze knowledge, as well as to effectively communicate information, ideas, and concepts. (Romanowski, 2006, 9A)

Yet, theories are not permanent. They change due to our needs, culture, and beliefs for workable or accurate explanations of what the truth and purpose of education (p. 4). This may be because a theory according to DeMarrais and LeCompte (1999) is the “way we organize and explain the world we live in” (p. 3). Throughout history, our social and cultural beliefs have been influencing the educational system with a range of social theories that include but are not limited to Functionalism, Marxism, Interpretivism, and Post-modernism, which have also influenced art. Geertz (1998) states that “these approaches place great importance on presentation of the “multiple voices” of all participants – especially less powerful participants such as women, members of minority groups, and students” (DeMarrais and LeCompte, 1999 p. 38). In other words, art education, science education, mathematics, and knowledge in general are important for all individual, no matter the sex, age, ethnicity, or social status. The learning theories used today in schools are not limited to social learning theory, behaviorism, cognitive dissonance, contiguity theory, cooperative learning, Gardner, Piaget, Situated learning, Skinner, Vygotsky, Weiner, and Constructivism among others.

Interpretive theory

The interpretive theory states that school planning requires a systematic plan that has predetermined objectives or standards like the NCLB Act of 2001, since written rules and procedures, hierarchy of authority, impartial treatment of students, hiring, have characterized it and advancement based upon official credentials of teachers. The function of our schools is to give the students the tools they need so in the future they would be able to make money, have technology and have the power to teach others what they would need for the future making them available for each student, teacher, and staff. This learner believes that the USA educational system is attempting to put together an ideal educational system with Bush’s implementation of the No Child Left behind Act of 2001.

Under this law, every child in every racial, economical, and demographic group in every public school of the nation must improve their test scores in math and science standardized tests. According to King-Sears (2005), the phrase “highly qualified teacher” used to “mean those who were fully certified and extraordinarily effective in teaching students” (p. 187) but today according to the NCLB guidelines a “highly qualified teacher will have a bachelor’s degree, be fully certified, and prove they know the content they teach” (p. 187) by taking content specialized examinations. Teachers must be able to help children connect their learning to their own experiences and provide opportunities for students to manipulate and use resources to maximize academic growth. Art education is a tool used by teachers in every content area to help students connect the content learned to their own personal experiences.

Change Theories

According to Shapiro (2005), a theory of change refers to “the causal processes through which change comes about as a result of a program’s strategies and action.” These theories explore the reasoning that leads program leaders to their inferences about how changes happen. Most of there theories of change requires ‘backward mapping’ or identify the outcomes of a program. According to Shapiro (2005), the theories of change are both explicit and implicit and most include:

Frame the specific problems to be addressed Frame their intervention goal Identify processes through which change happens Describe their strategies, principals and specific methods for intervention Delineate short-and long-term intended effects

Trait theory

The trait theory states that individuals are born with a series of inherited characteristics that gives a person the sufficient combination of traits that are suited for life, these traits can also be measured through the individual’s ability to perform a series of tasks or skills that will allow them to be efficient. This theory originated in the nineteenth century, when Gregory Mendel discovered that genes and inheritance played an important role in the characteristics and trait that an organism possessed. As the years passed, researchers focused into trying to discover the traits wanted for a particular task. In our case, many researchers focused on identifying the traits or skills needed to be successful in art.

In 1950, Myers & Briggs, a mother-daughter team, created a survey test that could identify sixteen traits that are thought to be inherited by simply answering a series of questions found at http://cbae.nmsu.edu/~dboje/teaching/490_ps1/step_1.htm . In 1974, Stogdill wrote a handbook in which he is able to identify a series of traits and skills that make a good artist such as creativity, diplomacy (that person can be tactful with others), clever, persuasive, observant, conceptually skilled, knowledgeable, organized, and a fluent speaker. Lots of other traits have been added to this theory depending on the model and organization that is implementing it. While other researchers like Machiaveli, McGregor, McClelland, Katz, Yukl, Flanagan, Bennis, and Boje continue to study and create more models based on inherited traits. While the new scientific discoveries on genes, characteristics, psychology, and chromosome dominance create more questions on the existing trait theories. Some of the questions this learner has are: 1) Does an artistic traits dominant or recessive. 2) Will scientists be able to identify a creativity gene? 3) Can a person with heterozygous genes be able to acquire and develop the traits or skills they would posses if their genes where homozygous? 4) Can we identify artists with a simple test?

Multiple Intelligence Theory

            Dr. Howard Gardner developed the theory of multiple intelligence in 1983, which suggests that the traditional notion of intelligence, based on the individuals I.Q. testing is limited, so he proposed eight different intelligences based on a broader range of human potential in children and adults. Dr. Gardner (1993) says that we esteem highly articulate or logical people of our culture and that we should place equal attention on individuals who show gifts in the other intelligences such as artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and other individuals that enrich our society. Our society unfortunately does not reinforce children that posses these gift and labels them as “learning disabled”, “ADD (attention deficit disorder”, or calls them underachievers. Dr. Gardner (2000) suggests that teachers should “be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more” According to Armstrong (1994),

The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad new is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds.

Cognitive Developmental Theory

Based on his life long research, Piaget felt that “students should not be seen as empty vessels to be filled by expert teachers, but rather active participants in the building of their own knowledge” (Nagarjuna, 2006). According to Murray (2007), Piaget concluded “that schools should emphasize cooperative decision-making and problem solving, nurturing moral development by requiring students to work out common rules based on fairness” (p. 2). Even though the explanations offered may be incorrect today, according to the latest adult sensibilities and research, but “the fact that children do offer explanations for these things shows that they are actively working to understand the world around them” (Nagarjuna, 2006).

Jean Piaget viewed intelligence as a process that help an organism adapt to its environment and proposed four major periods of cognitive development. The four development stages described in Piaget’s theory are (1) sensorimotor stage, (2) Preoperational stage, (3) Concrete operational stage, and (4) formal operational stage. Each cognitive structure in Piaget’s theory is defined by a series of traits, and corresponds loosely to specific age. These chronological periods are not rigid rules, just approximate values to set the stages in an order starting from birth to 2 years of age defining the sensorimotor stage, where the children experience the world through movement and senses and learn object permanence. The preoperational stage starts from the age of 2 to 7 years and the child has an acquisition of motor skills. In the concrete operational stage starts from 7 to 11 years and the children begin to think logically about concrete events that are taking place in their environment. In the formal operational stage begins after the age of 11 and it is when the child develops of abstract reasoning of the world around them.     

Vygotsky Cognitive Theory

Vygotsky’s theory is an attempt to explain consciousness as the end product of socialization in which he insists that children’s minds are shaped by the particular social and historical context in which they live and by their interactions with adults, explaining why educators will never be replaced with technology no matter the advances that we reach. His social development theories play a fundamental role in the development of cognition. Vygotsky (1978) states:

Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals (p.57).

Vygostsky’s theory of art developed a “dynamic overall approach by (1) the writer’s intentions, era, and background; (2) the form, content, and symbolism of the literary piece; and (3) the readers’ experience and interpretation of the work” (Lindqvist, 2003). Vygostsky did not regards art as something spiritual and metaphysical, which raises the artists genius above the shape and contents of the work being created. Instead, he saw art as a reflection how society touches the people’s lives and how society developed. Art is an excellent tool for studying not only society, but emotions, and psychology. According to Lindqvist (2003), “Vygostsky regarded the psychology of art as a theory of the social techniques of emotions. His analysis reflects the artistic process.”

Taoism

            The Tao is a universal principle that covers everything from the creation of the galaxies to the way human interact with themselves and the world, showing the path needed to be followed. The Tao consists of 81 verses that are vast and go beyond all human logic. This collection of 81 short verses has survived over twenty-five centuries and their content still teaches us a great deal. The author of the Tao was  Lao Tzu, a royal librarian which was asked by the emperor to write all his knowledge before leaving the kingdom to wonder China (Windridge, 1999, p. 60). According to Manson, Taoism should not be described as a religion or a philosophy since the first step to interpreting the Tao is not to be guided by the labels. The Tao is the principal of all knowledge that is external and internal; eternal and mundane and it appears eternally. The Tao is an infinite and final cycle that starts and ends in the same time. To comprehend, the Tao, in plenitude you would need 200 lives of 100 years each and you would only be able to reach the beginning of a small end, which would be the spiral that reaches all the finalities of the mind, the spirit, psychology and evolves into human thought. This can be seen in Wu’s translation of the Lao Tzu: Tao teh ching verse 7:

Heaven lasts long, and Earth abides. What is the secret of their durability? It is not because they do not live for themselves. That they can live so long? Therefore, the Sage wants to remain behind, but finds himself at the head of others; Reckons himself out,

But finds himself safe and secure. Is it not because he is selfless That his Self is realized? (p.15)

At the site http://www.thetao.info/tao/taoleader.htm shows how diverse verses of the Tao have been implemented to leadership, life, and education for example verse 17, “The highest type of ruler is one of whose existence the people are barely aware. Next comes one whom they love and praise. Next comes one whom they fear. Next comes one whom they despise and defy” (Wu, 2005, p. 35). Yet a book written so long ago provides us insight on how to be leaders in the changing world of the 21st century.

            According to Astin & Astin (2000), the Tao has no beginning or end, yet it evolves with the times, which determines its expressions due to an era, a social group, or a particular task. Learning in Taoism is always orientated to a higher calling a vision, a goal, a task, a proposed problem that is awaiting a solution that will guide civilization, a group or a company to reach peace, unity and a common goal among all its members perfect enough to be used in a classroom, art classes, and for life.

Elaboration Theory

The Elaboration theory is an extension of the work previously conducted by Ausubel on advance organizers and Bruner on spiral curriculum. According Reigeluth (1992), the elaboration theory specifies that classroom instruction needs to be organized in increasing order of complexity for optimal learning. Instruction needs to be from simple lesson is presented and then it keeps getting harder until all the tasks are taught and the goals are meet. Reigeluth (1992) suggests that the lesson start with a summary of the previous class and end the class with a synthesis of that day lesson. The Elaboration theory proposes seven major strategy components: (1) an elaborative sequence, (2) learning prerequisite sequences, (3) summary, (4) synthesis, (5) analogies, (6) cognitive strategies, and (7) learner control. Elaboration theory applies to the design of instruction for the cognitive domain.

Application to Art Education

A teacher is someone who takes your hand, opens your mind, and touches your heart.

Anonymous

Each theory helps educators prepare a well-developed lesson that includes various formats and learning styles. These help include all the students in the class while giving the instructor various tools to enhance the art education programs in our school systems.

Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well.

Aristotle

Educators today need to have tools, skills, and abilities to reach the students within the schools. The multiple intelligence theory and the trait theory help educators classify the students in the classrooms. The cognitive theories, interpretative theory, and the elaboration theories help the educator map out the students learning process from simple to more complexes, not only within the grade but throughout life. According to Martin Luther King Jr. (1948), “The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.” In other words, education is the direct imparting of knowledge already accumulated from one who knows to one who is at the time ignorant. Yet according to Zuk & Dalton (1999), “The primary purpose of education is not to prepare children for jobs or to make our nation economically competitive in international markets. Public education is an important element of a working democracy and offers much more than measuring what we do in terms of dollars and cents or the economic return of our investment.” Yet according to Holcomb (2007), “as a growing consensus of policymakers, educators, and parents agree that the arts are integral to learning, some districts are seeing a policy shift on the local and state level. In California, education and arts organizations have worked to secure a windfall arts budget that, in theory, would guarantee arts education in every public school in the state. The monies - $105 million in ongoing funds, and a one-time, $500 million line item for classroom equipment – are a legacy of the California Teacher Association’s successful lawsuit on education funding.”

Art education has many benefits for the students and world we live in, so let use our knowledge on the theories available to us to enhance the students’ knowledge of the world. According to the Indo-European root meaning of art, it is whatever has undergone a deliberate process of arrangement. Art can describe several things: a study of creative skill, a process of using the creative skill, a product of the creative skill, or the audience’s experience with the creative skill. Art is something that visually stimulates an individual’s thoughts, emotions, beliefs, or ideas. Art is a realized expression of an idea - it can take many different forms and serve many different purposes.

Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.

Oscar Wilder 

Reference

Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Astin, H., & Astin, A. (Eds.) (2000). Leadership Reconsidered: Engaging Higher Education in Social Change. Michigan: W.K. Kellogg Foundation.

Bergmann, H. (1999, October – December). Introducing a grass-roots model of leadership. Strategy & Leadership, 27(6), 15. Retrieved November 19, 2005, from the ProQuest database.

Boje, D. (2000, December 7). Traits: The journey from will to power to will to serve. The Leadership Box. Retrieved January 2, 2006, from http://cbae.nmsu.edu/~dboje/teaching/338/traits.htm

DeMarrais, K.B., & LeCompte, M.D. (1999). The Way Schools Work: A sociological analysis of education (3rd edition). New York: Addison-Wesley Longman.

Doyle, M. E.,  and Smith, M. K. (2001) ‘Classical leadership’, the encyclopedia of informal education. Retrieved January 6, 2006, from http://www.infed.org/leadership/traditional_leadership.htm

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic.

Gardner, H. (2000). Intelligence Reframed:  Multiple Intelligences for the 21st Century.  New York:  Basic.

King-Sears, M.E. (2005, Summer). Are you highly qualified? The plight of effective special educators for students with learning disabilities. Learning Disability Quarterly, 28(3), 187- 188. Retrieved on March 29, 2006, from the EBSCOhost database.

King, M. (1948). The Purpose of Education. Retrieved on October 1, 2006 from             http://www.toptags.com/aama/voices/speeches/pofed.htm

McEwan, E. K. (2003). 10 Traits of highly effective principals: From good to great performance. California: Corwin Press.

Navarrette, R. (2006, March 1). Defending No Child Left Behind; {R,E,S,C Edition]. The San diego Union – Tribune, San Diego, California, B.7. Retrieved on March 23, 2006, from the ProQuest database.

No child left behind act of 2001. (n.d.). Retrieved March 14, 2005 from http://www.ed.gov/policy/elsec/leg/esea02/index.html?exp=0

Norris, W. R., & Vecchio, R.P. (1992, September). Situational leadership theory: A replication. Group & Organization Management, 17(3), 331. Retrieved November 19, 2005, from the InfoTrac database.

Reigeluth, C. (1992). Elaborating the elaboration theory. Educational Technology Research & Development, 40(3), 80-86.

Romanowski, M.H. (2006, Feb. 27). Did State Board of Education rule properly on evolution? – Part I of II; No.: Constrictions on teaching deprive students knowledge; {Home Final Edition]. Columbus Dispatch: Columbus, Ohio, pg. 9A. Retrieved March 15, 2006, from the ProQuest database.

Roush, M. (1989, March 27). An A+ study of our failing schools; [FINAL Edition].  USA Today (pre-1997 Fulltext). McLean, Va. p. 3D. Retrieved April 2, 2006, from the ProQuest database.

Stogdill, R. M. (1974). Handbook of leadership: A survey of the literature. New York: Free Press.

Tzu, L. (2005). Lao Tzu: Tao teh ching (Wu, J. C., Trnas.). Boston: Shambhala Classics.

Weiskittel, P. (1999, October). The concept of leadership. ANNA Journal, 26(5), 467. Retrieved November 19, 2005, from the ProQuest database.

Windridge, C. (1999). Tong sing: The chinese book of wisdom. New York: Barnes & Noble.

Zuk, Bill & Robert Dalton.  The gift horse:  alliances between business and arts education. A Fine FACTA, v 1 (2) Winter ‘99 pg 31-35. Retrieved on October 1, 2006 from http://people.uleth.ca/~connie.chaplin/purped.html

 

 

 



Oscar

Jane Saeman asked:


Of all the professions to choose, being a writer would seem to be one of the most trying for a person with a learning disability. Still, some people with scholastic problems-even those that interfere specifically with language, such as dyslexia,feel the urge to express themselves through writing. The obstacles these individuals encounter are considerable, but if they can find a way to overcome them, they just might be able to create a true work of literary art. The following writers have all struggled with learning disabilities and have proven that the challenges that those with learning problems face head-on can often reap the biggest rewards. Among these inspirational examples are:

1. Robert BentonThis 74-year-old screenwriter grew up during a time when there wasn’t much information available about dyslexia. Finding reading and writing difficult and branded as “slow,” Benton’s imagination was captured by the movies. He became a film fanatic, watching his favorites over and over again. This dedication led him to a deep understanding of what worked and what didn’t in the cinematic world. After a brief stint as an art director for Esquire magazine, Benton decided to try his hand at screenwriting by partnering with his friend, David Newman. The product of their partnership was the critically-acclaimed screenplay for Bonnie & Clyde which launched his writing career. Benton went on to win best screenplay Academy Awards for Places in the Heart and Kramer vs. Kramer. He continues writing professionally to this day; his most recent work was the script for The Ice Harvest.

2. Fannie Flagg

Growing up in Birmingham, Alabama, Flagg struggled with severe dyslexia, which led her to believe that her dreams of being a professional writer were out of reach. She initially began her career as a news anchor, then moved on to acting in such movies as Five Easy Pieces and Grease. While Flagg had found success as an actress, the pull to write was just too strong to ignore. A writers’ conference inspired her to craft her first short story, for which she won a prize. Encouraged by this warm reception, Flagg began writing in earnest. Her bestselling novel, Fried Green Tomatoes at the Whistle Stop Cafe, was turned into a much beloved movie, for which she wrote the Academy Award nominated screenplay. Flagg’s warm, funny novels have continued to land on the bestseller lists. Her latest book is Can’t Wait to Get to Heaven.

3. Wendy Wasserstein

This late, great playwright also struggled with dyslexia throughout her formative years. She went on to receive degrees from Mount Holyoke, City College of New York, and Yale. Wasserstein was known for extremely witty and incisive plays about intelligent, successful women dealing with their inner demons. The Heidi Chronicles catapulted her into theatre world superstardom, earning her a Tony Award and a Pulitzer Prize. Her final play, Third, opened on Broadway in 2005. She is also the author of four books, including Elements of Style, and wrote the screenplay for the film version of The Object of My Affection.



Gary

Jane Saeman asked:


One of the best and easiest ways to inform yourself about your child’s learning disability is by reading a good book on the subject. There is a ton of literature available about learning problems, so it may be a bit of daunting task to choose something to start with. Luckily, there are many informed parents and specialists out there who have already waded through this flood of information, so you don’t have to dive in on your own. The following is a list of written resources that have made it past the critical gaze of those in the know:

1. No Easy Answers: The Learning Disabled Child at Home and at School, Sally L. Smith, $23 (paperback), available at Amazon.com

This has been the book that parents of learning disabled children have turned to for more than fifteen years now. Smith is the parent of a learning disabled child, the founder and director of the Lab School, and an education professor at the American University, so she’s extremely well-qualified to write about this subject. The book covers a wide range of information, including a look at how learning disabilities are diagnosed and tips on how to make sure your child is getting the education he or she deserves. The updated version includes sections on the Individuals with Disabilities Education Act (IDEA), ADD, and ADHD.

2. All Kinds of Minds: A Young Student’s Book About Learning Abilities and Learning Disorders, Melvin D. Levine, $28.70 (paperback), available at Amazon.com

Even though this book is geared toward young readers, it’s a valuable resource for both parents and children to learn from together. Levine is a professor of pediatrics at the University of North Carolina Medical School and a staunch child advocate. Here, he introduces different types of learning disabilities through stories told from the point of view of five elementary school students. Each student talks about their classroom experiences, their struggles and triumphs. This approach will help children with learning problems to see that they’re not alone and that there are strategies that can they can implement to ease their scholastic difficulties.

3. Helping Children Overcome Learning Disabilities: A Step-by-Step Guide for Parents and Teachers, Jerome Rosner, $18.95 (paperback), available at Amazon.com

The approach of this book is different from most others on the subject. For starters, the author suggests that parents and teachers avoid using the label “learning disabled” and instead focus on the specific problems that their children or students face. Rosner is a professor of pediatric optometry at the University of Houston and has written several books on working with children who have learning issues. Readers will appreciate his accessible explanations of each type of learning difficulty, as well as his positive and practical solution-based approach.



Carmen

Jane Saeman asked:


More information is being discovered about learning disabilities everyday, and with this growth in knowledge comes an increase in the number of people diagnosed with scholastic difficulties. Because of this, professionals trained in helping people to overcome their learning problems are needed now more than ever. This is a fascinating field and if you choose to take part in it, you can feel good about embarking on a career path that will enable you to help people in need improve the quality of their lives. There are a host of learning disability related jobs available, including:

1. Pediatrician

A child’s doctor is often the primary line of defense against learning problems. Nowadays, pediatric tests are able to identify possible disabilities earlier than ever before. Still, if symptoms manage to keep themselves hidden for a while, as soon as they’re discovered, the pediatrician will be the first person that a child’s parent will contact. For example, if an 18-month-old child doesn’t seem to understand or respond to his or her parent’s speech, the parent may bring this up with their pediatrician, who will first test the child’s hearing. If his or her hearing is fine, then the child will be referred by the pediatrician to a speech pathologist.

2. Speech Pathologist

These licensed professionals are trained to assess a child’s speech development and point out any potential problems. When a child is sent to a speech pathologist, he or she will be tested for the ability to speak and to understand the speech of others. If a problem is identified, the speech pathologist will suggest that he or she begin speech therapy as soon as possible, since the sooner a learning disability is dealt with, the easier it will be for him or her to make the transition to school.

3. Teacher

The right instructor for your child will have the time and the training necessary to work with learning disabled students. This may be a general or special education teacher, depending on the severity of your child’s scholastic problems. General education teachers may obtain the necessary training from workshops or classes offered by private schools, nonprofit organizations, or learning centers that specialize in working with students who have scholastic difficulties. Special education teachers are trained to work with students who may have one or more of a variety of disabilities, including cognitive, physical, and social disorders.

4. Tutor

Sometimes outside help is needed to assist your child in making the most of his or her educational opportunities. If this is the case, you may want to hire a specially trained tutor to teach your child the strategies that will allow them to interpret the information that is relayed to them in their schoolwork. Tutors may be independent contractors or work at learning centers. They might be former general or special education teachers, or they may have receive their training via workshops or classes.



James

Jane Saeman asked:


A big part of the fear surrounding learning disabilities has to do with misinformation. Sure, parents have a right to be concerned about their child’s well-being when they discover that he or she has a learning disability, but being accurately informed is half the battle. Don’t let the following common misconceptions about learning disorders color your beliefs or those of your child.

1. Learning disabilities are environmental.

This untruth places the blame on parents for their child’s learning problems. Learning disabilities aren’t due to parental neglect; they’re genetic, which basically means that they’re an inherited characteristic, like height or eye color. Because they’re genetic, they’re also due to luck of the draw. For example, just because a child’s father is dyslexic doesn’t mean that the child will be. Learning problems aren’t anyone’s fault, but are the cause of faulty wiring in the brain. So put away the guilt.

2. All learning disabilities are the same.

False. There are many different types of learning problems. Some of the most common ones in this country include dyslexia, dyscalculia, dysgraphia, auditory and visual perception disabilities, and memory disabilities. While some of them may have similar symptoms, they’re not necessarily related, nor do they required uniform treatments. Even children with the same type of learning disability may respond differently to the same treatment. Thus it’s important to keep individuality in mind when looking at learning problems.

3. Learning disabilities require special education.

Not necessarily. Although under the Individuals with Disabilities Education Act (IDEA), children with learning disabilities have the right to special education classes, access to such programs shouldn’t be seen as a blanket solution to these kinds of problems. Whether or not a learning disabled child should be put in a special education class has everything to do with the type and severity of his or her disability. Many special education programs at public schools are created to cater to mentally retarded students, not those with learning disabilities. For those with mild to moderate scholastic problems, extracurricular assistance via tutors or learning centers that are specially trained to deal with these kinds of disabilities provide all the help that is needed.

4. Learning disabilities denote lack of intelligence.

Definitely not! Many learning disabled students are just as bright (if not more so) as students without scholastic problems. Children with learning disabilities simply have a harder time processing certain types of information (i.e. letters, numbers, sounds, etc.). In fact, many students with learning problems have created ingenious ways of overcoming the obstacles they face, such as enhanced creativity or memorization skills. The important thing to remember is that learning disabilities have nothing to do with intelligence. A learning disabled child may score extremely well on an IQ test, but still have trouble working with number sequences. Such problems are entirely due to issues in information processing, not overall brainpower.



Vernon

Jane Saeman asked:


A learning disability is a problem that the brain has in processing certain kinds of information. This information may take the form of verbal, written, or numerical cues. While these problems can’t be cured, they can be effectively dealt with through various strategies. People with learning problems often go on to live highly successful lives, but first they must identify what type of disability they have and how to work with it. The following is a listing of the most common learning disabilities and their symptoms.

Dyslexia: This is the most common and well-known learning disability in the United States. People with dyslexia have problems reading and/or understanding written language due to directional or sequencing problems. Symptoms of dyslexia may include: late talking, trouble learning the alphabet, poor spelling, and overreliance on memorization.

Dyscalculia: Those with dyscalculia find it hard to understand the basic principles and practices of mathematics. Some indicators of dyscalculia include: difficulty learning numbers, mixing up mathematical symbols, and having trouble with numerical order.

Dysgraphia: This learning disability is characterized by the inability to write within a set space, such as a lined piece of paper. The Learning Disabilities Association of America (LDA) categorizes this disorder as an output problem, caused by lack of control of the small muscles that dictate fine motor skills. Possible symptoms of dysgraphia include: late development of fine motor skills, poor handling of writing tools, and illegible handwriting.

Auditory and Visual Perception Disabilities: People with these kinds of learning problems are able to see and hear without difficulty, but still find it trying to understand language. Thus, this is a problem with how the brain interprets language cues. Those with auditory perception disabilities have a hard time telling the difference between various sounds (or phonemes), especially when more than one sound occurs at a time. Those with visual processing problems may encounter one or more of the following obstacles: transposing letters, not knowing which letter or symbol to focus on first, skipping letters, sentences, or even paragraphs, rereading the same passage over and over again, and poor depth perception.

Memory Disabilities: People with memory problems have a hard time retaining or retrieving audio or visual information. They may be unable to recall a statement that someone has recently made to them or a passage that they have just finished reading. This inability to access one’s short-term memory makes it difficult to input information into one’s long-term memory. A person who has issues with integrating information may understand individual facts perfectly but has trouble incorporating them into larger systems of logic. These individuals might be criticized for being unable to “see the big picture.”



Leroy