DOCUMENT RESUME

ED 359 681 EC 302 241

AUTHOR Ellis, William. Ed. TITLE Their World. INSTITUTION National Center for Learning Disabilities, Inc., New York, NY. PUB DATE 93 NOTE 117p. AVAILABLE FROMNational Center for Learning Disabilities, Inc., 99 Park Ave., New York, NY 10016. PUB TYPE Collected Works Serials (022) JOURNAL CIT Their World; 1993

EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Child Rearing; College Bound Students; College Preparation; *Creative Development; Educational Practices; Elementary Secondary Education; Emotional Development; Higher Education; *Interpersonal Competence; *Learning Disabilities; Personal Narratives; *Social Development; *Student Development

ABSTRACT This 1993 edition offers 23 papers on various aspects of learning disabilities, presented in four sections on:(1) social and emotional dimensions of learning disabilities,(2) creative environments for students with learning disabilities,(3) thoughts for parents, and (4) thinking about college. Articlesinclude, among others: "Building Strength through Diversity: Success through Adversity" (Kristen Lidke Finn); "Living with a Learning Disability--Stress and the Learning Disabled" (Helen Ginandes Weiss and Martin S. Weiss); "Improving the Social Competenceof Students with Learning Disabilities" (Pam Campbell and Gary N.Siperstein); "Learning Disabled Adolescents and Motivation"(Anthony K. Van Reusen); "School Lives--Social Lives: A School Counselor Speaks" (Mark Rappaport); "Project Apple: A Unique CollaborationResults in Teacher Training That Makes a Difference"(Lenox Reed); "The Inclusive Classroom: Making a Difference"(Michele C. Tamaren); "The Community Service Program at Windward School"(Joan Metsch); "The Dyslexic Learner" (Caroline Janover); "It Is Not aMiracle" (Miriam L. Gerstenblith); "My Brother, My Friend"(Anonymous); "The LD (Learning Disabled) Student Searches for the Right CollegeMatch" (Marybeth Kravets); and "Learning Disabilities in the College Setting: A Different Ball Game Than High School"(Stephen S. Strichart). The collection concludes with priority statementsof the National Center for Learning Disabilities; suggested computer hardware and software; and a list of resourcesfor parents such as fiction and nonfiction books, videotapes andaudiotapes, organizations, and relevant legislation. (JDD)

*************************************************-:********************* Reproductions supplied by EDRS are the best that can bemade from the original document. *********************************************************************** --4 .%) II LIEW "ORit: il, A PUBLICATION OF THE Lrz NATIONAL CENTER FORLEARNING DISABILITIES 1993 .7z U.S. DEPARTMENT OPtoucArow Oft, d Eduemente fleeetch and Immetemene EDUCATIONAL RESOURCE'S INFORMATION rinZI CENTER (ERIC/ (The document Ms (Nee emducd waved Iron tie amen orwaoon orginahre It MulOr Chaf1e1 haft been made to mummy mettoducnon owner

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2 BEST COPY AVAILABLE A MESSAGE FROM THECHAIR OF NCLD by Anne Ford

As all of us concerned with learning educators from other cities, includ- disabilities well know, the ramifi- ing Dallas and Los Angeles. have ex- cations of a learning disability pressed interest in future programs. extend far beyond the formal In New York City, public school learning situation. Learning principals received a workshop on disabilities so often go hand-in-hand learning disabilities, through Bank with other difficulties in daily life. Street College's Principals Institute, LD affects self-esteem and, sub- complete with a copy of NCLD's sequently, social and emotional "WE CAN LEARN" video series. interactions and well-beingin NCLD's Cultural Diversity Task the classroom, in the family and Force continued to focus on specific in all life experiences. concerns about individuals with Often, children with LD have learning disabilities amongst difficulty establishing and main- minority populations. Training taining friendships. They say inap- workshops held in Maryland in propriate things, misread social cues November and March considered and can become socially isolated. to children with LD, through practical guidelines for regular It is painful to see children who expanded programs of public aware- education teachers encountering struggle in the classroom not ness, education, national leadership many more students with LD. able to find solace in their social and advocacy. To help those with LD NCLD's Capitol Hill Reception encounters. Whatever has caused realize their potential, it is vital that and Educational Forum on the learning disabilities may also be the issues involved with LD be Learning Disabilities, held in April having an impact on the acquisition widely understoodin schools, in in Washington, D.C., brought the of social skills. government, by parents and profes- national LD organizations and other Fortunately, in recent years, the sionals serving children, throughout related groups together with govern- growing field of knowledge about the nation and across all cultural, ment representatives. The two-day LD has begun to generate approach- social and economic groups. program helped raise the level of es to deal effectively with the social awareness and understanding about problems associated with learning NATIONAL INFORMATION LD, the serious implications of not disabilities. Social skills, like aca- & REFERRAL SERA, ICE treating them, and the substantial demic progress, can be improved NCLD's comprehensive Nationalhope and means available for through appropriate remediation. Information & Referral Service is accommodating for them. As the mother of a daughter with now fully computerized and handles The impact of educational learning disabilities, and as chair of thousands of requests each month, activities has been greatly enhanced NCLD, it is gratifying to me person- linking those in need with helpful with the wide-scale distribution of ally that THEIR WORLD 1993 has resources and services. In addition NCLD's five-part video series, "WE focused attention on the wide range to the many requests for general CAN LEARN: Understanding and of experiences associated with LD. information on LD and educational Helping Children With Learning Increased recognition of the gamut rights, the leading topics of inter- Disabilities". This past year, more of difficulties should lead to effec- est have been: Attention Deficit than 800 copies of 'WE CAN tive intervention and support. Disorder (ADD/ADHD); the LEARN" have reached educators, Emphasis on the full experience Americans with Disabilities Act; parents, government agencies, of learning disabilities is critical to and the perceived lack of adequate and other professionals across the achievement of NCLD's mission: services in public and private school the nation. For instance, a public To promote public awareness and systems across tne country. forum in Westchester County, New insderstanding, and provide national York introduced the video and leadership on behalf of children with EDUCATIONAL PROGRAMS offered over 350 parents, teachers, learning disabilities, so they may AND ACTIVITIES administrators, and community achieve their potential and enjoy full This year NCLD has expanded its leaders the opportunity to meet participation in our society. The work with school systems across the experts in the LD field and discuss theme of THEIR WORLD unders- nation. The Independent Schools the latest on important issues. cores this all-important mission. Seminar Series continued with NCLD continues to provide NCLD's work this past year has its fourth seminar, a follow-up direct support and funding for... extended our full-scale commitment workshop in San Francisco, and Continued on page is 3 National Center for Learning Disabilities NCLD

It is estimated that between 10 and 15% of the United States population has some form of learning disabilities. NCLD helps those affected with this "hidden handicap" live self-sufficient, productive and fulfilling lives. Services include: raising public awareness and understanding; national information and referral; educational programs and products; and legislative advocacy.

Let no children be demeaned, nor have their wonderdiminished, because of our ignorance or inactivity; Let no adults be deprived of discovery, because we lack the resources to discover their learning differences; Let neither children nor adultsever doubt themselves or their winds because we are unsure of ourcommitment.

National Center for Learning Disabilities, inc. 99 Park Avenue New York, N.Y. 10016 (212) 687-7211

1 THEIR WORLD Contents

4 It MESSAGE FROM THE CHAIR OF NCLD, ANNE FORD 0; SPOTLIGHT ON ANNE FORD, CHAIR OF NCID ABOUT TEILS LSSUE William Ellis, Executive Editor of Their World

SOCIAL & EMOTIONALDIMENSIO\s OF LEARNINGDISABILITIES., BUILDING STRENGTH THROUGH DIVERSITY: Success Through Adversity 8 PHOTO BY CLAIRE YAFFA Kristen Lidke Finn LIVING WITH A LEARNING DISABILITY- Stress and the Learning Disabled 13 Helen Ginandes Weiss and Martin S. Weiss I LEARN DIFFERENTLY 17 Robert Conaty IMPROVING THE SOCIAL COMPETENCE OF During the last several years. NCLD has STUDENTS WITH LEARNING DJSABBLTTIES- established several priorities on which it An Opportunity for Teachers in Today's Classrooms 20 is focussing its attention and programs. Pam Campbell and Gary N. Siperstein They are: 25 Early Childhood Diagnosis and JASON'S STORY Intervention Jason. with commentary by Brian Cleary 28 Parent Education LEARNING DISABLED ADOLESCENTS AND MOTIVATION Teacher Training Anthony K. Van Reusen Transition to Post Secondary SCHOOL LIVES-SOCIAL LIVES: Education or the Workplace A School Counselor Speaks 32 (Socialization miles are understood Mark Rappaport to be included in each category) DI SLEXIA, DRAMA, AND DAVID DEAN 37 Statements which provide the rationale for Sally Grimes NCLD adopting these topics as priorities appear in Their World 1993. These statements. prepared by NCLD's Professional Advisory CRENFIVE ENVIRONMENTS FOR Board. should be regarded as working papers. constantly subject to revision and r finement. STUDENTS WMI LEARNING DISABILITIES They are designed. however. to guide us as we continue to represent the needs and con- A THEATRICAL APPROACH IN EAST HARLEM cerns of those with learning disabilities. Brian Stansifer ; NCID'S NATIONAL REPLICATION AND Reprinting Material from DISSEMINATION INITIATIVE PROJECT APPLE: A Unique Collaboration Results in Their World Teacher Training that Makes a Difference Lenox Reed If you wish to reprint an article from this issue. please request permission WAKING KNOWLEDGE THEIR OWN by writing to: TW-93Reprints. Denise Stavis Levine and Anthony J. Alvarado NCLD. 99 Park Avenue. 6th Floor. THE INCLUSIVE CLASSROOM: Making a Difference New York. New York 10016. Please Michele C.. Tarnaren s: note the article to be reprinted and 57- the use of the reprints. THE COMMUNITY SERVICE PROGRAM AT WINDWARD SCHOOL Joan Metsch 2

_ 5 31 Mb, N' '

THOUGHTS FOR PARENTS THE DYSLEXIC LEARNER 62 Caroline Janover IT IS NOT A MIRACLE 65 Miriam L. Gerstenblith

DON'T GIVE UP THE DREAM - 68 Imy F. Wax POETRY: THE GIFT OF SPECIAL CHILDREN 71 ti . f. MY BROTHER, MY FRIEND 72 'Ithiro*. Anonymous .e IT ISN'T FAIR 75 Anonymous

PHOTO BY CLAIRE YAFFA

THE ID STUDENT SEARCHES FOR THE RIGHT COLLEGE MATCH 80 Marybeth Kravets NCLD thanks all of the children and adults LEARNING DISABILITIES IN THE COLLEGE SETTING: who gave permission to use their photographs. A Different Ball Game Than High School 84 art work, articles, and poetry for this issue of Their World. Stephen S. Strichart PLEASE NOTE: The contents of the articles pub- A LANDMARK DECISION lished in this magazine reflect the views of the College Students Face Up to Dyslexia 87 authors only, and not necessarily those of the National Center for Learning Disabilities or its offi- Kevin Coburn cers or directors. Articles submitted will not be returned. NCLD is most appreciative for the mes- sages of support that make this publication possi- ble, but does not necessarily endorse any of the products or companies featured. V IV a Children and adelts whose photographs . appear in Their World are not necessarily learning disabled, and are not directly BOARD OF DIRECTORS 92 associated with the article in which they appear. PROFESSIONAL ADVISORY BOARD 94 Executive Editor: William Ellis JUNIOR COMMITTEE & NCLD STAFF 96 Managing Editor: Janet Weinstein Cover Design: Ogilvy & Mather Direct 1992 BENEFIT 97 Art Directors: Shelley Unman. Elaine Ashburn. NCLD PRIORITY STATEMENTS 98 Jennifer Kalnit. Liz Schiebel Photographs Accompanying Articles & Cover SPECIAL SECTION FOR SERVICE PROVIDERS 101 Photograph: Claire Yaffa Photography Sites: TECHNOLOGY AND COMPUTER SOFTWARE 105 The Children's Evaluation and Rehabilitation Center at Albert Einstein College of THEIR WORLD RESOURCEFUL Medicine. NY PARENT'S LIST-1993 107 Eagle Hill School. CT The Laboratory School of NYC. NY Mamaroneck Avenue School. NY Their World is published by The National Center for Learn= Disabilities. inc. Design and Printing: Van Dyck/Columbia Printing 09 Park Avenue. New York. NY 10016. Phone: t 2121 687-7211 Copyright NCLD 1993 Company. North Haven. Connecticut 3 6 SPOTLIGHT ON ANNEFORD CHAIR OF NCLD

During their development, volun- experience of being a mother of a country. She has sought to advance teer-driven, not-for-profit organiza- daughter with La It came as a the understanding of LD issues in tions move through a series of tran- painful surprise to Anne that there every possible arena which time, sitions, some quite challenging. were so few options available for energy, and resources will permit. They must continuously renew her daughter, and that, despite the Anne could easily lend her name their sense of mission, while protection of federal law, there was and little else to this worthy cause. building a solid foundation of such little understanding of the But she is an unusually active, leadership and support. These needs of children with learning hands-on volunteer. She is loved and moments of renewal are never easy, disabilities. admired by her staff with whom she and depend largely on the quality A large commitment in Anne's works side-by-side, putting in long of leadership which emerges. life has been the exploration of hours at NCLD's office. She has the The National Center for viable options for her daughter's support of an extremely engaged Learning Disabilities (NCLD) has needs. Both mother and daughter Board of Directors and has devel- been especially fortunate to have take on an excited aspect when they oped a close working relation- aad extremely capable leadership talk about the Threshold Program at ship with NCLD's prestigious since its inception. NCLD's Lesley College, which she now Professional Advisory Board. Her volunteers frc,n the Chair, to attends. Threshold is helping her presence is felt throughout the the Board of Directors, to its develop a sense of independence, organization, and it has been done volunteers and supporters, have all and, after years of the kind of close with the quiet assurance of someone provided the commitment, dedi- support that mothers of children who knows where she is heading and cation and quality of leadership with learning disabilities experience, has the determination to get there. needed to build a strong, national Anne is delighted to see this In many ways, her own willingness organization. A crucial transition emerginz , tonomy in her daughter. to work so hard mirrors what she point for NCLD was the first, and Like all mo. .as of children with knows the efforts of every individual thus far only, change in the role of LD, she experiences the mixed with learning disabilities must be. Chair, from NCLD's charismatic blessings of seeing her child move That's the major point about founder, Carrie Rozelle, to its on, while remembering the fears Anne Ford. Coming as she does current dynamic leader, Anne Ford. that led her to be the chief advocate from one of America's great and It takes a strength of resolve, a for her child. Anne has given equal historic families, she could easily let firmness of vision, and a deter- time to her 25 year old son, who is others do it. But, as a mother she mination to succeed on the part now embarking on a career in the needed to respond to the special of any new leadership if the future film induscrv. concerns of her youngest child. For well-being of an organization is to As Chair of NCLD, Anne is deter- Anne, leading NCLD was but one be ensured. Taking on such a task mined to see that what she has more freely given step to take her is an act involving courage and learned can be made available to energy, compassion, understanding, should not be taken lightly. others. Under her quiet, steady, yet and emerging knowledge and NCLD has continuously made a very firm leadership, NCLD has extend them to all who needed it. substantial impact on the national expanded its outreach to a wide Anne Ford is not afraid of a scene of learning disabilities. Each variety of service providers and challenge and it is to the lasting of its fifteen years of activities have national organizations. Anne sees benefit of the National Center for brought valuable services and that individuals with LD exist in all Learning Disabilities, and to the resources to thousands of people in contexts of lifethey are not entire field of learning disabilities, need across the nation. NCLD has separate, but a part of the total that she has decided to accept this made great inroads toward achiev- fabric. Their chance for survival and one. The Board of Directors, ing its expanded mission over the success rests on their ability to create Professional Advisory Board, and past few years. And it has done so a viable place for themselves what- the staff of NCLD thank you, Anne, successfully in a period of consider- ever the activities and offerings of from the bottom of our hearts. able instability in the not-for-profit life bring. Anne firmly believes that world. Much of this is due to Anne that ability is what we must all work Editor's Note: Although Anne Ford has Ford. daughter of Henry Ford II, to help them achieve. Under her even been known to help with the proof- and NCLD's Chair since 1989. She leadership, NCLD has begun colla- reading of THEIR WORLD as it is has been the inspiration and guid- borative projects with school drop- going to press, this article was written ing light for the smooth evolution out prevention programs, inner and included in THEIR WORLD of NCLD's growing activities. city public schools, independent without her knowledge. It is but a small Anne's enthusiasm, energy, and schools, museums, libraries, literacy token of our enormous appreciation, dedication to those with learning mentoring programs, and communi- admiration and respect for Anne Ford, disabilities come from the very real cations organizations across the our Chain leaden and friend.

4 ABOUT THIS ISSUE Vi /limn Ellis. Executive Editor of THEIR WORLD

It is a great pleasure to bring the often unaware of how others see dimension of individuals who 1993 edition of THEIR WORLD to them. They frequently feel that the happen also to be LD, we feel that you, and we send our best to all of world is not fully theirs. Their our purpose has been served. We all our readers, former and new. Each willingness to be public about their hope you will enjoy this 1993 edition year brings more manuscripts than experiences is deeply appreciated of THEIR WORLD. the year before and we deeply and is encouraging to others. We know, also, that parents and appreciate the efforts of our con- CLAIRE YAFFA tributors. While, to our regret. we siblings of individuals with learning are not able to publish all the sub- disabilities live with a difficult set of THEIR WORLD has been remark- mitted articles, we urge writers to circumstances, as several poignant ably fortunate to have its pages continue their efforts. all of which articles testify. It is striking that graced with Claire Yaffa's photo- are appreciated. successful outcomes seem to come graphs. They poignantly supple- We cannot avoid the fact that from the positive use of energy. ment the themes of the publication. learning disabilities continue to This, of course, is not unlike life Much of the understanding of have an impact on the individual in generalnegative attitudes LD is in the heads of those who throughout life. and they often have generally do not rroduce positive experience it. The photographs implications which go well beyond results. We hop, It this set of which she provides offer us the the classrooms where they are most articles will bring .eople to find the opportunity to look into the faces often relegated. Of necessity, when possibilities which their lives with of those individuals, their friends, dealing with learning disabilities, LD family members can realize. parents, and teachers. Her gifts our attention becomes focused A number of the articles show of vision and skill as a photog- on a specific issue related to the the creative ways in which talented rapher gives us, the general reader- individual's problema child who individuals are exploring the pre- ship, access where many of us doesn't read at the anticipated level. vention of social and emotional have not trod. a college student whose disorganiza- problems in individuals with In her professional life, Claire, tion prevents him from completing learning disabilities. They are who is a member of the Board of a long term assignment on time, innovative and varied responses Directors of NCLD, has selected an employee who irritates his boss to real concerns. When we con- interesting and challenging topics because directions have to be given sider the potential for individuals to photograph, including abused over and over. The result is to create with LD to become lost and. in- mothers and children, and children a one-sided and very narrow view of deed, a "burden' on society, it is with AIDS. Her work raises the individuals with learning disabilities. encouraging to see individuals public's awareness of these tragic which separates them from the con- dedicating their energies to finding problems. She has exhibited in a text of their lives. Most of us would ways to bring support. training, and variety of forums, and all of us at recoil at the thought that we were understanding for individuals with NCLD are grateful to for the added dimension she brings to this to be judged by one characteristic. learning disabilities. Individuals with learning disabilities THEIR WORLD has always sought publication. Claire is a graduate of are often judged that way. How- to celebrate the best of being LD. Sarah Lawrence College, where her photos have been exhibited. She has ever we cut it, however hard we . Reality, however, dictates that we try, it is generallv not fun to be understand learning disabilities done free lance work for The New learning disabled! are only a partial dimension of the York Times, The Daily News and Our effort in this edition is to person with LD. The greater our Gannett newspapers. Her moving demonstrate that learning disabilities understanding of what LD does photographs appeared on ABC-TV need not he debilitating obstacles. to the total person. the greater Network News and on NBC-TV. She %fanv of our writers have overcome the prospect for good outcomes. has also exhibited a one-person considerable odds to achieve very Celebration of difference has been show at the Hudson River Museum. worthy goals. All demonstrate in one a long established goal for many in Whether as single photographs \.av or another that there are a wide the LD field. Difference is always or in the collages, the collection of photographs in this volume can .u-rav of influences which affect only a piece of a larger whole. It the well-being of the individual. need not overwhelm. When we be seen as a masterful look at the Unfortunately, there is also a great allow difference to dominate as many human aspects of learning disabilities. As always, we are deeply %-anen, of consequences which can though it was the whole, we succeed result from the fact of being LD. in missing important positive di- grateful to Claire Yaffa, not only Individuals with learning disabilities mensions in the individual. To the for her talent, but the consider- otten have difficulty in managing degree that THEIR WORLD allows able time, effort and love she relationships with others. They are its many readers to see the full donates to this task. 5 vzi ORDER YOUR COPY NOW!

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City/ State /Zip We Can Learn, the exciting new video series on 72" VHS videotape, with its accompanying study guide, is full of good news for children with learning disabilities. Telephone Produced by the National Center for Learning Disabilities (NCLD) in cooperation with WNBC-TV. New York. We Can Learn .11 Please send me information on how to become a member of is an important resource for parents, teachers and professionals. In the Nat final Center for Learning Disabilities. language that is easy to understand, the five eight-minute segments Call2.12-687-72.11 for more inforiaation. tell you: Checks should be made payable to the National Center for what learning disabilities are Learning Disabilities their impact on the individual, family, school and community all about the assessment process the legal rights of children with learning disabilities 'Sales tax may be applicable Photographs courtesy of United Way of America. People shown are not neccasarth LD how to get the right services for the child

- 9 SOCIAL &EMOTIONAL DIMENSIONS OF LEARNINGDISABILITIES

i -

PHOTOS BY CLAIRE YAFFA

10 7

t. BUILDING STRENGTH THROUGH DIVERSITY: SUCCESS THROUGH ADVERSITY by Kristen Lidke Finn

Editor's Note: This article is Perhaps Jahiel likes the quirky when verbal processing is excerpted from an article under the show because he can identify required, he needs to take same title published in Advance, with the TV doctor; he, too things nice and slow." the magazine of the University of grew up in New York City Jahiel's case is compounded Michigan Medical Center (Summer Greenwich Village, to be exact. because he has an attention 1992 issue.) Their World appre- And sometimes he, too, feels deficit disorder, which if ciates the permission of the editors woefully out of place. untreated by medication, can ofAdvance for their permission to Jahiel. 27, has developmental interfere with his concentra- use this article. dyslexia, a neurological disorder tion and make learning even characterized by varying degrees more difficult. On the surface, Richard Jahiel of difficulty in writing, reading, Taken together, his disabili- seems like a typical first-year and organizing verbal infor- ties at times can make an medical student. mation. His biggest struggle is already harsh environment such His small joys include getting processing verbal information, as medical school feel as cold more than five hours of sleep especially if the content is un- and foreign as the hinterlands each night, finding a parking familiar to him. of Alaska. spot within a few blocks of "Richard has an auditors' While Jahiel's learning campus each morning and processing deficit. He just can't disability has nothing to do with stealing a few hours from his take the information and hold his intelligence, it canand studies each week to work at a it in his brain long enough to doesmake him feel intellectu- local espresso bar with his wife, process ;t, particularly if it's ally inferior to his peers. "My IQ Karyn (also a first-year U-M information he's unfamiliar is extremely high, but I still feel medical student.) When he's with. So in the lectures, where extremely stupid when I'm feeling especially indulgent he there's a lot of information lost in lecture or when I have catches up on his favorite TV being thrown at him auditorially, difficulty learning the way show, "Northern Exposure." it's like going in one ear and you're traditionally 'supposed' The show revolves around a out the other," says Carolyn S. to," he says. cynical young doctor from New Fosselman, a diagnostician and In such a competitive atmo- York City who repays his student consultant with the U-M Hospi- sphere. where quickness is loan by practicing medicine in a tal's Educational Evaluation equated with intelligence, Jahiel remote Alaskan village. Needless and Consultation Service. must work much harder and to say, the doctor feels woefully Reading also is difficult for longer than his peers to meet and out of his element in this him "because in a sense, when maintain the same high standards unpolluted, taxi free corner of you read, you're speaking to of academic achievement. the world, located somewhere yourselfanother form of For example. he typically between Walton's Mountain and auditory processing," she writes five to ten drafts of a the Twilight Zone. explains. "No matter the task. paper before he can get the

8 - r words and paragraphs to fall into the proper order. He reads and re-reads assignments and elaborately color-codes them with pastel markers to make the information easier to digest. He not only attends lectures but prepares for them by obtaining " outlines of the material to be .Ar* covered before class; this gives him an overview of the subject matter and an introduction to the vocabulary. He also reviews lectures on videotape whenever he cana painstaking process -N4 that can take up to four hours per lecture. He is currently working with the Medical School's Learning Resource Center to obtain such video- tapes free of charge on a regular basis. He also plans to have the LRC electronically scan his reading assignments and convert them to audiotape, so he can listen to the words while he follows the text with his eyes for reinforcement. Because his note-taking is slow and scattered, Jahiel relies on scribed notes of each class that are distributed free by a medical fraternity to all disabled college or medical school, they pology as it relates to the medical students on campus who don't even recognize they have a development of language. need them. (Jahiel is one of probl m." Even one of his hobbies has three students with disabilities Jahiel is a case in point. He a literary focus: he's been col- in a class of 250.) didn't realize that his lifelong lecting valuable first editions Last fall Jahiel became the struggles with reading and since he was a teenager. "In the first student with a declared writing even had a name until back of my mind I imagined learning disability to be ad- after he'd earned a bachelor of one day reading them but mitted to the Medical School. science degree from the Massa- never have ... But since I am so but he's not the first such chusetts Institute of Technology slow at reading I found another student to have the disorder. and had nearly finished his way to cherish knowledge," he "We've had students in their master's degree in education at once wrote in a journal. One second. third and fourth years Harvard University. His dyslexia of his prized possessions is a of medical school before we may have gone unchecked, he 124-year-old first issue of Charles realized that perhaps there was says, because his studies were Darwin's "On the Variation of a neurological basis for their largely independent and he Plants and Animals Under struggles." says Thomas C. could work at his own pace. Doniestication." Shope. M.D., associate dean of Ironically, his academic However, on Mav 20, 1908, an student programs. "Many of pursuits at both institutions article in the Harvard University these students are very bright revolved around the study of Gazette proved to be more individuals who adapt well and language: at MIT he delved into valuable than anything in his overcome their handicaps to psycholinguistics and at Harvard collection of unread books. the point that until they get to he studied biological anthro- 'There was an article on dyslexia

2 in the school newspaper, and it `That I could go more than A SLOW LEARNER BUT came at a time when things were 20 years without being diag- A QUICK THINKER really difficult in my lie," he nosed and on top of that have Indeed. Jahiel may be a slow recalls. "I'd noticed that I'd had an interest in language and learner, but he's a quick thinker. chronic difficulty in school and psycholinguistics and still not be "Since the path I take is different jobs and was trying to come to aware of my learning disabilityis from that of my classmates, I an understanding of it. And my something quite remarkable," he often find myself at different interest in language prompted says. "I'd like to prevent that places with different knowledge me to read the article. It was a from happening to others." to show," he says. Mns leads me remarkable experience, actually, Shortly after Jahiel arrived last to discoveries that are often because as I read it, I said to fall in Ann Arbor, Theodore M. missed by others. I have been myself, "Gee, I do that ... I do Cole, M.D., professor and chair- told that this will be a real asset that ... I do that. Wow!" man of the Department of during the clinical years when Subsequent testing clinched Physical Medicine and Rehabili- the object is to reorganize the diagnosis, and Jahiel's been tation, called for the formation information and make diag- active in raising people's of an ad hoc educational noses, because I am very good at awareness of learning disabilities planning committee to address reasoning," he says. And while ever since. At Harvard he co- his specific academic needs. he may be slower at writing than wrote an LD pamphlet that was Several months later another his peers. he's praised frequently distributed by dean's offices group was formed to plan for for the thoughtfulness and throughout the university, and diagnosing and managing all originality behind his words. he was active in a dyslexia medical students with learning "I think Richard is an excep- awareness group. disabilities on campus. tional person. What he's doing is His consciousness-raising Jahiel's team includes an very difficult, because the kinds activities have continued at academic adviser, a financial of learning that go on in medi- Michigan. For example, in April consultant and a staff `coach' cal school are just exactly the he participated in a public panel familiar with learning disabili- kinds of learning that are very discussion on learning disabili- ties. The ultimate goal of the difficult for him. He's extremely ties sponsored by the U-M team is to refine its approach bright. It's not that he doesn't Medical Center, and last summer and apply the model to other understand the materialit just he embarked on a research disabled students as well. The needs to be presented in a way project to help me Medical team meets every few months that he can process it," says School develop a model pro- on an as-needed basis to review Susan S. Brown, Ph.D., an gram for accommodating other Jahiel's progress and to anti- associate professor of anatomy LD students. "As far as we know. cipate potential stumbling and cell biology who spent an the model program is the first of blocks. So far, the approach has average of four hours a week its kind in the nation." he says. been quite successful in helping working with him one semester. "Increasing awareness of him overcome the inherent In short, Jahiei is a right learning differences is not obstacles of a fast paced, lock- brained learner. He's better at simply a disabilitv issue but step curriculum. processing visual images and has global implications for "We've provided extra time nonverbal concepts than left- everybody. Recognizing that for tests, and we've worked out brained. verbal information. people learn differently will a reduced work load so that In fact, his nonverbal IQhis encourage the development of Richard will be taking his two ability to work with images and more varied teaching strategies years of basic science in three. symbolic codes, his under- and more effective learning He's still taking all the same standing of spatial relationsis tools. This will help maximize classes as everyone else, bitt he in the genius range. the potential of students and just isn't taking the same load," minimize the scars that schools says Shope, a member of the FINDING THE WAY WITH leave on so many people." he team. "We're not changing our says. referring to the fact that standards: Richard has to SEMANTIC MAPPING as a child he was punished fre- achieve and demonstrate the To take advantage of his learn- quently by teachers who accused same things as any other student. ing strengths, he complements him of not following directions What we've changed is the speed words with pictures whenever and asking "silly" questions. with which he has to do that." he can. For example. he uses

10 - " a reading comprehension tech- nique called semantic mapping to convert the material to be learned into a diagram or outline that his right brain can under- stand. "It's the translation process that slows me down enough to equate my handicap with a physical disability such as that r, requiring a wheelchair," he says. He's also learning to use mnemonic techniques to help him familiarize information. For example, to remember that birds are warm-blooded, he could sketch a picture of a bird taking a sunbath. "Anything that enhances his visual impression 'S is a good coping strategy, because visual learning is his strong suit," Fosselman says. Although Jahiel's str iggles are far from over, he feels uplifted by the progress during the past year. 'This is really a great thing to be a part of, because none of this existed when I arrived, and it's all moving very quickly forward," he says. "It's really exciting to be involved in something that will lastthat will have a real effect on the School. When I first got here I felt like I was in a wheelchair at the bottom of a flight of stairs. But now I feel more like I'm at the top of the stairs. I've found some ramps that people didn't know existed, and we're building new ones."

Editor's Note: Kristen Lidice Finn is managing editor of Advance, the magazine of the University of Michigan Medical Center: The work of the University of Michigan Medical School in the disabilities arena has, through the Department of Physical Medicine & Rehabilitation Chairman Cole. influenced the policies of the Asso-' ciation of Academic Physiatrists and the Association of American Medical Colleges zn Washington. D.C.

; 4 Pat and John Rosenwald with affection

5 LIVING WITH A LEARNING DISABILITY STRESS AND THE LEARNING DISABLED

!iy weien (;inandes and Martin S. Weiss

"It was very, very difficult," said ment. humiliation, and anger beneath the brain, releases the Bruce Jenne?: former Olympic gold- resulting from being asked to hormone ACTH (adrenocorti- medalist and sportcaster, upon his read to the class, having to cotropin) into the bloodstream. visit to The Lab School of Washing- read an essay or report. or ACTH stimulates the adrenal ton D.C., a school for students with having a failing grade an- glands to spill cortisol into the bloodstream causing a state of learning disabilities. "For some nounced aloud in front of reason the (reading) process didn't an audience of one's peers. heightened body arousal to work. It just didn't want to come off No matter how great an cope with a challenging, fright- the paper like for everybody else... accomplishment one ultimately ening, or otherwise stress- The biggest fear I ever had in my achieves in life, the memory of producing situation. lye was reading in front of the feeling stupid. being held back The person who has constant class."Jenner knew that the simple in a grade. or making serious stress may show signs of an over- act of reading, writing or solving a mistakes in class are never for- active. poorly regulated stress circuit. The body acts as if it is problem in arithmetic can appear gotten. The result of ongoing constantly under attack. L earning to be an insurmountable task frustration, failure and fear of disabled young people who are causing him far more stress than failure often persists as stress. constantly subject to stress may be competition for an Olympic gold suffering from this syndrome. medal. He understood the chal- THE BIOLOGICAL Clearly, environmental events can lenges facing students with PATHWAY TO STRESS affect both physiological pro- learning disabilities. cesses and do damage in the "My father always wanted gold- The physiological response body's chemistry in the long run. plated kidschildren he could to stress is seen in the extreme Stress produces a variety of read about in the newspapers and in people who exhibit clinical symptoms. Although no one brag about to his business partner," anxiety and symptoms of person reacts to similar stressors said Mark, a learning disabled depression. The biological in exactly the same way, there college freshman in our Economics pathway to stress, the so called are some reactions common to Class. He described feeling unap- "stress circuit," is an emotionally all people. These may result in preciated for himself, only valued triggered response initiated internal:-..ed anger, a sense of for his academic performance. deep within the brain, activating impotence at one's inability to "Sometimes I felt that my parents neurotransmitters such as fight back, resulting in overt wanted to give my friends an I.Q. serotinin and norepinephrine. physical symptomssuch as test before they let them in the These in turn, carry a chemical muscle tension, intestinal house" he added. message to the hypothalamus disturbances, headaches, and Student after student ex- gland signaling it to secrete a a rise in blood pressure due presses the stress resulting from coricotropin-releasing hormone. to "fight of flight" reaction. the experience of embarrass- Next, the pituitary gland. just 13 The learning disabled student HURRYING CAN anger might cause others on is doomed from the start when BE DESTRUCTIVE whom they are dependent to the growth of self-esteem is stop loving them. David Elkind. Ph.D, Professor determined by performance. The internalizing of anger or of Child Study at Tufts Univer- He cannot perform as well as fear is a major cause of stress sity in Medford. Massachusetts, his peers and invariably feels and the learning disabled per- sees the pressure of the the symptoms of stress that this son is a primary candidate for "Hurried Child" as a highly pressure causes. Many educators the symptoms of such stress. destructive force. He feels that are worried about the undiag- In the natural development challenging children is different nosed student who hangs on for of the parent-child relationship, from pressuring children and years with near-failing grades, issues of autonomy, control, that each child should be seen suffering the pangs of humilia- supervision, and setting of as a kind of "superkid" for the tion at his inability to perform limits result in a normal strug- individual qualities and unique without understanding the rea- gle toward independence on abilities that make him special sons for this poor performance. the part of the child. When rather than just academic school performance becomes performance. the center of this contest it "CHILD'S STRESS SCALE" The belief that attendance at may turn into a very ugly It is interesting to understand an Ivy League university or an power struggle. the kind of life events that stress expensive private school can be If the child cannot compre- children as they grow up to give the ticket to lifelong happines hend the reasons for his poor us a better understanding of puts young people under the performance, or is unable to the role of academic failure stress of getting into that kind of improve it without expert for the learning disabled. On a institution. Even if admission outside help, the problem "Child's Stress Scale" devised were a relatively simple matter becomes insoluble. It is a con- staying in that kind of an insti- by the Child Care Information ; stant stressor for both parent Exchange study in May of 1986, tution is even more complex. and child. The conflict causes the following factors were The learning disabled young- both parties to become more selected as the primary stress ster is placed under increased ; resistant and the child to factors by fourth, fifth and sixth stress because he always feels become more rebellious, pos- grade students. different from others because sibly leading to other more of his academic lags. The kinds serious acting-out behavior. High Stress of pressure cited by college Clearly, one important answer Stressors: Scale admissions's officers suggest to the stress problem in chil- Losing a parent 6.90 that some parents feel that the dren is the help given by a Going blind 6.86 social acceptability of attending nurturing parent and a sensi- Academic retainment a status school is more impor- tive, understanding teacher. in grade 6.82 tant than the quality of the Ongoing performance A poor report card 6.23 academics at that institution. stress is one of a number of Being sent to the Sometimes, the quest for a factors in the escalation of principal 5.75 "name" school leads parents teenage suicide. Most of these Being ridiculed in class 5.28 to ignore any evaluation of young people who are candi- the appropriateness of that dates for suicide come from Most of the so called stress institution for their child. factors that we prepare children so called "average" families, although they have to put up for, in our concern for their When learning disabled with more divorces, remarriages, emotional well-being, fall below people feel stressed they may family illnesses, deaths. run-ins tho .e listed above on the keep their feelings to them- with the law, and school failure Stress Scale: selves because they may have been taught that anger should than any other generation. Moving to a new school 4.60 not be expressed. Moreover, Many experts agree that the Scary dreams 4.08 their tendency to become most important thing that Being picked last on explosively angry may keep parents can do for their children the team 3.30 them from venting any anger at is to recognize the symptoms of Going to the dentist 2.73 all. Many learning disabled stress, to listen to what their A new baby sibling 1.27 people fear that showing their children are saving and doing.

14

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and many others areincluded They can also assist their young- Taking a few deep breaths By in this category. sters in learning to expresstheir helps to relax the body. concentrating on deep worries and overcome fearand Although these exercises may daydreaming or anxieties in stressful situations. breathing one's mind is appear to be shifted from the anxiety time wasting to others,the ability producing situation. to reduce stress canbe an STRESS Playing mental gamesoften extremely helpful strategyfor REDUCTION helps to distract the person the learning disabled person. EXERCISES from the stressful event.By Suggested are some of thefollow- imagining that all one'sprob- FOOTNOTES: ing stress reduction exercises: lems are in a large redballoon. Self floating A Child's Stress Scale, and that balloon is Magazine. November 1979. A break of a few minutes. slowly over one's headcarrying Child, visualizing oneself in a the problems far away,the sit- Elkind, David. The Hurried Addison- pleasant. relaxed situation. uation may be betterhandled. 1981. Reading, Mass. Tell the child to try to feel the Wesley Publishing Co. exercises, muscles relax, to concentrate Learning relaxation following a program of non- on feeling thetension leave Martin competitive sports can also Editor's Note: Helen and and the body. Whenever stress reduc- Weiss are learning consultants becomes apparent to the help in mental stress tion. Aerobics, running,brisk Adjunct Professors at Colorado child he can perform this Mountain College. exercise by himself. walking, swimming, skiing iS )1

44,10 gtaiL;40.....r,11011Alin ,raw sot Their Future Is Worth TheEffort Thanks to NCLD from National FootballLeague Properties,Inc.

r I LEARN D11414 ERENTLY ;/1. i?ubert Conatv

I'm amazed at how much I remember of my childhood, It after all those early school Years Alr of trying to block them out. I was very eager to start first grade as most young kids are. But that eagerness began quickly to fade into frustration and fear. It didn't take very long to notice. when comparing myself to all the other children, that I was S #1' somehow different. It always seemed as if I were more ner- vous than anybody else. Simple things took me longer than virtually anyone else. I remem- ber waiting until the kid next to me raised his right hand to do the Pledge of Allegiance for me to know which one to raise. "I HATE SCHOOL" I would not describe my earlier school Years as fun. They were very much tension filled. BY third grade it was obvious to a lot more people than just me that I was different. My family did everything they could to help me learn. I remember two hours a day, three days a week, going to inv third grade teacher to help me with my homework. I was traded off between my Mom. my Dad. and my sisters every night as they would try to help me with wanted to play a game of touch We had a play called "catch my homework. It didn't seem to football. I was selected to be on and run," which even I could matter. Nothing came easily and one of the teams. I was fairly fast understand. The quarterback nothing seemed to work. for my age and I was coordi- threw the ball to a player and he I became extremely shy and nated, although the concept of would run with it until he got I didn't participate in a lot of rules was very confusing to me, tagged or scored a touchdown. activities. One day in the third and I could never seem to get The ball was thrown to me. I grade there were only a certain them quite straight no matter wasn't really accustomed to number of kids and the majority how much I tried. running with the ball. All I

17

20 BEST COPY AVAILABLE knew was I had to catch it and because now I realized that I the day I realized that once run with itso I did. I felt wasn't retarded, that something again my Mom was right. At exhilarated running by all the wasn't actually wrong with me. I this school they laugh with you, other kidsa feeling that no just had this thing called dyslexia. not at you. one could catch me. As I crossed Once my parents knew and Under the guidance of Diana that goal line I felt on top of accepted what they were dealing King, and the expertly trained the world because I had actually with. they wasted no time look- staff, my life slowly, but surely, done something good. : ing for the best schools I could began to change. I began to do As I turned around to my attend that would help me. something 1 was unable to do peers, instead of receiving cheers beforeI was starting to learn and a pat on the back for a job and learn quickly and easily at a well done, I faced a bunch of MY LIFE BEGINS faster rate than I ever dreamed kids pointing fingers at me and TO CHANGE possible. The summer after my laughing. I had crossed the In the summer of that year first year at Kildonan was one of wrong line. I went the wrong way. I met Diana King, who ran a the best of my life. It was like I I was overwhelmed with a feeling school for dyslexic boys called was a new person. I was able to of wanting to run and just get Kildonan. Today, I consider do things that I was never able away and never come back. Diana to be a dear friend. When to do before. I was more con- Holding back the tears, I my parents left me in Diana's fident, not to mention I had remember saying to myself, "I care, I remember one of my come up three academic years in hate school, I hate school." I Mom's parting comments in just nine months. I remember went right to the teacher and addition to the typical "Don't my family could not get over asked if I could go inside. I told forget to brush your teeth before the difference nine months at her I didn't feel good, but bed," and "make sure you eat all Kildonan had made. I was on because the teams were even your vegetables." She told me I top of the world. that day, she said all I had to do was now at a place where they That summer I didn't think was keep playing five more wouldn't laugh at me any more anything could go wrongbut minutes until recess was over. but would only laugh with me. something did. I lost my father. So the game continued and I I didn't exactly know what she IsAy world came crumbling down. kept saying to myself, "don't pass meant on that day, but it was Things became blurry and the it to me, don't pass it to me." about a week later I found out. focus of my family was changing. I didn't really have to worry I was playing basketball, again I had to go back to school in about that though, because on even teams. I was so eager to a few weeks. they never did pass it. That impress everybody that I was We arrived on campus a day was probably the longest five actually aggressive on the court. early and Diana met us on the minutes of my life! I remember stealing the ball and steps to her office. She gave both My father was a very loving making the lay-up. No sooner Mom and me a big caring hug. and gentle man who has had a had my feet come back down on She reassured us both that things magnificent effect on my life. the court that I realized I had were going to be O.K. At my He was a very proud man and run the wrong way, and my body father's death bed I had made at first he desperately fought flinched in anticipation of the him the promise that he would the fact that there might actually laughter that I was sure would be proud of me about my school be something wrong with his follow. As I turned around and work. I was able to keep that son. My mother, through gentle braced myself I didn't hear promise largely because of two encouragement, tried to talk laughter. I didn't hear anything. very special tutors, Sherry and him into getting me tested Everybody was just standing Dennis, who were able to take my to find out what was actually there. As I looked at the counse- unfocused energy and channel wrong with me. He was com- lor, he gave a gentle smile and it to the power of learning. pletely against the idea. When waved me back to the group. I had many long talks with he took a three day golf trip, I didn't know what to do. Dennis. He opened me to the my mother took me to a variety I gave out a nervous laugh and world of books and literature. of testing facilities. I guess that prompted everyone He was always giving me There was no question that I else to laugh. As I ran back to something different and more had a disability called "dyslexia." the group. a couple of kids challenging to read. Even though I'm sure 1 complained I remember feeling relieved I patted me on the back. That's

?1 about it then I want to thank West Virginia Wesleyan to the person I am now, there is them both noIn those two College. no doubt in my mind I would years I conquered the fear of I chose this college for its never be where I am if I didn't learning how to read. learning center, which enabled have all that love and support. me to take untimed tests and Being diagnosed dyslexic get all my books on tape and was one of the best things that COLLEGE BECOMES A take some tests verbally. ever happened to me. I was REAL POSSIBILITY Wesleyan allowed me to take diagnosed dyslexic in 1977, From Kildonan I was ex- tests in the learning center with it's now 1992. 1 have LD, but tremely fortunate to attend the only a few people in the room. because of the education Forman School in Litchfield, There were individual cubicles I've had, to me that does not Connecticut. The ideology of with a proctor walking around represent Learning Disabled. the two schools seemed almost and all you had to do was raise The initials LD simply mean I identical. It was as if Forman your hand and they would help Learn Differently. If I am taught picked up the ball where you with the spelling of a word differently than the mainstream, Kildonan had left off. Kildonan or the grammatical part of a I will learn. Because of Kildonan, was a very small school, very sentence. I knew the first day Forman and Wesleyan and other specialized. There were only fifty I set foot on college campus fine schools like them, the mili- boys when I went there. Forman that I was going to graduate tary phrase. "Be all that You had about two hundred and and in 1988, after five years at can be," is not a dream, it's ten students. So the challenges Wesleyan. I received my degree. my reality. of a bigger classroom and less After the usual celebration fol- I want to take this opportunity attention, which I thought lowing a graduation ceremony, to thank all the people who would be very scary, were my Mom pulled me aside and influenced me in my early life actually very smooth. looked me straight in the eye and provided that safety net. I I am grateful to two very and said, "You're on your way would like to let them know it important people during my now, son." and I looked her not only worked, but they gave high school yearsJack Fercaso, back straight in the eye and me the courage to go out in my English teacher who picked said, "I know." a world where I am often mis- up right where Dennis and understood when it comes to my Sherry had left off, and a special gift. I am a 27 year old fantastic woman. Mrs. Dvmtric, I LEARN DIFFERENTLY dyslexic and very proud of it. who was head of the Math I was one of the fortunate ones. Department. Mrs. Dymtric I had a mother with the will of actually got me to like Algebra. ten men, a family who gave Editor's Note: Robert Conaty works The spirit of learning was alive more unconditional love, more with an insurance company near and well on campus. All the support both emotionally and Washington D.C. He has dedicated Faculty pushed you, challenged financially than I could ever this article to his mother to whom he You to be the best you could. dream of. I attended some of the unites: "To my Mom: I love you with Because of the combined finest schools available for all my heart. Because of your belief efforts and the special teach- dyslexic boys. I was taught by in me THEN, it enables me to make ing methods of Kildonan and teachers who not only cared but a difference NOW" Forman, I was able to attend understood. When I think back Become a Member of NCLD!

19 r..2 IMPROVING THE SOCIAL COMPETENCE OF STUDENTS WITH LEARNING DISABILITIES AN OPPORTUNITY FOR TEACHERS IN TODAY'S CLASSROOMS vy Pam ( ainpbell (111(1 (7,0). .\.)ibelvon

Children with learning disabili- social situation, but when to constructive approaches to im- ties are often alone in school. We do it. Students with learning proving the social competence see them standing apart from disabilities often have particular of their students (Siperstein & their peers on the playground difficulty in knowing how to Coding, 1983; 1985)? To answer and sitting by themselves in the use the skills they know. these questions, we embarked on cafeteria. It seems that even when Regardless of the reasons why, a project to develop a curriculum they are in a group with their the effective schools and social for teachers that would provide peers, they do not get involved competence research over the the knowledge and skills needed and interact. There may be past 20 years has clearly docu- to improve the social climate of several reasons why this happens. mented that students with learn- their classrooms and improve the We would like to consider some ing disabilities are socially at-risk. social skills of their students with of these reasons before address- Students with learning disabili- learning disabilities. ing our responsibility to respond. ties have poor social relation- We believed that by focusing It may be that children with ships that do not improve over on both the classroom climate learning disabilities experience time, and in fact, translate into and the student's social skills, we peer rejection and negative later adjustment difficulties. would achieve our ultimate teacher expectations and beha- These experiences also result in objective of enhancing the social vior in school because their negative self-p-rceptions. Many competence of students with teachers and peers are not open students with learning disabili- learning disabilities. In fact, we to the diversity they represent. ties believe they are powerless believed that only when all the Consequently, a climate of to change what is happening to possibilities for improvenent acceptance and opportunity them. Even if they should use in the social climate of the remains unavailable to them. the social skills they know or classroom have been addressed It is also possible that the have learned, they believe it could we legitimately focus on reasons for their rejection and would still be to no avail. the needs of an individual child. isolation lie within the individual How do we reverse the social child. Many children lack the plight of children with learning disabilities to help turn their A CURRICULUM FOCUSED social skills to make new friends, ON THE CHILD'S successfully enter an ongoing rejection into acceptance group, respond to peer provo- ( Siperstein, Bopp, & Bak. SOCIAL ENVIRONMENT cations, ask for help, etc. These 1978) and how do we translate In developing the curriculum, social skills require not only teachers' negative expectations we wanted teachers to under- knowing what to do in a given and behavior into proactive and stand the profound consequen-

,0 ces that a learning disability may have on a child's social world an issue that has always con- cerned parents. Most important. we wanted teachers to become aware of the critically important role they can play in creating opportunities for socially produc- tive activities in their classroom, - . in teaching social skills to students within the context of 1 academic activities, and in 411116 improving the confidence of students with learning disabilities as they face the day-to-day social challenges of the classroom. Our teacher training curri- culum is unique in that it focuses on both macro and micro levels to bring about greater social competence in children. We focus first on possibilities at the macro (classroom) level to enable change to happen. We then focus on the micro (individual) level to teach social skills to students who do not know what to do or when to do it. We provide direct and specific instructional strategies and include many confidence CLAIRE YAFFA building activities. We believe this approach directs teachers to focus on strategies that are effective in with others may have more to do behavior. Rules can give s creating a climate of acceptance with the influence of the teacher. limits and consequences in a classroom. the environment, the instruction behavior, as well as expec This macro/ micro approach that takes place there, and the for how to behave. The a does not blame the victim, but peer group, than with the indi- priate organization and a rather first acknowledges the vidual social abilities or inabilities ment of the physical spa, responsibilities of the total school of an individual student. set up productive studen community, including peers and The curriculum begins with student interactions. Suc adults, to provide situations that teaching teachers about expecta- management of both ins are rich in social opportunities: tions and styles that can limit or tional and transitional tit and second. acknowledges the enhance how their students get enables students to be or individual needs of the student along with others. Teachers who and productive. with learning disabilities. communicate appropriately high We also focus on the t expectations are able to adjust of cooperative learning t "FOCUSING ON their teaching style according promote social compete: THE CLASSROOM" to the needs of their students through the design of ac The curriculum is divided and enhance student social that promote both acad( into two major topics that and academic achievement. We and social outcomes. We address the classroom first then move on to the physical emphasize the importan and the student second. environment of the classroom of considering student b The topic, Focusing on the and the impact that teachers' ing styles and teacher qt Classroom, is presented first rules, use of space and schedul- tioning strategies within because successful interactions ing can have on students' social discussion. Lastly. we address the impor- efficacy contribute to their tions have enabled us to design tance of looking at other class- overall self-confidence in social an instructional tool that is rooms in which students with situations. Teachers can help informative and timely, vet learning disabilities may spend their students become self- practical and applicable. This part of their day. We suggest confident enough to use the curriculum,Improving Social that, by working together. social skills they have learned to Competence: A Resource for Elemen- teachers in these classrooms can interact more frequently and tary School Teachers,has recently examine and adjust discrepan- productively with their peers. been adapted into a book to be cies in the organization and We also include several addi- published in the Fall of 1993 by delivery of instruction to make it tional features in our curriculum. Allyn& Bacon. For additional more consistent and predictable Thereareassessment instru- information, please contact Gary for their students. ments to observe social behavior N. Siperstein, Director, Center or learn more about how stu- for the Study of Social Accep- dents perceive themselves. There tance at the University of Massa-

"FOCUSEVI ON are also many instructional : chusettsBoston, 100 Morrissey THE STUDENT" activities and suggestions for Blvd., Boston, MA 02125. Our second major topic,Focusing teaching social skills to students on the Student,provides teachers and helping them feel more Editor's Note:Pam Campbell, with specific ideas to use with confident and positive about Ph.D. is an Assistant Professor at individualstudents with learning themselves. A template is pro- The University of Connecticut where disabilities for whom creating vided for making changes in the she teaches future teachers of classroom opportunities may not planning, monitoring, delivery, students with special needs. She was be sufficient. Our goal is to and evaluation of specific a classroom teacher in both general provide teachers with the assess- interventions. Finally, there are and special education classrooms for ment and intervention tech- many additional resources that many years. niques to teach social skills and include suggestions for goals and Gary N. Siperstein, Ph.D. is a enable their students to develop objectives for Individualized Professor of Psychology and Director more positive self-perceptions Educational Plans (IEPs). of the Center for Study of Social while developing social skills. As teachers realize that the Acceptance at the University of To develop social skills. we ways in which students with Massachusetts at Boston. His focus on two instructional learning disabilities behave and research has focused on the social techniquesmodeling and achieve are often a direct implications of the disabilities that coaching. Modeling can be used function of many teacher-based children experience. to teach students appropriate decisions. they may feel greater social behaviorsvisible and empowerment and entitlement REFERENCES audible actions such as gestures. to address issues of classroom Siperstein. G.N.. & Coding, M.J. movements, and conversation organization and social skills (1985). Teachers' behavior that are needed in social interac- instruction. Teachers who use toward LD and non-LD tions. Coaching is used to enable the strategies and materials children: A strategy for students to develop the social presented in the curriculum change.Journal of Learning knowledge and problem-solving can enhance their own teaching Disabilities, 18, (3),139-144. skills with which to apply the so- skills and. as a consequence. Siperstein, G.N., & Goding, cial behaviors they already know. their students' abilities to (19F''). Social integration of Teachers might expect achieve both social and aca- learning disabled children in students who have learned social demic objectives. regular classrooms. In K. skills to go forth and get along With the generous support Gadow and I. Bialer (Eds.), with their peers: vet, many of of the National Center for Advances in Learning and these students remain hesitant Learning Disabilities (NCLD) Behavioral Disabilities.Vol. 2 or behave inappropriately in and the Office of Special (pp. 227-263), Greenwich. .ocial situations because they Education Programs (OSEP), CT: JAI Press. still perceive themselves as we have been able to pilot and Siperstein. G.N., Bopp. & socially unskilled. field-test our curriculum with Bak, J.J. (1978). Social status We then focus teachers' several hundred general and of learning disabled children. attention on how a student's self- special educators. Their parti- Journal of Learning Disabilities, concept, self-esteem. and self- cipation. feedback, and sugges- 11 (2)49-53. ;."

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BEST COPY AVAILABLE JASON'S STORY Ao11. zeith Mill1111'111arY by Brian Cleary

It is easy for professional educa- tors to develop a detached and clinical attitude toward learning disabled and dyslexic children. Reports are often couched in an impersonal jargon with only a passing acknowledgement of the frustration. anger, and anxiety experienced by the unfortunate child who becomes a 'case' and is frequently reduced to a percentile or a grade equivalent. This story was written by Jason. a student at the Curtis Blake Dav School of American International College in Spring- field, Massachusetts. Jason. who amp,* **** is severely dyslexic, wrote this when he was thirteen. He is Amilve-"lb perceptive. very bright and *la in spite of his difficulties, re- 4,- markably good humored. The chronicle has been condensed but only because of the con- '170 =le straints of space. The spelling a and syntax are his. .$ Thus it is written (with ..; - occasional prompts): ik; "/., . 411 1. yr I "Ever go to school where You s r 4. . " "ki -11 don't learn a thing just sit at a L desk daydreaming. I did let me tell You how it feels to be deslexic an lied about." the two kids and I were put in a I was reading N BOB RAN TO class room called the resource TIM. or TIM IS A RAM AM I A room. Till this day I'm still RAM TIM SAID. Still I read it FIRST GRADE wondering where they got slow. Most of the time I day First grade sounded fun. The that name. We were helped dreamed of torching the school first graders couldn't call us indervilderiv on a stuiped book or just walking ()flat recess but kindergarden babies anymore. with no meaning called . my mom would drive me back. We were the first grade. We Mostly all teachers said was "I I failed and was put in another picked deskswe were judged know you know it or I hear you room. the teacher was nice for a on reading skills and they put saving it. I mostly believe the day and then I discovered she me and two other kids in the teathers were in need of a hear- was a witch! She veiled at me. next room. Two weeks past and ing aid! At the end of September though books at the table sliding

BEST COPY AVAILABLE at me. She never calm down. For me staving back. I was upsetfor The book was to hard and I told frotv-five mins it was constance that week I slammed my elbows the teacher but she Yelled "do yelling like "YOU CAN READ into the walls. I decided I'd it". I got mad thre it down and IT!" "I CAN HEAR YOU SAYING enjoy the summer and take it looked at a children's book. 15 THE WORD DON'T PLAY as it was. Summer went fast I minanuts later the teacher founs GAMES WITH ME!" Every class guess it does whe you have to out I was reading another book there I went out with a head ach. go back to a horrible realate and she started screaming at me. The best past about it was I got a (reality). It was the same. I got We had to read these dumd sticker. do vou think it's woth it. the other teacher from the other books but I wasted time at the 1 sticker for a fourtv-five min for room. Finally she came we all pencil sharper or in the bath (torture) of hell! When I go back got in the room it was praticallv room for the rest of the year. I kids said your lucky yo get stick- the same room as last year. I was didn't read a sigle page and the ers. I said lucky for what a hag in most of the same classes. At teachers didn't care. At the end yelling at you for fourty-five mins. stroy time that year I watch my of the year my mom had thoughts When we went to the liebiey old friends playing at recess. of swiching schools. The fighting we sat on the floor reading but it The teachers had the same was clearing and I didn't need to was hard to tell kids I can't read attiuded trods me that year. fight at a new school but mom so I got books with no words and "Back to prison", I tought. found out I was dislexic and her said it was a mistake of I'd bluff. That year I played sick alot! mind was made up! gym was probly the only class I I was still in book 3, 4 really pasted. or 5 I can't tell they all look alike. By then I was reading CURTIS BLAKE SCHOOL storvies such as: I remeber the first day I went I SECOND GRADE got a slim jim at a dairy mart. THE TUG Second grade ws the same old When I got in there was 15 year THE KID thing. I was in the resource old kids about 6 feet. There was THE FAT CAT room. There were still three kids two kids that came to welcome and me in that conor of the And more stipied stories. They me. They were very nice. Then room. We had to make cards for were two or three pages long. some kids asked if I wanted to a teacher I couldn't stand. I had Every year we hd a dumb test eat with them. That week was to ask the teacher to spell were you darkened ovellies hard. new kids, new rooms, and pracicly every word. She just (ovals). I neaver found out my new words. I think I wouldn't be wrote on the board. When the grade. At the end of the year on young adult books in my old kids looked up to see what the we had a stiupied reward school now. The first day was techer was writing whispering saromev. I didn't get a thing reading a mistary witch I could started up like "who couldn't exspsliv in reading. under stand. When I asked a spell 'dear'?" "Jason" teacher what a word read they One day the home room had would say it in a calm voice and a spelling bee and we were sent THIRD GRADE not yell at me. I was never made o to watch or pretispiat. I chose We were in a new room for the fun of because the kids went not to and the other kids did resource room. I ha-1 to do book though the same as I did. The but the other two took a chanch reports. I had to get them at the older kids even liked me. By the of hilmiatoin (humiliation). public librie and they were on end of the month, I kind of liked I wasn't in it and I was still tape. I menerised the books. reading. Every class was fun. hilmiatolined (humiliated)! I got a D- on a write test in I got to write on a computer I bent over my desk and asked hhome room and did it odallv at and that was fun. how to spell 'home' to a girl. the resource room and pasted. What I liked best was you She giggled and whispered to That year 1 get into so marls swicth rooms and I was never her friend. In five minutes fights on my st.eet because I was shoved in a conor and forced to every one was laughing. in the resource room. on the bus read a hook. 1 had to do book word fights and off the bus fisted reports and I didn't have a tape fights. A kid always tried getting to liston to. I could read! At STAYING BACK me in troble. home I didn't get in to many At the end of the year my prams I had to read a book at the fight but there was still a few. and the school started discugs resource room in another conor. Soon the fights and reputationn

26 cleared. I read books with I would just like to add I'll In an understanding and words like: 'poacher.' forest,' support any kid to read if he supportive environment he will 'trapped.' and I could under went through what I went flourish academically and stand them! I was getting better through. socially and become a valuable on spelling, Math. Soacal sudies. and contributing member of and Sience. This year I read society. He has the intelligence books written by S. E. Hinton, Editor's Note: Jasonhas dedicated and fortitude to surmount his Betsy Bever and I enjoy reading his article to, "Mon. Dad and the difficulties and we can only hope and writing a lot. Curtis Blake School." that he will find the support he I still know there's kids out needs. It is indeed a chilling there who do not know what Jason will always be thought that there are thousands there problem is, wounding if dyslexicbut he has learned to of jasons who are "deslexic and their dumb. I know what there compensate for his diffficulties. lied about." going thogh. I was there. What He likes school, is adept with a I hope is there seeking help and word processor and loves to seced (succeed). But what. I hate write. Soon he will have to move Editor's Note: Commentaryat the most of what happened in my on to Junior High Schoolone beginning and end of the artidt are like was the dam school knew speculates with some trepidation byBrian ClearyEd.D., Director; the I was dislexic and lied.. what new challenges he will face. Curtis Blake Center; Springrield, MA.

LEARNING DISABILITIES <" ARE 716 "'AL NOTHING NEW...

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-30 LEARNING DISABLED ADOLESCENTS AND MOTIVATION by Anthony K. Van Reusen

One of the prominent charac- and avoidance behaviors) about For instance, many educators teristics of many secondary learning and school can be and parents use behavior man- students with learning disabili- carried into adulthood with agement programs that focus ties is their lack of motivation serious effects. For example, in on the use of positive (external) toward school and the improve- too many instances adolescents reinforcement systems. These ment of school related skills. with learning disabilities drop- systems usually involve proce- Research indicates that these out or leave school without dures such as token economies students, particularly those who having realistic plans or goals for or point systems that are used to have experienced chronic additional training or schooling. increase the student's time on academic failure, frequently Regrettably, many are unpre- task, assignment completion, develop negative beliefs and pared for the responsibilities of decrease disruptive behavior and behaviors in varying degrees that adult life, including personal improve academic performance. interfere with optimal learn'rig. and professional relationships, Using these procedures, students In the classroom, some of employment, and full participa- earn tokens or points for exhi- these students may demonstrate tion in their communities. biting appropriate behaviors or a pattern of behavior that Capable learners, on the other completing tasks. The tokens or Seligman (1975) referred to hand, have been found to per- points are then exchanged for as 'learned helplessness.' This ceive their success and failure privileges at home or at school. pattern of behavior is charac- in school as the result of Unfortunately, while such terized by low expectations for controllable factors such as the behavior management programs success, an insufficient amount degree to which they set goals have been found to be effective of time and effort spent persist- and apply learned skills. These for eliciting desired behaviors, ing on tasks. and the belief that students direct and monitor they also have several limitations failures are caused by personal their behavior, put forth time and have been criticized for a deficiencies and successes are and effort to complete tasks, and number of reasons. First, a heavy due to external events beyond evaluate their performance reliance on rewards can increase the student': control. toward the attainment of goals. student dependence on external Others may passively partici- reinforcement (the student may pate in learning activities and only be willing to put forth effort be very dependent on teachers, EXTRINSIC AND or complete tasks if a reward parents. and peers for direction. INTRINSIC MOTIVATION is provided). Second, some goal-setting, feedback and In responding to the negative research indicates that external reinforcement. Still others may motivational characteristics reinforcement programs cannot deliberately choose not to learn of adolescents with learning be faded without simultaneously or complete any assignments disabilities, much of the em- decreasing student perfor- (seat-work or homework) even phasis on student motivation in mance. Third. the long-term when the assigned work is on schools has been directed to effects of external reinforcement the appropriate level. changing or manipulating programs on student achieve- These problematic motiva- factors within the learning ment are unknown. And fourth. tional characteristics (i.e., nega- context. outside the student's the use of such procedures may tive beliefs, learned helplessness, control (extrinsic motivation ). actually interfere with facilitating

28 3 student intrinsic motivation for acquiring skills and knowledge I the student becomes more interested in the reward than in understanding the nature of a task and in performing the skills to successfully complete the task) , which can undermine the develont and maintenance of independent learning performance. Intrinsic motivation, accord- ing to Deci and Ryan (1985) and Nook (1987), is thought to be based in the individual's need to he self-determining and compe- tent. When applied to the moti- vational characteristics of adole- scents with learning disabilities. the construct of intrinsic moti- vation suggests that if programs for this population are to be

effective, these individuals will 11.-.4111.X `. AL... need to be taught to explore their beliefs about the causes of their success or failure in school. Additionally, it would appear essential that these students play a key role in determining their learning needs and planning their education programs. Thus, efforts to address the intrinsic J motivation of these students may need to be directed toward using procedures and strategies in conjunction with behavior management programs which empower students to make active decisions during all phases of the teaching and learning conferences can be used to However, research has shown process. Specifically, adolescents intrinsically empower students that students with learning with learning disabilities need to by giving them opportunities to disabilities, among other have a major voice in decision make decisions concerning handicapped students, are not making regarding their educa- their education and plan their being given that opportunity to tional needs and goals and also futures. These conferences participate in these conferences. be actively involved in making include the Individualized Education Program (IEP) plan- hoices during instruction. In BARRIERS TO STUDENT this way the instructional process ning conference, the Indivi- dualized Vocational Education PARTICIPATION IN is driven by student goals, not EDUCATION PLANNING teacher goals. Program (IVEP) planning Currently. a variety of educa- conference, the Individualized There appear to be several tional planning conferences Transition Program (ITP) reasons for this. First, many occur routinely in learning planning conference, and the parents are not aware that disabilities and other special informal conference (parent students can attend educational education programs. These or student) to name a few. planning conferences. i.e., IEP,

32 IVEP, and ITP conferences. related conferences. may further have made available. The Second, when students are increase their beliefs that they strategy is designed to motivate, invited to attend planning have little choice, control or inform and prepare students to conferences, many choose not responsibility for learning or participate in a variety of educa- to attend because they often success in and out of school. In tional planning conferences. don't know what to say. When short, the IEP. IVEP. and ITP The strategy is also helpful for questioned about the purpose of planning processes may need to parents who are expected to a planning conference, students be reconceptualized beyond participate in the planning report that they feel it is to have annual meetings to develop and process. The purpose of the their parents and teachers document the student's special strategy is to provide students discuss their problems, or tell education program. Perhaps a as well as parents with the skills them how badly they're doing in more profitable approach would and knowledge they need to school. Third, some educators be to view educational planning participate actively in any and administrators actively with secondary level learning educational planning confer- discourage educational decision disabled students as an ongoing ence. including IEPS, ITPS, making by students and parents, interactive process and oppor- IVEPS, and rehabilitation based on the belief that such tunity to enhance student mod- planning conferences. decision making should fall vation, interest, and responsi- The strategy can be taught to entirely within the educator's bility for learning and success students in upper elementary domain. While it might not be in school. Thus, one way to and secondary grades as well as appropriate for all students to be facilitate the learning disabled students in post-secondary involved in educational planning adolescents' intrinsic motiva- settings. It can be taught to an and decision making, many have tion toward learning is by individual student or be used the capacity to participate if involving these students in the with small or large groups, properly instructed. A student's identification of their learning usually of three to ten students ability to communicate rationally needs and in planning their own and/or parents. The total time becomes an important factor to educational programs. needed for the instruction, consider when deciding on the including practice in simulated appropriateness of involvement. conference, is about four to six What we need to realize as THE EDUCATION one-hour sessions depending on educators and parents is that if PLANNING STRATEGY the group. The steps of the we exclude or limit a student's In an effort to promote active strategy have been designed to participation in decision making student decision making and provide students and parents related to the student's educa- participation in education with a method for preparing for tional needs and the daily instruc- planning conferences. my a planning conference and with tion, we may be undermining our colleagues and I have focused techniques for communicating efforts and the student's intrinsic our attention to the develop- effectively during a conference. motivation to learn and achieve ment of strategies designed to The strategy has been taught by in school. The student's moti- enhance student motivation for teachers and parents. vation to learn may be compro- learning. We have defined moti- mised because the student, the vation strategies as processes STRATEGY STEPS person for whom the education which students can acquire and The strategy is composed of five program is developed, is not use to increase their interest in, major steps. directly involved in determining and effort at, learning to gain his or her own learning needs greater control over their own The first step is theInventory and goals, or in the evaluation lives. These strategies con- step. This provides the of progress. centrate on assisting students student an opportunity to list As many secondary students in the identification of their his or her perceived strengths, with learning disabilities are learning strengths. areas in need areas that need improvement, reported to develop negative of improvement, goal setting goals and choices for learn- beliefs and perceptions about and goal regulation. The ing. The information is listed their learning capabilities, Education Planning Strategy on an Inventory sheet, which excluding them from the (Van Reusen, Bos, Schumaker & the student can take to a education planning process, Deshler. 19871 is one research- conference. The student uses particularly the IEP and other based motivation strategy we the remaining steps of the

30 IM Cs, -. 10 strategy for communicating parents has made education in school and their future goals. during the conference. planning conferences more By empowering students with The second step, Provide Your positive and productive. It assists this belief. and providing them Inventory Information, focuses students in determining the with on-going opportunities to on knowing how and when to skills they want to learn or participate in planning and provide information during improve which in turn facilitates evaluating their education a conference. student willingness to learn and programs, teachers and parents acquire skills. can involve students more The third step, Listen and Research on the effectiveness closely in the learning process, Respond. includes procedures and enhance their commitment for effectively listening and of the Education Planning strategy indicates that when and motivation to change knowing how and when to their behavior. respond to statements and it is taught according to the procedures in the teaching questions made by other manual, the number and types individuals at the conference. REFERENCES of conference contributions The fourth step, Ask Questions, provided by students are signi- Deci, E.L., & Ryan, enables the student to ficantly increased. Additionally, (1985). Intrinsic lllotivation and know how and when to more of the goals that students Self - Determination in Human ask questions. identify are found in the con- Behavior. New York: Plenum The fifth and final step. Name ference documents. The Press. Your Goals, requires the teaching manual describes in Mook. D.G. (1987). student to name the goals e,,plicit detail how to teach the Motivation: The Organization of that were agreed upon before strategy and includes practice Action. New York: W.W. Norton the end of the conference. simulations. The manual also and Company. The acronym "I PLAN" is provides a list of questions that Seligman (1975). Helplessness: used to help students remember can be used to facilitate effective On depression, development and the five steps of the strategy and student communication during death. San Francisco: W.H. Freeman. serves to cue the student to use a conference. Van Reusen, A.K.. Bos, C.S., each of the five steps. In sum, if the goal of inter- Schumaker, J.B.. & Deshler, D.D. Parents who have used this vention programs for secondary (1987). The Education Planning strategy with their children, students with learning disabili- particularly those children who ties is to help these individuals Strategy. Lawrence, KS: Edge Enterprises, Inc. have entered special education, cope with learning problems report it to be very helpful. and foster learning indepen- Similarly. parents of secondary dence. it is crucial that the Editor's Note: Anthony students with learning disabili- importance of intrinsic moti- Reusen, Ph.D., is on the faculty ties have reported marked posi- vation not be overlooked. One of The University of Texas at tive changes in their adolescent's critical factor needed to facilitate San Antonio. wi:iingness to participate in motivation for learning is for Information on how to obtain a planning conferences. Teachers students to believe that they copy of the manual can be found by have indicated that the use of hold the power and control over contacting Edge Enterprise Inc., the strategy by students and decisions related to their success PO Box 1304, Lawrence. Kansas.

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31 SCHOOL LIVES- SOCIAL LIVES: A SCHOOL COUNSELOR SPEAKS in. Mari; Rappaport

Working for the New York City When children are stifled cumstances in ways that may public schools can be quite a in their efforts CO aspire and appear to be inaccurately con- challenge. Conditions are by accomplish the developmental ceived and a cause for limita- no means ideal. During the undertakings "appropriate" to tions to further development. past four Years as a counselor their age group, the result may Their actions may reflect I have attempted to provide be a heightened sense of failure disorganized thinking and can support, nurturance and and disappointment. The likeli- produce consequences that encouragement to elementary hood of children experiencing hinder their efforts to relate school age learning disabled dissatisfaction with themselves. on equal terms, both with their and emotionally handicapped and with others, will increase peers and with grown ups at children. No small undertaking when they discover that they are home and in school. in this day and age. unable to meet standards of Parents may not understand Located in the Bushwick approval placed upon them by the motives for their children's section of Brooklvn. a primarily important others in their lives. actions aid behaviors. Teachers Hispanic-American and African- may be confused by their stud- American, low-income neighbor- ents' impulsivity and need for hood, the school district in MANY CIRCUMSTANCES attention and approval. Often- which I work contains a high AFFECT THE SUCCESS times. during the first few years percentage of children who have OF ClhilLDREN WITH LD of elementary school their been placed in special classes. When children are told that they learning difficulties may go There are mans' children who are unable to acquire, process, undetected (although early struggle with the primary retain and/or utilize intellectual identification is becoming more learning skills so essential to skills and tasks relevant to common). These children may successful development during 'normal' development (cogni- appear to be exasperated by the the years of middle childhood. tive functions such as math, required tasks of the daily school The social expectations with reasoning, reading, writing, regimens. Depending upon the which they are confronted in listening, speaking and remem- degree to which learning some ways shape perceptions bering) they may respond in problems impinge upon their of the world around them. ways that reflect limits in self- abilities to accomplish assign- Their lives are molded by the esteem and the formation of ments and follow instructions, experiences that are a basis for positive self-concepts. Feelings learning disabled children may questions and uncertainties. of inferiority may result and feel stymied by the demands along with corresponding serve as a cause for further placed upon them by curricu- capabilities enabling them to failure. Eventually, anger and lum, instructors, administrators, reason and remember, imagine frustration may occur. and other school personnel. and dream about life's problems In my experience students The children that I have and their resolutions. will often react to social cir- worked with may behave in ways

32 that reflect signs of memory impairment, shortened attention span with concurrent limits in reasoning and judgement. that in turn make the possibility for effective social exchange less likely. They have grown argu- mentative and confrontive at times during the school day for no aplarent reason. They have ended up in conflicts over the least little thing (i.e., who gets to sharpen their pencil, who gets on line first, who gains the atten- tion of the teacher, who controls the flow of activity and conver- sation during lunch time).

PHASES IN THE ACTUALIZING PROCESS Several of my 5th and 6th grade male counselees, while unable to identify and articulate their disappointment with schooling, IL recently expressed signs of S. frustration by taking pencils over their thighs and breaking them in martial arts-like fashion. They in this way, were able to show off their physical prowess and at the same time share the feelings of futility they have held for the educational imperatives placed upon them as defined frustrations that are built into learningefforts are often unsuccessful, seems compelled by school personnel. Interest- the school's social, educational ingly, these acts of anger and and intellectual life. to poke fun and negate the aggression took place primarily A group of 4th and 5th grade efforts of others in the group, during the span of a few weeks girls I am currently meeting with including myself. during winter time and appar- have grappled all year long in For the past several weeks they have chosen to simulate counsel- ently became only a phase in my office with tensionsthat in ling sessions with one child pre- their actualizing process; an some ways stem fromtheir attempt on the part of young struggles with school 'vernacu- tending to be counselor (using my desk as a prop) and the other men to come to terms with lar,' the rudiments of the edu- children presenting stories that their own place in the school's cational curriculum which have become stumbling blocks to they have conjured up as a way to social hierarchy. address personal concerns often Towards the onset of spring their development. Constrained having to do with boy-girl rela- these young men began as well by socialcircumstances tionships. Although loud and spending more time listening to beyond their control, they battle. verbose, they have made some music, drawing cartoons and argue and complain abouttheir progress as I have tried to inter- working with clay. Although still personal life, upsets with the ject and provide them with guide- quite defiant, they appear to school, their teacher, other lines. questions and structure have made a transition towards students in class and myself as that may facilitate the develop- some level of acceptanceand well. Cynical at an early age, ment of counselling-related skills. a greater tolerancefor the one child in particular.whose 33 ,16 BEST COPY AVAILABLE Insistent on having the freedom discussion, guided imagery and for power and self-validation, to decide for themselves, none- free play, I have observed chil- perhaps in some ways directly theless, they have been able to dren as they engage in behaviors related to his "handicapping engage in the process of self- that run the full speCtrum of condition ", feelings of inability reflection that will provide them developmental possibilities. and his difficulties adhering to with an opportunity to consider As mentioned earlier, home required academic "norms". new solutions to predictable life may be disrupted by a child's As a counselor I have been problems of social living. struggle with learning disabili- challenged by the conflicts that Through the year with the use ties. As in school, a child who arise when children develop in of games to develop logical experiences difficulties in the ways that make it difficult for thinking, problem-solving and acquisition, processing and them to ascribe to the common reasoning skills, I have seen the accessing of information will be social boundaries, norms and learning disabled and emotion- confronted with pressures and expectations placed upon them ally handicapped children I have uncertainties unknown to by school, home and society-at- worked with move from a place children whose same abilities large. There is no one reason for of imbalance in their lives, with range around the "norm". the problems that surface either their clinging to, and grasping Learning disabled children early on in childhood prior to for, psychological territory and may go unidentified early on in schooling or while entering competition for extrinsic appro- their lives. Members of their into and during the years of val, to a growing sense of balance family may misinterpret the elementary school training and and acceptance, tolerance for things they do and say. These middle childhood. others and self-satisfaction. In no children may struggle with way is this work near completion. language barriers that make it However, amid periods of regres- difficult to connect with signi- SOCIAL CONFLICTS AND sion and instability there have ficant others in their lives. Parents CONSTRAINTS BECOME been signs of personal growth may grow impatient with them INTERTWINED WITH THE and awareness. understanding due to unmet expectations based LEARNING PROCESS and positive change. on judgements they make when Learning disabilities as a field of comparing one child to the next. investigation has not yet been A mother may be unaccept- fully defined. One can guess COUNSELING BECOMES ing of her son's school failure, that a combination of factors, A LIFE SAVER perhaps co--)aring him with including home life difficulties, Counselling has grown to be a an older or . uunger more cultural differences, environ- coveted experience for many of successful sib:ing. A father mental hazards, nutritional the learning disabled children may overprotect his child to deficiencies, neurological with whom I work. Many of these compensate for memories of his imbalances, substance abuse children request additional time. own school-related difficulties. and even allergies, may be It serves as a good change of These children may grow causes for learning difficulties. pace from the rigidities of depressed and act out the While federal regulations may classroom routines. With the use tantrums of early childhood not acknowledge these poten- of drawing to foster creativity, in a recurring pattern. tial causes in their guidlelines block building to structure One student whom I have defining parameters for learning spatial awareness and design worked with, although identified disabilities per se, based on a skills, the use of clay to activate as being emotionally handi- review of literature in the field, kinesthetic and psychomotor capped, has exhibited delays in it would seem likely that while reflexes, and puppet work to reading and writing abilities. not necessarily causal for classi- resolve social conflicts at home He has grown competitive with cally defined learning disabili- and in school. counselling time his older brother, also a special ties. these factors may serve as provides a vehicle for the education student, but one who impediments to healthy and spawning of conscious activity has begun to excel in sports "normal" learning and develop- during the confusions of child- activities. A::,..ding to the ment. Social conflicts and hood. With the help of taped mother, he had begun to stay constraints that may result are music and stories, reading and out late into the evening with- understandably intertwined with bibliotherapv, simulated and out permission, on occasion. the learning problems that may spontaneous role plays, open This might suggest an assertion thereby occur during childhood.

34 While working with learning confronted time and again with determined to establish their disabled and emotionally handi- the possibility and harsh reali- own sense of identity with their capped children in the low - ties of school-related failure. own sense of integrity. income Bushwick community for Nonetheless, the children I have While social, emotional and the past few years, I have seen worked with, by-and-large, have intellectual barriers arise as a them struggle to overcome the proven to be sturdy and able to result of learning problems obstacles of living and witnessed contend with the challenges children may experience early their confusion when faced with placed upon them. Whether in their lives, my experience concepts, ideas and beliefs that these challenges be a result of in working with special educa- are at times beyond the veils of state department of education tion students would suggest that their horizons. I have watched rules, regulations and require- they are equipped with the them catapult through phases ments, or the social expectations necessary abilities that will of aggression, frustration and serving as underpinnings for help foster their efforts to over- despair towards new friendships familial and peer relations, the come obstacles and cultivate and understandings that will children I have worked with have happiness and competencies enable them to progress along grown to tolerate ambiguity, as they travel through life's their paths of growth. inequity and discomfort. Faced progressions from one stage of with the hazards of harsh envi- development to the next. ronmental. social and psycho- CHILDREN RESPOND logical urban living conditions WELL TO CHALLENGES they struggle with their own Editor's Note: Mark Rappaport, Satisfaction and success are no incongruities yet show them- M.Ed. is on the counseling staff of simple matter when a child is selves to be resilient and a public school in Queens, New York.

THE INDIANAPOLIS Congratulations and all good wishes COLTS to NCLD support the outstanding efforts of the GUARDSMARK' National Center for Learning Disabilities

10 Rockefeller Plaza, 12th Floor New York, New York 10020-1903 (212) 765-8226

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35 'cle >At

Team Effort The Detroit Lions are proud to be a caring part of our community. Together we can accomplish wonderful things.

The Community Pride of the Lions DYSLEXIA, DRAMA AND DAVID DEAN (rimes

It is not often that a person with that way. His other 'coping David is quick to point out dyslexia writes plays about being mechanism' was daydreaming. that he could not have made it dyslexic that are then performed He pretended that school was a through elementary and junior by students with dyslexia. That is, movie or a game. He would just high school without the support unless that person is David Dean, 'tune out' and escape into one and intervention of his parents, head of Landmark School's fantasy or another. This was and that., throughout his life, Drama Department. Landmark, commonplace for David through- friends and family have played located on Boston's North out his schooling and probably important roles in his develop- Shore. is a residential and marked the beginning of his ment. His mother helped him day school for students with dramatic career. Chorus was the study for tests and rewrite essays; dyslexia/learning disabilities. only part of school that was his father awakened his intel- David's love of acting has moti- enjoyable. Though he lacked lectual side by encouraging vated him to overcome many confidence even there, he looked David's questions, ideas and obstacles from his elementary forward to chorus all week. theories without ever judging grades to his undergraduate them. His parents also became years at Ithaca College. David their son's advocate in the public recalls having trouble memoriz- READING PLAYS HELPED school system. David recalls how ing his three lines in a first gr-ide HIM TO BREAK THROUGH hard his father fought to main- play. 'Three Billy Goats Gruff . THE READING BARRIER tain the remedial services David His teacher told him he would When David was a junior in was receiving in junior high never be an actor. Since that high school, he broke through when school officials thought time. David has not only acted the reading barrier by dis- the services should be termi- in, but he has also written and cuvering on his own that reading nated because, in their views, directed numerous plays. plays was easier than reading David was no longer dyslexic. In second grade David was other forms of writing. He had During high school when his diagnosed with dyslexia in the picked up play reading while parents divorced, David found Portland. Maine Public Schools looking for a monologue to use additional support from his and received help for his read- in an audition for a school play. brothers and a close group of ing and spelling problems in the David remembers that for the friends whom he still sees. When resource room until high school. first time he felt motivated to discussing this part of his life in David describes himself during read. A script did not over- the interview, David stresses the those Years as the chubby little whelm him like a book since importance of accepting help kid who was the stupidest kid in its very structure in terms of from others. "One thing that class". He felt isolated with only dialogue. length, and format lent I value and encourage my a handful of friends. He remem- itself to easier reading. It was students to value is this sup- bers that spelling tests felt "like easier, he says, to notice the plot, port. Life is too confusing being put on a torture rack." characters, and setting. There to go it alone." and he can still almost feel the simply was not as much script to plow through. David reports that, anxiety panic and sweat. He COLLEGE EXPERIENCES survived by cheating, though he to this day, he reads very few says it always felt wrong. When novels or biographies. The bulk After high school graduation, he got an 80%. he deserved a of his reading consists of short David wanted very badly to -10%, but he would avoid the stories, articles, acting theory expand his interest in acting. He retest and avoid 'being yelled at' books and. of course. plays. decided to study drama at Ithaca 37 40 College where he later received harder. He felt the situation to inferring a hidden meaning or a Bachelor of Fine Arts degree be something likt a war and he comprehending the subtleties of with an emphasis on acting. For pledged he would win because a scene. Their difficulties the most part. David hid his he wanted his theater degree reading facial expressions and dyslexia at college. He thinks so badly. body language may impede their this was due to his being self- performance. The reading level conscious and to just wanting of the script may he too high. DAVID AND DRAMA to 'make it' on his own ... , For others, memorizing or without help. When asked in COME TO LANDMARK following stage directions may our interview if any teacher Soon after college David started be difficult. The social and had suggested he seek help. working at the Renaissance emotional issues of inadequacy he replied that one teacher Theater in Boston and, in order and self-consciousness that referred him to a student-run to supplement his income, students with learning dis- writing clinic, but at that time. became a substitute teacher at abilities often have tend to intervention at the college Landmark. He began to tutor be exacerbated when they level was in its earliest stages. students on a one-to-one basis have to perform.

and this turned out to be of and discovered that he could . Because of all these consider- little benefit. best reach these students by ations, the performance of David attributes his 'survival' using his craft. He organized a David's students at Landmark in college to a very good friend. film class. At first. only those may vary from day to day. For Matthew Kemp, who tutored who had acting experience were example. one misinterpreted David all four years without interested, but others soon word can affect an entire scene. charge. Whenever David had a joined. Later other classes were Soon after David began working paper due. Matthew would type added and after several years a with the Landmark students it. as David dictated. The tutor full-fledged Drama Department became evident that th re was a would stop at times and ask, emerged with David at the helm. need for actual one-to-one "Is that what you really mean? The Landmark Stage Company assistance in focusing on the Can you say that another way? has now produced ten plays, decoding and comprehension Does that sound right?" Being two of which were written by skills that are required for a a true educator he 'drew out' David and his colleagues Tripp particular role. David's inner thoughts and Robbins and Don Ciavola. Since the hallmark of helped him organize them. The View from the Back of the Class Landmark School's academic When David had to fend for features scenes from the lives of program is daily one-to-one himself. such as when he had to a variety of Landmark students. tutorials for all students. it was take notes, write essays, or take The Deal is a more focused study natural to incorporate script tests in class. the qualin of his of a single student with dyslexia. preparation into tutorials. In work was diminished due to A third original production is addition. David tutors the actors, poor skill development. He was now in process. David has grown and by so doing he learns their unable to demonstrate his from an insecure. academically needs, learning styles, and understanding of the concepts impoverished first grader to a abilities. Certain breakdowns and his good thinking skills. leader in the area of employing that show up only under the Thus he did poorly and was drama as a teaching tool for scrutiny of a tutorial can then often reprimanded. dyslexics. His love of acting, his be attacked. In this way, the Once, when he did admit to belief in an idea, and his sensi- student's performance both in being dyslexic, the teacher said. tivity to the problems his stu- reading and in drama improves. "So what? Twenty percent of dents bring to his program have What is not so easy to reme- theater people are dyslexic! This come together in a special way. diate are the memory deficits is college and You have to start From the very beginning that plague some students with spelling better." One coping stages of David's work with learning disabilities. David sees technique to which David would Landmark students. he could students who have no difficulty resort was messy writing so his easily recognize the nuances memorizing their lines c prob- errors would he hidden. He was of working with students with ably low-level readers who have often tempted to cheat as he had dyslexia because of his own survived by memorizing) and done when he was Younger. but history. For example. such others who remember the fla- he never didhe simply fought students might have difficulty vor of the scene and resort to

38 improvisation since they have enormous difficulty remember- ing their lines. With these students, it takes team work. very specific cueing, listening to tapes. and enormous effort on the part of the students. just as some students with r. learning disabilities find im- provisation their coping mech- anism, others find it their . r:,.r Achilles' heel. These are typi- cally students with special weak- nesses in expressive language tasks who, David says, tend to hide in the corner when it is time to practice improvisation. Speaking fluently without con- fusing parts of words or senten- ces, pronouncing words cor- rectly, and formulating language take extra effort under ordinary circumstances for these students. Lys When faced with an improvisa- tion task which involves crea- tivity, problem solving, thinking on one's feet, and performing in front of others, it can be a daunting challenge for students with expressive language dis- orders. The way David deals with such students is by focusing on only one task at a time and by practicing with very concrete

topics. Since information pro- 4 cessing is often slower with these students, much more time and patience are required as well. tically. A successful perfor- Department complement other mance then becomes the result aspects of the students' pro- which enhances self esteem. grams at Landmark, working YEARS OF FAILURE For students who have not been with other subject matter TAKE THEIR TOLL positively recognized for much teachers as part of a team ON LD STUDENTS in their lives, there is nothing approach to meet each student's Beyond script preparation. like the crowd's applause to unique set of needs. Just as in a David discovered that the stu- make them feel that perhaps math class or a tutorial, it is dents needed considerable work they are not failures after all. important that a student be in building confidence, group One final aspect of theater assigned tasks that are challeng- cohesiveness, trust, and social that requires some extra thought ing yet not overwhelming. skills. Years of failure oticri when working with students who have dyslexia is that of casting. take their toll on students with DAVID HAS MADE David emphasizes the impor- learning disabilities. David A DIFFERENCE pointed out that by spending tance of casting students so they time working in this realm. can maximize their potential. David's efforts have made profound differences in the lives the students grow socially and In this way David and the emotionally as well as drama- other teachers in the Drama of main' students involved in the

42 Landmark Stage Company. For promise for students at service organizations, provide some, it has been the first time Landmark who can benefit new opportunities for Landmark they have been part of a group from this singular means of drama students as well. that was doing something expression. David feels The first grade teacher who important. Others found a more fortunate, as well, to have been told David that he would never appropriate outlet for their able to take a vision and turn it he an actor would probably be comedic talent (rather than into reality. Now that this vision, quite surprised and happy to being class clown!). Still others the Landmark Stage Company, see how far he has come. With have discovered a technical is firmly rooted, David has dedication and hard work, he ability in lighting or sound been able to branch out and has overcome the roadblocks of production that had not been resume acting while remaining his own dyslexia and is enabling previously tapped. at Landmark. He is part of others to do so with theirs. Whether musical abilities, an A.P.E. Productions, an experi- appreciation of theater, or acting mental theater company in Editors Note:Sally Grimes Ed.M. skills are nourished, it is evident Massachusetts, and Wharf Rat has worked as Admissions Director, that all of David's students are Productions, a small profes- teacher. and a member of the growing in self confidence, self sional theater company in Outreach Program and Marketing esteem, social skills, and team Salem whose productions, Department at Landmark School, playing. The future holds great while being benefits for human Prides Crossing, MA.

The New York Jets Salute NCLD

Best Wishes to NCLD

A 40 CREATIVE ENVIRONMENTS FOR STUDENTS WITH LEARNING DISABILITIES

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PHOTOS BY CLAIRE YAFFA

4 4 BEST COPY AVAILABLE A THEATRICAL APPROACH IN EAST HARLEM by Brian .S.tansifer

PROLOGUE dreary classroom. As usual, "So why did you get kicked out Throughout the ages, the theater however, the week gets off to again?" has served as an important an interesting start with the "I don't know." source of entertainment, anticipated arrival of two "You don't know? The teacher education and inspiration. The professional actors. Desks are didn't tell you?" very best drama takes us on a pushed aside and chairs placed The 'daughter' plays with her brief escape from our ordinary in a circle. Though the fidgety hair, silent, not looking at her lives and returns us with the students nearly bounce off the `father'. realization that we all have an walls, gradually they are pulled "Is there something wrong? extraordinary potential for into the activities of the group Something you want to talk about?" growth and change. The theater and focus on the scene being "No." The actor leading the group offers us a temporary reality improvised by fellow classmates. through which we can discover intervenes. ourselves and our dreams anew. "You come home and tell me you "That's good. But does she feel Real life drama is nothing new got kicked out of school one more she can open up to you? Trust you?" to an East Harlem, New York time and I'm going to whip your teenager. The influence of peer butt good." The student wrinkles The students continue. pressure mixed with the realities his forehead pointing a stern "I'm your father but you can talk of drugs, AIDS, abuse, and poverty finger at his 'daughter.' can be devastating. Searching for "But Dad..." to me. Really." one's identity within such an "Shut up. I don't wanna hear "This girl called me stupid so I environment is not an easy task. no more." hit her. That's why I got kicked out." "Don't listen to her. What does Add to these problems, the stigma At this point the actor stops she know? You're a good kid." of being classified "Learning Dis- the improvisation performed by abled" and a teenager may not the students. He praises them "I'm sorry Dad." see any positive future ahead. for their good work before "It's okay. But next time somebody calls you a name, don't However, for a class of such offering direction. adolescents with learning dis- "How many times has your hit them. It's hard but you can talk it out." abilities in East Harlem's Junior 'daughter' been sent home from Thanks Dad. I'm glad I can High School 117 the theater is school?" asks the actor. hoving a dramatic effect. serving "Lots. She's bad." talk to you." students as a hopeful source of "Oh. Have you ever asked her "Anytime. education and inspiration which if there is any reason WHY she affords them not only the oppor- has been sent home lots?" the As the students enact improvisational scenes of class tunity to dream but the self actor persists. suggested themes and conflicts. confidence to achieve. "No." "Maybe you ought to find out i f they are gently guided toward there's a problem at school." positive solutions and alterna- ACT I After these suggestions the tive resolutions. The students After a weekend of freedom, it's students are asked to resume observing the scenes begin to Monday morning back in the the scene. see how patterns of abuse.

42 4 5 punishment. and violent behavior can be replaced with sympathetic or empathetic attitudes and action. The theater workshop pro- vides students opportunities to experience and learn appro- priate social behavior. While acting, students must stay within the boundaries of the character and the circumstances of the scene. Once they go beyond these limits, the director pulls them back into the reality of the scene. Students begin to understand that every situation requires an adjustment in action and behavior. Once the students teel comtortable with this con- cept. they begin to direct each other with responses such as. -I don't think she would say that." or "I don't think he would do that."

CLAIRE YAFFA INTERMISSION The actors leading these work- shops are members of Creative Students often frustrated in the vocal warmups. followed by a Alternatives of New York. an or- conventional classroom are free 'passing' during which members ganization formed by actors who to be spontaneous and creative. of the group share something Felt that theater techniques could Within the safety of a non- of themselves. be effective tools for working with judgmental, 'disability free' "1 want you to look to the person the severely mentally ill. Over the setting, students find the in the circle on your left and give past 20 years. as the methodology courage to take new, challenging them a gift. Think about something developed, the organization has risks. As they gait! an increased that you would like to give them. grown to serve a wide variety of sense of self and a new view of A special gift. Something that special populations. their own capabilities, they begin doesn't cost any money because it's With students with learning to approach their lives with a so priceless. Let's start with Jose. disabilities. the theater work- more positive attitude. You turn to Maria and give her shop serves as a creative and fun Classroom teacher Mimi your special gift." outlet for personal expression McDermott states. "From a group The boys in the class laugh. and growth. There is no sense of scared. suspicious, self- The actress lets them have their of right or wrong; correct or conscious adolescents, the actors chuckle and turns back to Jose. incorrect answers. Energies find were able to bring out confidence "Seriously, Jose. What do you locus and direction. While the and a willingness to trust and think Maria might like?" emphasis is not on teaching take risks. No small feat!" "I don't know."Jose shyly acting, students often tap into replies. inspiration and discover amaz- "There must be something you ing things in themselves and ACT II can think of." their classmates. The Creative Alternatives session Jose finds the nerve to begin. An environment allowing lasts one hour each week. As a "Maria ... I uh ....I'd like to give only opportunities to succeed prelude to scene enactment, the you ...... " is extremely important for team of two actors leads the class "Look at her "Fell HER Not us." students with histories of failure. through a series of physical and Jose turns to Maria. "Maria. I'd like to give you an and experience their dreams excitement with 'high fives' all 'always smile. So you would always through the magic of theater, around. When they returned for be happy." they will begin to view them- their final bow, the audience "Thatgreat, Jose," the selves and their chances for shared their happiness with actress comments. "That's a success in a different light. equal enthusiasm. I couldn't wonderful gift." As for the students have asked for a better ending She turns to Maria. "What do themselves; they have been to the school year." you think about that Maria? Would enthusiastic. Teacher Mimi you like that? To have a smile on McDermott states it best: always?" "My students experienced Editor's Note: In its fourth "Yeah." success in school that year. the Creative Alternatives "Great. So would you like to affirmed by their teachers AND program at Junior High School 117 thank Jose?" peers. We culminated the year continues to receive support from "Thanks, Jose." with a performance to which the faculty, administration and No sweat, man." He replies they personally invited friends Community School Board. For sincerely, with a touch of and relatives. They forgot to take further information, contact 'macho' compassion. their final bow because they Creative Alternatives of New York, A sense of community and were so excited that they had 1 Gustave Levy Place. Box 1046. trust builds among the group. actually 'done it'. After the finale NY, NY 10029 (212) 241-6636. Often a spontaneous dialogue they all looked at each other and Brian Stansifer is the Executive begins about issues that are raced out saving, "We did it! We Director of Creative Alternatives important to the students. did it!" punctuating their of NY Inc. As much as possible, these issues are incorporated into the improvisations. We Salute the Work of Trust is established also The National Center for Learning Disabilities through the actors' approach to the class. The actors partici- pate with the students in all exercises and improvisations. The students not only enjoy working with 'professionals' but respond to being treated as peers. While the need for discipline remains, as the students' respect for these role models increases they become much more responsible and With compliments begin to exercise self control. of FINALE ACQUAVELLA For the two classes participating in this program at Junior high GALLERIES, INC. School 117, self confidence has been cultivated in a challenging mvironment. These students are some of New York City's most neglected children, many of whom have histories of emo- tional difficulties in addition to their learning disabilities. But if for only one hour each week they are given the opportunity to step out of their surroundings

44 NCLD'S PROGRAM REPLICATION Sc DISSEMINATION INITIATIVE

The National Center for Learning resources utilized each year at NCLD. Project Heroes Disabilities is in its third annual So, while NCLD realizes there are Developing Organization: The cycle of a new initiative: The many deserving programs. NCLD's Churchill School and Center, National Program Replication & resources are also limited and must NY, NY Dissemination Initiative. be carefully allocated. NCLD believes that the "rippling The objective of this Initiative is to NCLD Priority Areas Served: effect" achieved through this sort of identify and sponsor already existing, Socialization Issues: Teacher successful programs and products. initiative has enormous potential. Training; Parent Education. hich assist individuals with learning While the Initiative is still in its early disabilities t LD). NCLD has em- stages of development, we would like Program Description: Project barked on this initiative utilizing to share with our readers the projects Heroes is a social studies and Years of experience of funding the that have been undertaken in the language arts curriculum for development of new programs first two years of this Initiative. children in grades 2-8, with or through grants from the, then. without learning disabilities. The Foundation for Children with Understanding Learning Disabilities: curriculum is currently captured Learning Disabilities (FCLD). A Parent Guide And Workbook in a manual and accompanying NCLD's leadership recognized video (optional). several Years ago that numerous Developing Organization: Learning Disabilities Council. Richmond. VA Contemporary men and women excellent programs and products. who have struggled to overcome benefiting individuals with LD. have serious learning disabilities and already been developed, but often NCLD Priority Areas Served: Parent Education/Parent-Child Interaction have gone on to become successful. lack the fiscal and/or human productive members of society resources to effectively replicate and Program Description: Understanding are interviewed by the children. disseminate them beyond the initial Learning Disabilities: .4 Parent Guide Through extensive preparation and development site. As part of NCLD's and Wathbook. written by parents of research, the children learn how efforts to widen its direct impact on individuals with LI), as well as others like themselves overcame a national level, it is NCLD's professionals. is designed to provide their learning difficulties and found intention to help such programs/ very practical information in a clear success. These biographical studies products reach a wider audience. and easy-to-understand fashion. begin with an in-depth look at the and ultimately help many more Topics include: identifying LD, children's own life histories. individuals with learning disabilities. coping as a parent. helping your NCLD's award allowed for the An additional objective of this child at home, accessing school development of a users' manual/ Initiative is to ensure an ongoing services and post-secondary plan- brochure, as well as a marketing and life" for each program. subsequent ning. Unique workbook pages allow national distribution strategy and io the completion of NCLD's Award. individualizing for one's own child. mechanism. Over 2.500 copies of Each Year. this Initiative concen- as parents translate the concepts the curriculum will be distributed. trates on specific priority areas, as presented in the book into practical. ,Ietrrnined by NCLD's Professional usable information. Dispelling The Myths: College Students Advisors: Board (PAM. Programs that As the original book was focused & Learning Disabilities it into those pnoritv areas. and that on the State of Virginia only, Developing Individuals: Kate are viable for national or regional NCLD's award allowed for re- replication. arc thoroughly reviewed Garnett and Sandra LaPorta, search and editing to incorporate through Hunter College, NY, NY by NCLD stall and NCLD's PAB. nationwide information, as well this Initiauve. while considered a as the production, marketing NCLD Priority Areas Served: most important aspect of NCLD's and national distribution of over programs and services. is only part of Transition to Postsecondary 2.000 copies. he annual actnin, and related fiscal Education: Teacher Training. A r Lt. e3 45 Program Description: This mono- NCLD's award allowed for the TIPS: Tactics for graph addresses the prevalent con- development of a teacher training Improving Parenting Skills cerns and misconceptions encoun- video and the finalizing of the tered by college students with learn- curriculum manual, as well as Developing Individuals: Dr. Bob ing disabilities. It is meant to provide production and distribution of at Algozzine and Dr. James Ysseldrke, a clear understanding in a brief least 1.000 copies of each. through the University of North format that will reach and be read by Carolina and the University of anyone connected with LD college Minnesota. students. Readers include: college Project OZ: A Comprehensive Drug teachers, rehabilitation counselors; Education Curriculum for Learning NCLD Priority Areas Served: college counselors; high school and Behavior Disordered Populations Parent Education. teachers and guidance counselors: on-the-job supervisors and trainers; Developing Organization: Project Program Description: TIPS is a parents of LD teens; and college Oz. Inc.: Bloomington, IL collection of short, instructional students with LD and their peers. brochures designed to assist parents NCLD's award allowed for NCLD Priority Areas Served: and other professionals in meeting updating and editing, as well as Teacher Training; Socialization the needs of students with LD. production and national distri- Issues. TIPS are quick, easy-to-implement bution of at least 10.000 copies. solutions to relatively complex Program Description: Project Oz problems. This home product was created the nation's first drug developed to address the ongoing education curriculum for special concerns identified in research and Class vide Student Tutoring needs students. This cost-effective professional practice. Teams (CST) curriculum begins with thorough NCLD's award supports the training by Project Oz staff'. This refining of the existing product. and Developing Individuals: Dr. Larry training enables participating the dissemination plan, nationwide. Maheady. through The State Univer- teachers to train their school sity of New York at Fredonia. NY. district in turn. NCLD's award allowed for Garside Institute for NCLD Priority Areas Served: free training of teachers in Ohio/ Teacher Training (GIFTT) Teacher Training; Socialization Pennsylvania. with complete Issues. curriculum materials to take back Developing Organization: to their school districts. The Carroll SchoolThe Garside Program Description: CSTT is one Institute for Teacher Training; of 16 exemplary model programs Lincoln. MA. identified recently by the federally Ackerman Institute: Family-School commissioned Research Triangle Collaboration Project NCLD Priority Areas Served: Institute, in North Carolina. which Teacher Training. serves mildly disabledihandicapped Developing Organization: students in mainstream settings. Ackerman Institute for Family Program Description: CSTT is a "hybrid" program that Therapy; New York. NY. GIFTT. an operating unit of contains elements of two other The Carroll School, provides "peer teaching systems" (i.e., Class- NCLD Priority Areas Served: on-site training to teachers of wide Peer Tutoring and Student- Teacher Training; Socialization language disabled students at

Teams-Achievement-Divisions). Issues; Parent Education. public and independent schools. CSTT utilizes small heterogene- Individually designed to meet ous learning teams; a structured Progr.am Description: the needs of each particular teaching method; public posting of The goal of the Family-School school/school district. GIFTT student point totals; and team Collaboration Project is to change training has primarily taken recognition rewards. To date. family-school relationships from place in the Massachusetts area. CSTT has been used with pupils those that are often alienated or NCLD's award will allow at both the elementary and adversarial to those characterized h GIFTT to expand its efforts. secondary levels. mutual trust, communication and and replicate its training further CSTT consists of "low cooperation. NCLD's award will in New England. technology" instructional strategies develop a workbook and manual that place minimal demands on describing the replication process teacher time and resources. This for the Family-School Collaboration should facilitate widespread use of Project for other school systems program materials. across the country.

46 PROJECT APPLE: A UNIQUE COLLABORATION RESULTS IN TEACHER TRAINING THAT MAKES A DIFFERENCE

" A. Lenox Reed

Editor's Note: Texas is one of three reading in our schools con- of the three-year project, 322 states to enact a "dyslexia" law in tinues. Most experts would agree teachers will have attended recent rears. It requires that public that there is no one method an intensive 30 hour training school teachers receive instruction on of instruction suitable for all course in multisensory teaching the characteristics of dyslexia and students. However. many of the language arts. Principals appropriate teaching strategies to teachers use one method with will attend a four-hour infor- meet the needs of these students. all students, often from lack of mation workshop at the Center exposure to alternative methods. to observe a demonstration In Houston, Texas, a unique Project Apple (Advocates in lesson and receive informa- collaboration was formed when the Private Sector for Public tion on the "teachers' training several educators and commun- Schools' Literacy Education) model," for inservices. Teachers ity volunteers joined forces to provides one avenue for return to their schools pre- offer training in alternative learning alternative methods. pared to present an inservice teaching strategies to reading Project Apple provides a to their colleagues, creating teachers in the Houston unique opportunity for com- a ripple effect in preventive Independent School District. munity volunteers to step inside instruction. the fifth largest district in their public schools and have The Junior League of the country. The Neuhaus "hands on" interaction with Houston is coordinating over Education Center. a not-for- students, besides offering profes- 50 corporate. civic, and multi- profit educational foundation. sional development to teachers cultural organizations to provide provided the multisensory at minimal cost to the school volunteers to substitute in the dyslexia - awareness training, the district. The students themselves classroom while the teachers are junior League of Houston Inc. benefit from exposure to pro- training at The Neuhaus Center. organized the community fessionals such as bankers and Approximately 2.000 volunteers volunteers to substitute for the architects. as well as role models will have served as volunteer teachers while they received the who volunteer in their commun- substitute teachers and covered training, and HISD supervised ity. Teachers appreciate the 1.650 teaching days during the the sending of a team of two professional aspect of the three year period of the project_ teachers from each of its training that takes place within The school district will have saved elementary schools. their working hours, the honor S82,000 in substitutes' fees. -Some educators say that of being chosen by their princi- Although HISD is paying a soul( of the students are learn- pal, and the respect of their portion of the teacher training ing to read in grades 1 to 3. no co-workers as they present cost. The Neuhaus Education matter what the instruction is. inservices at their schools. Center is seeking funding for the If this is true, then why are The collaboration includes project from major corporations 10% of our 17 Year olds not training one second-grade and foundations locally and eading?- asks Jean Chall, noted teacher and one third-grade nationally. At the completion Harvard reading specialist and teacher from each of HISD's 166 of two years. 22 corporations and researcher. The great debate elementary schools over a three foundations have underwritten on what is effective teaching of Year period. At the completion the teacher training. S0 47 promoting volunteerism in the HOUSTON elementary campus would then have a first through third grade community. The 1990-91 Board INDEPENDENT of Directors voted to focus its SCHOOL DISTRICT "team" to share techniques with energies on creating a positive The Houston Independent other faculty, and a resource impact on public education in School District is the nation's teacher in special education who Houston. The league chose to fifth largest school district, would serve as the specialist and initiate a citv-wide education serving over 191,000 children could consult with teachers. collaboration comprised of from earls' childhood through corporate, civic, and multi- grade twelve. Of these students, cultural agencies which would approximately 106.000 attend NEUHAUS EDUCATION CENTER address a need identified by one of the 166 elementary schools in the district. Studies The mission of The Neuhaus the Houston Independent show that up to 15% of this Education Center, which was School District. population exhibit learning founded in 1980. is to provide a The collaboration among differences. However. only 8.6% proven, multisensoryapproach the district, the Junior League, and The Neuhaus Education of the elementary students to teaching the basic language Center began when the Junior qualify for special education. skills of reading, writing, and League agreed to recruit and The district's children come spelling to all students. coordinate the various com- from a diversity of ethnic and including those with learning munity and corporate organi- economic backgrounds which differences, especially dyslexia. zations to provide the substitute makes teaching by conventional The not-for-profit educational volunteer teachers. HISD and methods a great challenge for foundation was named in The Neuhaus Center agreed on the classroom teacher. At the memory of Oscar Neuhaus, a elementary level, 45% of the parent of a dyslexic child who a one day a week, five week, students are Hispanic. 40% are has benefitted from Orton- training format. Consideration African American, and 13.5% Gillingham based instruction. of the district's schedule was a are white. Over 70% are on free The Center's staff are master factor in choosing training dates. Thursdays were considered the or reduced lunch, and over24% instructors in the Orton- preferable day of the week for have limited English proficiency. Gillingham approach which HISD began training its spe- emphasizes the integration of teachers to be out of class. cial education resource teachers reading, writing, and spelling in HISD's staff development director called each principal to at The Neuhaus Education a language context thatincludes answer questions and provide Center in a multisensory Orton- instruction in listening compre- Gillingham based curriculum hension. verbal expression, and further clarification. proven to be effective with the vocabulary development. The Center serves as a teacher train- learning disabled population VOLUNTEER TRAINING that the resource rooms served. ing institute and as a resource Secondly, HISD's regular educa- for parental consultation and , The Junior League budgeted for administration and material tion staff development depart- adult education. Over 2,000 ment contracted with The teachers have attended work- cost to coordinate volunteers. Neuhaus Education Center to shops or classes at the Center. all The designated Volunteer Coordinator contacted volunteer train two first-grade teachers of which give Career Ladder organizations across the city in from each of the elementary credit through the Texas addition to its own members. schools in a course that empha- Education Agency. Full or partial Various civic. corporate, and sized multisensory teaching scholarships are available for multi-cultural groups sent techniques and alternative teachers. Graduate level course representatives to an orientation strategies to use with students credit may also be earned with session. where personnel from when traditional approaches a local university. The Neuhaus Education Center did not work. Based on the success of the and the school district spoke. The volunteer organizations dis- training of the first-grade JUNIOR LEAGUE seminated the information and teachers, the district and The OF HOUSTON INC. The Junior League of Houston forms to their members. Each Neuhaus Education Center volunteer committed to one or began exploring a second-third is an educational and charit- more substitute days and one grade team to train. Ideally each able organization devoted to

48 substitute training session given by HISD. The Junior League Volunteer Coordinator worked closely with HISD to provide each volunteer with the name of the school, the principal and teacher, and directions to the school. At the completion of each phase of teacher training, the volunteers' evaluations and comments were solicited and they were invited to sign up for the next phase of training.

EVALUATIONS A consultant statistician helped plan the evaluations and pre and post measures for the teachers. The consultant is responsible for the final evaluation of the results. Teachers were asked to complete a goals setting protocol and to take a knowledge assessment pretest prior to the workshop. At The Neuhaus Education ing a high number of specially the end of the workshop, teachers Center staff has conducted trained teachers and community were asked to take a post-test and interviews by phone or visits volunteers. Corporations and to complete an evaluation proto- with trained teachers during individuals are realizing the col similar to the goals setting the school year following their cost-effectiveness of early educa- protocol. They also received training and solicited further tion and intervention at the training on giving inservices to information on which aspects of elementary level. We now know other teachers, an important the training have proven to be that when students are better factor in the empowerment of the most helpful. Teachers have readers, dropout rates decline teachers. Each teacher was respon- demonstrated their new found due to less frustration caused by sible for making the arrange- techniques in on-site visits. One school failure. ments with their principals. important visitor. Dr. Diane The giant scale of this project Empirical assessments clearly Ravitch. Assistant Secretary for could easily he tailored to fit show an increased level of con- Educational Research and smaller school districts. The tent area knowledge following Improvement. U.S. Department Neuhaus Education Center the training. While only a hand- of Education commented, has video tapes of their train- ful of participants considered "I had the pleasure of visiting ing that could be viewed, and themselves prepared to use Stevens Elementary. HISD. and would welcome on-site visits multisensory teaching tech- seeing Neuhaus-trained teachers and training of master instruc- niques in their classroom before at work. The children were fully tors. A syllabus and hand-outs the training, the overwhelming engaged and excited about what are available upon request. majority of the participants said they were doing. Every eve was Other communities should that they were prepared to use on the teacher. I The children) have organizations like the the techniques after the training. were participating and were Junior League that:mild serve Comments from teachers learning to use the language as Volunteer Coordinator. include. This is the first inser- well. I was impressed vice in twenty years that has truly helped me:- and "The university courses dwell on theory while CONCLUSION Editor's Note: Lenox Reed. .11.Ed.. this course offers practical. tested Project Apple is a proven. cost- is Director of The Neuhaus Educa- and usable teaching activities effective method positively involv- tion Center in Houston. liwas. V% . .

ti L -kt :041- r -*;40--c. -

At Ford Motor Company, we have a strong commitment to product quality. We alsohavea strong commitment toquality of life. That's why we soheartily endorse the efforts of the

National Center for Learning Disabilities.

We applaud your continuingefforts to enrich the

lives of children who havelearning disabilities.

Jackie Stewart is a world-famous racing expert, a consultant to Ford Motor Company and aleading u pp orter of the NAM:VAL 0:A7ER FOR LEARNING DISABILITIES. Few people know that he had to overcome learning disabilities in order In realize his tremendous achievements in both racing and business. MAKING KNOWLEDGE THEIR OWN by Denise Slavis Levine and AnthonyAlvarado

Gifted education is usually elitist. LD kids do not belong. However, the New York City Laboratory School for Gifted Education known as the Lab School operates on the premise that gifted education, in fact, need not be elitist. We believe that every child benefits from a gifted education. Kids at the Lab School say, "Gifted education means you have to do more work," because the emphasis is on what you do. not who you are. To prepare for the Twenty- First Century, students at the Lab School learn to raise ques- tions and pose problems. They learn to access information from a variety of sources and to use that information to explore the problems they have posed. And, the,/ learn to communicate the results verbally and in writing. This is a tall order for any student: it is an especially tall order for about 15% of gifted education. we seek to self-esteem than would the the Lab School students: provide our LD students with traditional remedial model. they are LD. enrichment. We seek to en- At the Lab School, we under- hance their educational stand that multisensory access experiences and broaden their to information allows students ACCESSING world, rather than to remediate especially LD studentsto make INFORMATION: THE deficiencies in specific skills. knowledge their own. The ENRICHMENT MODEL Frequent field trips, special school offers VCRs and laser disc We believe that all children hands-on projects. and artists- technology, computers. laser can learn. The Lab School's in-residence are integral to our printers, scanners, interactive responsibilityevery school's enrichment model. Not only software such as "Palenque" and responsibility is to help them does this make good sense "The Voyage of the Mimi." and find the key to learning. In educationally. the enrichment large classroom libraries of keeping with this commitment. model also causes less wear and colorful videos, trade books and and with our philosophy of tear to the LD student's fragile reference volumes. FOCUSING ON THE PROCESS: STRATEGIES FOR LEARNING "What did you learn;- and "How did vou learn it:- are two of the most frequentl.asked ques- tions at the Lab School. That's because accessing information is only the first step in construct- ing knowledge. The habit of reflecting on what you learned and how you learned it allows students to examine experiences from differing perspectives. using different lenses and different ways of knowing. This helps students build a repertoire of strategies for understanding and evaluating information, another key to making knowledge their own. For many of our LD students computer technology is an integral part of the learning process. It is used to create databases, charts and graphs. Visual representation of infor- mation helps some students to internalize concepts and ideas. Other students use word proces- sing programs to get their thoughts down on paper, and then easily revise them, without the role of peer instructors. Multisensory access to having to worry about hand- Small groups of students from information allows LD writing, neatness, or spelling. other classes come to their students access to learning Positive attitudes toward writing classroom to learn what they and knowledge; are important at the Lab School know about setting up databases, Becoming peer instructors because we view writing as an using word processing programs, helps students' self-esteem; essential tool for learning. scanning photographs. laying To teach it is to know it; out newspapers on desktop then, the next generation's publishing, and creating graphs, Albert Einsteins, Bruce Jenners IBEC.;OMING EXPERTS: charts and tables of information. and Marisol Montalvos may find THE PATH TO The Lab School's peer instruc- it a little bit easier to reach their SELF-ESTEEM tion project serves a cognitive full potential. Many LD students, including purpose as well as an affective those at the Lab School, often one. It is widely held that if vou lack a positive self-image. While can teach something to someone Editor's Note: Denise Levine, building academic competence else. you've really made the Ph.D., is the Director of the New certainly contributes to students' knowledge your own. We at the York City Laboratory School for feeling better about themselves, Lab School certainly subscribe to Gifted Education, and adjunct it is often not enough. LD that belief. And, if we are correct Associate Professor of Graduate students also need to feel they in our assumptions: Education at Fordham University. are valued by their peers. In Enrichment surpasses Anthony J. Alvarado, M.Ed., is order to fac:litate this process. remediation as a model Superintendent of Community our LD students have taken on for learning; School Distnct 2 in New York City.

53 y THE INCLUSIVE CLASSROOM: MAKING A DIFFERENCE by ...1fichele C. Minaret?

Classrooms are changing! As schools prepare for the dawn of the twenty-first century, education is becoming more inclusive. In the inclusive classroom all children, those with learning disabilities and those without, are give'. the opportunity to learn and play together in an environment which embraces and celebrates individual differences. Demands for inclusive edu- cation are being sounded by countless parents and educators,

as well as leaders in government F and business. These cries evoke 1. fervent passions. Those in sup- 1illAkA4v, port, enthusiastically champion the right of every student. 1.6; regardless of learning challenge. -.1=IkN\ to be educated with their peers without the division imposed by separate programs. They urge that special education services be provided in the regular class- Will children with special needs, another's well-being. In the truly room by learning specialists. if supported academically in inclusive classroom considera- Others are desperately afraid the mainstream, thrive in the tion and respect abound. The that this reform may be regres- heterogeneous classroom? class resonates with compassion sive, dooming our learning dis- That depends. Numerous and sensitivity and a palpable abled children to the loss of hard studies indicate that placing regard for self and others. won rights and return to the learning disabled children in What happens. however, when academic and social failure that an integrated setting does not learning disabled students are so often plagued our students. automatically lead to acceptance integrated into classrooms where Can the needs of all students or support on the part of the cooperation and caring are he met in a unified classroom teacher or the classmates. Inclu- supplanted by insensitivity and setting? Is it possible tbr teachers sive education depends upon disregard? In these settings simultaneously to educate young- developing a vital classroom students who struggle to learn so sters with widely differing abili- TEAM in which all students often are not honored for what ties, challenges, and experiences? become responsible for one they can do. but ridiculed for 54 r what they cannot. Frequently the e. laughter heard is not of humor shared, but of taunting and derisionlaughter born at the expense of difference.

SELFESTEEM Questions of self-worth and competence. common to all students, are especially prevalent 1' and disturbing to those who learn differently. Self-imposed comparisons, both of an aca- demic and social nature, can be particularly disquieting to the learning disabled child. Observ- ing one's classmates assimilate new concepts and skills with ease while You yourself struggle with the fundamentals is often times devastating. That, in conjunc- tion with rejection by one's a healthy self-image. Yet, sooften TEACHER AS A MODEL peers, dismantles a student's children who struggle in the A classroom that is inclusive must confidence as a learner and a classroom feel socially isolated, be fashioned consciously and human being. It shreds a child's invisible, irrelevant. Classmates constantly. The spark is lit first by self-esteem. accept or reject one another the teacher who possesses a Educational research reveals based upon three criteria: steadfast belief in the integrity that healthy self-esteeman academic achievement, social and capability of each class mem- interweaving of a comfortable savvy, and physical appearance. ber. Such an educator serves as a sense of competence, worthi- Learning disabled children, by powerful model of sensitivity and ness, and importanceis a the nature of their difficulties, respect for individual differ- prerequisite for learning and commonly experience both ences. In the inclusive classroom relating well. Students who academic and social frustration. each child is guided to identify possess an awareness and a As a result, according to studies and rejoice in personal strengths delight in their individual of social acceptance in the and interests while respecting capabilities and value exude a classroom, peers relegate these those of one's peers. Children creative energy which impels youngsters to the bottom one- grow excited about themselves, them to set challenging goals. third of the ciass. their world, and their potential High self-esteem provides the How does a teacher create contribution to it. They become psychic stamina to pursue them. a classroom environment in facilitators in one another's These children are free to which, as psychologist Eda learning, nurturing curiosity question. to explore, to grow. LeShan implores. "It is simply and confidence. The spark. In the inclusive classroom, not possible for cruelty to be now fueled by the irrepressible self-esteem is a basic skill. tolerated."? How does a teacher energy, talent, and enthusiasm of transform an integrated class- the students, becomes a beacon room into an inclusive one? lighting the way to a path of SOCIAL ACCEPTANCE How does a teacher design a acceptance. appreciation. and Dejected or delighted, self- warm and welcoming setting respect for all children. conscious or self-confident. in which each child, regardless Inclusive classrooms have ashamed or assuredthe of learning challenges, feels as their foundation four basic quality of life is shaped by one's safe to take risks, disclose premises: sense of self. The security of vulnerabilities. and feel pride belonging and acceptance in rather than distress in his or 1. Establishment of school is essential in developing her uniqueness? behavioral objectives 55

BEST COPY AVAILABLE 58 fostering consideration weakness. Through explanation can be highlighted during and respect for all class and experimentation involving performances in school or members. different learning channels. perhaps in community facilities 9. Development of awareness students can identify their indivi- such as nursing homes. Students and appreciation for dual style of learning. This raises may be encouraged to play their differences in styles of awareness and acceptance of instruments not only during learning, thinking, and learning challenges in them- music class but at other times as communicating. selves and others. Also, studying well. Hobbies and collections, 3. Identification and about the lives of the many too, can be explored. Children encouragement of successful people who struggled who take pleasure in sports may individual talents and as students can provide inspir- assist the gym teacher with aspirations. ation as well as insight into younger students or "coach" coping with learning disabilities. younger players during special 4. Realization that every Dynamic growth in self- privilege times. student can make a esteem and sensitivity occurs Children with strong organi- difference in one's own life when children are encouraged zational and interpersonal and in the lives of others. to identify, develop, and share skills might wish to become The inclusive classroom their natural talents and abilities. leaders in fundraising drives. comes alive through the Leo Buscaglia, Ph.D., former Others may want to volunteer personal involvement and professor of special education their skills for the benefit of the commitment of both the and nationally prominent writer community. Students themselves teacher and the students, to and lecturer states. "Education can make creative decisions as to these guiding principles. should be the process of helping how their talents and interests everyone to discover his can best be shared. uniqueness. to teach him how RESPECTING INDIVIDUAL to develop that uniqueness, DIFFERENCES and then to show him how MAKING A DIFFERENCE Behavioral objectives are most give it away." The mandate of The magic of inclusive education meaningful and therefore most the inclusive classroom must be is pride: pride in oneself, one's effective when students actively to guide students to acquire class, and one's contribution to participate in designing their not only the requisite skills, that class. Pride is the result of a class rules. Requesting children but to recognize and honor foLus on each student's capabili- to envision a classroom without their individuality. ties rather than disabilities. guidelines stimulates intense Children taught to share their While individual educational and thoughtful responses. special skills and interests learn needs are addressed in the Sensitivity to the need for to value their own competence inclusive classroom, special behavioral expectations both and importance. Youngsters who education here connotes so in school and in life is evoked. relish any of the academic skills much more. It means leading The class, either as a whole or can become tutors for their each child to the dis-.oyery of working in small groups, can claz.-3mates or for younger his or her special self. brainstorm specific rules assur- children. Peer tutoring has Children learn that through ing a safe and respectful learn- proven to be a potent source of their uniqueness they have the ing environment. Commitment self-esteem, reinforcing skills ability to touch the lives of others, to these guidelines is increased and building relationships. the power to make a difference. when caring and generous For those whose primary Students in the inclusive class- efforts are acknowledged and talents lie in areas other than the room are challenged to grow celebrated throughout the Year. academic, there are meaningful. toward their greatest potential Another productive method tangible contributions to be for the benefit of themselves and for building peer respect and made in school and in the others. Inclusive education support is to instruct students community. A love of art may teaches that we all count! about differences in learning he applied to enhance the style. Children are often relieved appearance of the classroom. Editors Note: Alichele Tamaren is to know that everyone learns in halls, and office, or perhaps to a special educator and educational their own special way and has beautify areas outside of the consultant for the Acton Public particular areas of strength and school. Musical or acting ability Schools. Massachusetts.

5. 9 THE COMMUNITY SERVICE PROGRAM AT WINDWARDSCHOOL itiJoan Aletsch

Melissa, a soft-spoken, attractive teenager approached three elderly residents, quietly sitting in a corner of the nursing home lounge. She held up a straw basket filled with cosmetics. "Would anyone like a manicure?" she asked a bit self-consciously. The residents, not responding, continued to stare somewhat vacantly ahead. She tried again, this time in a louder voice. "I'd like to give you a mani- cure" she repeated. stressing her last word. "Does anyone want one One woman turned to the other. "A what? What did she say?" Her companion shrugged. The girl waved her basket insistently in front of them. "A manicure!" she called. "Do you want one:- A look of comprehension brightened the old woman's face. and yellow round tables. They announce that the van was ready "You bet I do. sister ... let's go!" took seats, and she spent the and it was time to go. They took With that she reached for her next hour chatting with them their farewells, shook hands walker and energetically raised while she manicured their nails. (careful not to smear the fresh herself to a standing position. The residents did most of the polish) and promised to do it The faces of her companions be- talking. They discussed their again next week. came more animated and they children and grandchildren. where they lived and how often smiled and stood up as well. WINDWARD STUDENTS The third resident, a man. they visited. They told Melissa stories about their past, and what AND COMMUNITY asked if he could be included. SERVICE "Sure." replied the girl. "the it was like in the old days when more the merrier." they were her age. The hour Then Melissa joined the other Melissa then patiently guided passed quickly. Just as she was Windward students in the lobby the trio down the hall and into putting away the last emery to return to school. As they a small room with cheery green board. an aide popped in to boarded the van, the youngsters 57 BEST COPY AVAILABLE 6° discussed their afternoon at the homc, the residents they had seen and their possible assign- ments for the following week. This group of student volunteers all attend Windward School. an independent day school in White Plains, N.Y. which serves learning disabled students from kindergarten through twelfth grade. The Upper School, a college pre- paratory program for grades nine through 12, requires that students participate in a community service intern- ship program. There are two field work experiences available: one is coordinated with the New York State Ombudsman's Office and involves a wide range of tasks assisting the citizens of New York State. The other, which these youngsters participate in, is a volunteer program at the Beth Israel Nursing Home in White Plains.

BETH ISRAEL crutches. They provide practice The students perform many NURSING HOME in stair climbing, getting in and other services that do not Each school year, depending on out of beds. chairs, etc. and involve working directly with the demands of their academic putting on clothing. patients. They work in the schedules, the students spend at Recreation is another im- kitchen. help out in the office least one afternoon a week at portant function and some of or simply fill a specific need as Beth Israel. They participate the students conduct regular it arises. For example. if a party in a wide range of activities, games each week. There is is being planned they may be from clerical work in an office, an ongoing checkers game, a asked to put up decorations. to feeding and caring for the regular scrabble contest (usually If a large mailing is going out, residents. Issues related to the won by the residents) and an students become envelope stuf- fields of gerontology and public occasional poker game (where fers for the day. Assignments health are studied in class and the chips are never converted may vary from week to week, but the students' performance is to hard cash). the volunteers always know how evaluated by their supervisors Getting the residents to their invaluable their services are. at the home. next activity is an important One assignment is physical volunteer responsibility. Stu- therapy, where the students assist dents transport them in wheel FEAR BECOMES the therapists and accompany chairs or accompany them as COMMITMENT and encourage the patients. they negotiate the halls with In the beginning, some of the They may help the residents with their walkers or canes. It's youngsters felt uneasy in the activities to improve their fine often a good time to socialize nursing home surroundings. motor coordination or assist with and become acquainted. "There were so many old gait training, as the patients Residents always enjoy talking people." one student admitted. learn to use walkers, canes or to someone. "and they seemed so 'out of it'.

58

-1-6 I was afraid to speak to them or touch them when I first started. I wished I wasn't part of the program. Now I've gotten used to everything and I'm much more at ease. I know they look forward to seeing us and I feel good about helping them." A girl spoke about a resident with whom she plays Scrabble every week. "She never had children and her husband is dead. I am practi- cally her only real contact with the outside world. As we play, she likes to hear about what's happening in my life. I tell her about school, my family and my friends and I try to make it as interesting as possible. I guess I remind her that she was young once too and it brings some joy and comfort to her life." A student laughingly related that one elderly gentleman regards him as his son. "I was walking him down the hall one day when he was jostled and blurted out a curse in Italian. When he saw that I understood what he had said, he decided that I must be his son. Maybe his son doesn't visit ing for language/ learning They have to communicate him often and now he thinks disabled youngsters. They must effectively with the staff to he sees him every week." communicate effectively with explain or defend a particular The residents of Beth Israel both the staff and the patients. issue. "Why isn't this assignment are no, the only ones who bene- They have to develop a rapport right for me? Why didn't I have fit from this program. There are with the residents. They must be time to complete it?" many rewards for the volunteers able to follow the directions of They learn to evaluate as well. The internship program the staff, organize their time situations. "How could I have fosters social awareness and an efficiently, and accept a critique organized this better? What understanding of community of their performance in the were the reasons that a problem responsibilities. It encourages a form of a written evaluation developed? How can it be concern for the common good from their supervisor. avoided in the future?" of society and a respect for the They may be in a position The practical experience values and opinions of others. in which they have to process they are getting will certainly \s one student put it. "It has information and decide on a stand them in good stead as improved my understanding response quickly. "Have I they move on to college. There of the aging process." assessed the situation correctly? is another, less tangible aspect, Did I ask the patient the right however, that is perhaps even questions? Do I need addi- more important to these LD STUDENTS MEET tional help from volunteers youngsters. It is the positive THE CHALLENGE or staff? Will I be able to finish feelings about .hemselves that Students often find themselves this assignment within my the internship experience in situations which are challeng- allotted time?" has engendered. 59 62 BEST COPY AVAILABLE They know they have done a dedication and skill. After being We tell them how nice they good job. They know that they nominated two years in a row, look today, give them a big have touched the lives of a last spring they won the J.C. smile and they smile back. group of lonely people, who Penny Volunteer of the Year They know we care about them. have been left behind by a Award, sponsored by the There's just this feeling you world that is too busy and Volunteer Center of United get from helping them. You preoccupied for them. They Way. A special luncheon was can't really explain it but it's have increased confidence in held in their honor and a there and will stay with their ability and they know that, monetary award was given to us for a long, long time." as human beings, they have the nursing home. made a difference in society. One youngster summed up the reaction of the students. Editor's Note: Joan Metsch is the "The award was nice, but I really Director of Communications at the THE STUDENTS didn't care if we won it or not. Windward School in White Plains, RECEIVE AN AWARD Our reward is what we do for New York. Society, in turn, has recipro- the people. We get a lot of satis- cated by rewarding their faction out of small deeds.

COMPLIMENTS OF

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30 THOUGHTS FOR PARENTS

PHOTOS BY CLAIRE YAFFA

61 THE DYSLEXIC LEARNER by Caroline janover

Many dyslexics demonstrate strength in the creative arts, athletics, and leadership skills. When we learn to identify and nurture "multiple intelligences." dyslexics will be helped to gain the self-confidence to persevere in more problematic areas such as reading, writing, and spelling. In my second year in the second grade, Mrs. Greenleaf made me stand in the waste paper basket because my hand- writing was so crooked. She said I was lazy and careless, not at all what you would expect from the Episcopal minister's daughter. Despite the fact that I dreaded reading.group and spelled in my own private language, I spent hours writing "novels" in locked diaries which I hid under the mattress of my bed. In school. I was far too humiliated by the blood-red EARLY IDENTIFICATIONS Our son Michael was diag- correction marks that dotted my OF A LEARNING nosed as dyslexic and later papers to write anything but a DIFFERENCE classified as "perceptually bare-boned, simple sentence. Since the early 1950's parents impaired" because he was just Eventually my mother took me and teachers have become far the oppositeextremely non- to Boston, where I had a more vigilant in recognizing the verbal. He confused the sequence complete learning evaluation. early signs of a learning disability. of syllables, words, and senten- The reading specialist looked my Our son Jamie was diagnosed ces. He said "hostipal" for hos- mother in the eve and said, in the first grade because he was pital. "ostipit" for opposite and "Caroline is severely dyslexic." exceptionally articulate, creative, "Engle mushin" for English My mother rushed back to the and mechanical (with an I.Q. in muffin. He forgot the names public school in New Hampshire the superior range but he was of objects and playmates and to tell Mrs. Greenleaf the news. falling out of the bottom of the had litle or no sense of time Mrs. Greenleaf looked horrified. lowest reading group in school). or temporal order. Michael "Is dyslexia contagious?" she He was a curious child who loved asked wonderful questions like. asked. anxiously twisting her knowledge. vet growing up he "How many days until tomor- white lace handkerchief. avoided reading at all costs. row?" With years of private

62 tutoring and supplemental support in school, both our sons have learned ways to compensate for their unique learning styles. (Michael, an unorganized child, went to bed fully dressed for years to help reduce early-morning tensions in the household!) No matter the label one uses to describe a "learning difference," LD students are painfully aware of their short- comings, particularly if they are bright and forced to cope with attentional deficits or auditory and visual perception problems. Often more difficult than explaining a child's academic problems in school is convincing the child that he is not "dumb", "stupid" or a lazy retard." I attribute much of our son's current academic success and strong self-image to the fact that. from early on in their lives, we identified and nurtured multiple types of intelligence, not just the scores were in the 300-400's. graduated, he was the co-captain academic intelligence measured It was suggested in junior high of the varsity tennis team (and in the classroom. that I pursue a vocational track much admired by the girls). rather than prepare to go to Perhaps because of his learning college!) By studying linguistic, problems, he is an exceptionally THE INTELLIGENCE logical-mathematical, spatial, empathetic and sensitive young PROFILE musical, bociilvkinesthetic, inter- man. His intra- and inter- Howard Gardner in his book, personal and intrapersonal personal skills are such that Frames of Mind: The Theory of intelligences, Gardner writes despite being a "classified Multiple Intelligences, contends that the child's neuropsvcho- student" in high school, he was that children should be viewed logical strengths could better be elected vice-president of his in terms of seven relatively matched with appropriate class three years in a row. autonomous types of intelli- teaching styles. This intelligence Art, drama, dance, and music gence rather than being judged profile could help parents and are other fields toward which solely by the verbal and quanti- teachers identify the gifts of right-brain dominant people tative performance scores on a learning disabled students, talents tend to gravitate with creative traditional I.Q. test. Gardner which do not necessarily surface flair. The right brain inspires believes that short answer, timed in our standardized testing today. imagination, feelings, leaps of I.Q. and achievement tests do Many dyslexics have bodily- insight, and rules the realm of not tap a wide enough spectrum kinesthetic gifts. They are great inspiration. Cher, Whoopie of capabilities particularly in athletes. Bruce Jenner and Greg Goldberg, Stephen Spielberg, terms of students with learning Louganis struggled in the class- Robin Williams. Susan disabilities. Narrow and mis- room but excelled on the playing Hampshire, and Henry Winkler leading, these scores tend to field and in the swimming pool. each confess to having been assess only a limited range of We made playing on ball teams marginal students, yet each talents and have proven to be and tennis lessons as great a one is an unusually observant, poor predictors of success in priority for Michael as his private creative, productive, and suc- later life. (My College Board tutoring. When Michael was cessful professional. 63 F6 Our son, Jamie. can mimic any accent, but if asked to memorize a list of "foreign," irregular verbs. he bolts. Jamie turned his "hyperactive childhood energies toward music. I regret to say, Jamie chose the drums. Having given up his allowance for one year to help rent a 14 piece drum set, Jamie earned $500 to help buy a second-hand set by babysitting, tutoring, raking leaves, and shoveling snow. He practiced three hours a day (without encouragement, I might add) all through his years in high school. Jamie recently was graduated cum laude from Skidmore with a degree in psychology. He now supports himaif in San :sui Francisco as a musician, playing the hammered dulcimer and performing on the dijeridu. storm. Quite frankly, had I not By recognizing and an Aboriginal instrument he been dyslexic myself, that book highlighting 'multiple intelli- learned while studying in would have never been pub- gences,' we can help inspire in Australia. Although Jamie rarely lished. I had fifty -six rejection children the self-confidence and reads for pleasure, playing letters, but I never gave up. determination to persevere in improvisational music and Having had to learn to cope with more problematic areas such as building intricate models and learning frustrations since my reading, writing, and spelling. mobiles occupies his time for days in Mrs. Greenleaf's class, With teaching strategies which hours on end. I'd also learn strategies to help are multisensory and modified Like Jamie. many dyslexics me persevere. Had my mother to fit a particular learning style, have strong spatial intelligence. not praised my way with words we can help students compen- Their minds work wonderfully (every one misspelled) and sate for perceptual miswiring in in visualizing and remembering given me reams of lined paper their brain. With differentiated real, concrete objects in space. and a dictionary. I'd never have instruction, these children For this reason. dyslexics often had the courage to sit down can be valued and successful show impressive talent as and write a book. learners in a mainstream builders, engineers, mechanics. classroom setting. The bottom inventors, sculptors. surgeons, line is that a child must get architects, and plumbers. SUMMARY enough praise for his strengths As teachers, we must work to Motivation is a key yariati:e and recognition for his efforts identify what makes a child 'at which can never be quantified that he perseveres with the self- promise' as well as 'at risk'. I on a standardized test. As you confidence and courage to keep wrote Josh: A Boy With Dyslexia for work with dyslexic children, on learning. my sons and others like them, to focus attention on the child's show that a learning difference right-brain strengths. Dyslexics is not at all uncommon and tend to have advanced spatial, certainly not insurmountable. creative, athletic, and inter- Editor's Note: Caroline janover, The book is an adventure story personal talents, despite the the author of Josh: A Bov With in fourth grade vocabulary in worrisome test scores and Dyslexia, is the Learning which Josh uses his clever report card grades measuring Disabilities Teacher Consultant in compensating strategies to save their reading and writing the Ridgewood, ;V public school the day in a violent thunder- achievement. system. She is dyslexic.

64 IT IS NOT A MIRACLE by Alliriam L. Gerstenblith

Our child might easily have become lost in "the system" and failed. Instead, he is a success story. People who have watched his growth and development call his success a miracle. It is not a miracle. It is a result of his own motivation and parental deter- mination never to lose faith in this child.

EARLY HISTORY Our son's long history of educa- tional and psychological evalua- tions began in the preschool setting when he was 434 years old. He was very shy, and his language skills were under-developed. After extensive testing, several professionals diagnosed "selective mutism" as well as a complex ar- ray of developmental delays and language deficits. Based on his JO' poor test scores, he was at "high risk" for learning disabilities. They recommended against We enrolled him in the physical therapist, occupational enrolling him in the Jewish day recommended Level 5 Special therapist and the classroom school of our choice. They Education School: The experi- teacherat the end of the first advised that enrollment in a ence was a nightmare. He had year we removed him from that bilingual school program could been sent there specifically for negative environment. The team be very detrimental to the self- language enrichment, yet he did at the Special Ed School told us esteem of a severely language- not receive the individualized we were making a "serious impaired child such as ours. The services we were led to believe mistake" to mainstream him evaluators recommended that he he would get. The year-end at a school that did not have attend a Level 5 Special Educa- evaluation focused on all the any specialized services or tion School and made guarded things he could NOT do, not at support systems. predictions about his future all on what he could do or had It was very difficult for us to go academic and social perfor- learned to do during that year. against an entire professional mance. In addition, we were Against the recommendation team, but we felt we knew our warned that, as he matured. of EVERY school professional child better than they, and we athletics might pose grave diffi- thereincluding the principal, perceived him to be capable of culty for him because of poor vice principal. psychologist, many things they told us he could motor ability. We were devastated. language and speech pathologist, not do. We knew he was a bright

BEST COPYAV6A18LABLE child, and in many ways he A major key to his success was and provided us with several reminded us of our own shyness intervention, at our initiation, by recommendations. She con- and learning styles when we were a language therapist and tutors firmed his complex learning children. We were determined to beginning in grade one. In the disabilities, bat in spite of them, stay at bat for him, constantly first and second grades our son was the first professional who haunted by the knowledge that he progressed nicely and we were helped us feel so good about his had been admitted to the Jewish quite pleased. assets. Success breeds success. day school after being placed in a But, at the end of each year She saw factors in his character mysterious "at risk" category. we were warned that the which would lead to achieve- following year could be a ment. She knew what strategies "watershed" year and perhaps a would make a difference. Her EMOTIONAL TOLL time when serious difficulties written report became a pre- ON PARENTS would show. As predicted, third scription for the classroom The emotional toll on us as grade became a crisis year. teachers. However, the class- parents during these critical Classroom work was harder room teachers were not trained years was great. Looking back, and reading became more or experienced in special educa- we feel we were abusedabused challenging and difficult. By tion techniques. How were these by a system which values test mid-year our son was struggling, strategies to be implemented? scores over other indicators of and finding all sorts of excuses success and achievement, and for not wanting to go to school. abused by "experts" who pre- We began to question whether TUTORING WITHIN dicted doom because of the it was worth keeping him in THE SCHOOL "high risk for learning dis- this school which we so badly At the end of third grade we abilities." As parents we were wanted, but which was becoming hired a special education tutor deeply wounded by the process so heavy a burden for him. to work with our son during of discovering our child had What options did we have? school hours at school. She learning disabilities. We went Sending him to public school evaluated and monitored his through all the known stages of was a last resort. The potential work, interpreted his learning denial and anger, but quickly for "falling between the cracks", style to his teachers, and taught mobilized our constructive in a system plagued by major him and his teachers the energy because we had faith budgetary constraints and large strategies for success. in our child. We intuitively class sizes, was too great. In the beginning, the school knew our child would eventually Investigating the possibility of administration was extremely find his niche. transferring him to another hesitant about this arrangement. We suffered great pain private school, we met with Perhaps it was threatening for trying to carve our way through complete frustration. Due to his an outside tutor to go into the the mess of mixed messages test scores, there was no other classroom and work with the that we were receiving. Until school for him. He fit no one's student in the class. However, we found the professionals profile and was not even con- since the school did not have who saw the situation in a sidered at these other places. the necessary support staff, they positive framework, we felt With no other choices, we agreed for us to contract privately desperately isolated. decided to keep him in his with our specialist to provide the current school and increase service during school hours. supplementary intervention. Within a month, this relation- EARLY INTERVENTION This is when his rise to success ship had made a significant Entering the new school was a entered a steep upward curve. difference. The tutor worked in turning point for our son. Al- the classroom as well as out. She though he continued to display EDUCATIONAL began with three one-hour developmental lags, he was EVALUATIONS sessions per week but quickly was happy and he progressed. He At this point, we found an Educa- able to diminish the amount of trailed somewhat compared to tional Specialist who was more time she worked with him. She children his own age: however, interested in how our son ap- taught him strategies for taking measured against his own earlier proached his tasks, rather than in notes. test taking, doing reports. delayed development, his the end result of his test scores. determining priorities, time- progress looked terrific. This specialist re-evaluated him tables. and organization.

66 SUCCESS BREEDS school work, copies of his proper intervention and con- SUCCESS outstanding report cards, and a stantly remind our child and ourselves that he is basically very .-kt the completion of his first copy of his honor roll certificate. rear in middle school at the These are accompanied by a strong. In spite of his academic Jewish day school, the faculty cover letter from us asking that handicaps, he has proven that and administration are thrilled these items be added to his file he is capable of success. This is with his progress. Although it to provide a balance. not a miracle, but the result of patience, hard work, appropriate may take him longer to do This is our proud success intervention and faith. assignments than most students. story. We believe in our child. he has learned many compen- Our trust in ourselves, although satory strategies. He has become shaken at times through these Editor's Note: Miriam L competent at word processing. years, has been strengthened. He has made the honor roll and Being his best advocates, we have Gerstenblith is the mother of four has had significant parts in overcome that "at risk" shadow children, three of whom have been identified as having learning school plays. His self-confidence which haunted us in his early disabilities. She has a master's degree shows also in his extra-curricular school years. We know that his in social work and is helping to activities. He is a talented flute learning problems will not organize a high school for children player, an excellent chess player. disappear: however, we accen- andin spite of those early tuate his strengths. get the with learning style differences. predictions about athleticshe is a well-coordinated ice skater. water skier and swimmer. Much to the amazement of many professionals, his strongest school subject has consistently . .../1"71"1. been Hebrew language, which contradicts the prediction that learning a second language for 1:-.7.." a language impaired child may / be detrimental. 1.461 t %Immo "- -

- PARENT ADVOCACY Milre No one knows our child as we 7-2";. do. We learned that parents 74: can serve a powerful role in advocation for the child and helping others understand his/ her strengths. If we had_listened to the recommendations of the first team of professionals and had kept him in the Special Edu- Li cation School, most likely he would have fulfilled their prophecies of doom. Fortun- ately we were able to remove . . . a him from that negative system L .KING true goal to and all the labels and expec- fight for. Keep up theFIGHT! tations that go with it. Our pediatrician. the school best wishes to the NCW for continued success and the evaluators have files on our child containing dismal test THE GREEN BAY PACKERS scores. We are supplementing their files with samples of his 70 DON'T GIVE UP THE DREAM P.1-ax

Is a parent of a learning transcend the parents' and standing and the fact you know disabled child and a therapist child's self-esteem. A child's your child better than anyone, who provides emotional support imperfection, or "hidden handi- you can evaluate what strategy to parents of children with cap," may threaten our feelings would be the most beneficial for learning problems, my vantage of competence or self-worth. his or her well-being. As parents point is fascinating. It is exciting Many parents are in no con- we are responsible for creating a to meet other parents and dis- dition to be rational and calm. loving and supportive environ- solve the mystique of parenting a They may feel guilt when they ment. Surround your child with child with learning deficiencies. deserve none. Resentment and positive attitudes and the out- I am aware of their pain and helplessness often follow. These comes will be glorious. Our despair. What I primarily offer feelings bounce back and forth sense of self-worth will transfer my clients is reassurance, specific from child to parent in the best to the child when we believe information and techniques. of circumstances. Your child may in ourselves. and a prescription to dream. he a problem to many people. Believing and having hope are The words" learning disabili- but most of all. he is a problem the operative words. When faced ties" conjure up different to himself. He is a young person with this crisis, we need to make pictures for the parent. teacher. with strong feelings. When your a team effort to go the extra mile psychologist/counselor and the child is depressed, you're because the future is unknown physician. Each views the child depressed. if he's anxious. and anything is possible. For my through his experience or realm you're anxious. own daughter's sake, I have of expertise. The teacher sees As parents we need to culti- never stopped believing the learning problems in specific vate our wishes, our plans for believing in her or in my ability areas while the psychologist is this child we love. Creating a set to help make things happen for concerned with the impact of of expectations makes us "feel" her. Through the anxiety and the disabilities on social growth that our child is normal. I have depression we forged a dream and development. The physi- often observed how a continu- and a vision. If one goal was not cian is often focused on placing ous negative feedback can deva- achieved. we regrouped. re- a label on a child strictly for state the relationship between evaluated and set new goals. medical purposes. parents and their child. The None of us elected to be results of each task a child takes parents of children with learning confirms the painful truth we disabilities. Our world unexpec- PARENTS NEEDLESSLY feel inside fear. panic and an tedly turned upside down. The FEEL GUILT overwhelming sense of dread. parent and the child are unwil- No professional, however, We need to seek reassurances, a lingly involved when a child can match the anguish and the strong belief that the future is cannot learn. Many teachers are concern of the parent. Many open and many options are rigid in their teaching methods, parents move through stages available to ensure our child a other professionals in their of shock. fright, grief and guilt productive and fulfilling life. visions. We must choose those when informed about their who can help sustain us as we child's learning disability. Their focus on the dream for our hopes for a "perfect life" are SURROUND child. The search for the right dashed when they envision the YOUR CHILD WITH person can be arduous. Parents scenarios professionals have POSITIVE ATTITUDES are looking for someone who described. Parents frequently It is important to identify and can identify, understand, and personalize the child's troubles understand your child's learning help develop effective methods and emotions emerge which disability. With this firm under- for success. 68 71 AVOID THE "WHOLE TRUTH" PROFESSIONAL Mane parents encounter the professional who comes from the "whole truth" school of interpretation. This person submits the test results and long- term negative prognosis as a package deal. Believing parents should not have expectations for these children, he presents a limited future and thus subtly A kills the motivation that sustains the wishes and dreams. This philosophy may be beneficial to a small percentage of parents who make excessive demands or push their child to the edge. Other professionals could be simply inadequate, unable to supply parents with all they need to know to work with their child. These advisors not only don't skills, and language deficits, her complement Your aspirations. If offer any hope but they force the future would, unquestionably, be there are those who only tell vou parents to become isolated, lonely limited. On the contrary, know- to accept your child's limitations decision-makers who constantly ing and taking the time to under- and believe your goals are totally second guess themselves. stand her learning dysfunctions. unrealistic, there is a detrimental The majority of parents I found professionals who could lack of a collective vision. Find deserve and need a glimmer of give me guidance. an advocate who will empower hope in order to establish a I had nothing to lose by you to believe in yourself so your healthy. harmonious relation- remaining positive and child. in turn, will believe in ship with their child. Lack of challenging and, most of all, himself. Search out a profes- hope promotes frustration and supportive of her every effort. sional who will dream with you, paralyzes the will, the brain, and She is now seventeen and a-half who understands the dynamics the movement to make things and preparing to embark on the of your family and the vulner- happen. Ve need to create an next stage in her life ... college. ability of your child. environment for our child where I have made things happen for Eleanor Roosevelt once he can overcome his lim:,ations. her by holding fast to a dream remarked: "You gain strength, Fxpectations and goals for a and to a strong belief in her courage, and confidence by learning disabled child are as ability to meet each of life's every experience in which you much a necessity as for any challenges. I have nothing but really stop to look fear in the "normal- child. The timetable respect and admiration for this face. You must do the thing you may be unique, but growth and child of mine who has succeeded think you cannot do." Each child development are a reality. where many others thought she deserves a chance, the best vou I had dreams for my child could not. can give. Don't give up the that were too often challenged dream. Reclaim your child's l)individuals who stimulated right to a bright future. panic, fear. depression and "DO THE THING YOU pain. But we set goals. became THINK YOU CANNOT DO" Editor's Note: 1m' Wax, .11.S., visionary and exerted a signifi- It was not an easy job and in addition to being the parent of cant influence to compensate I would he the first to tell you ; a learning disabled child. is a for the weaknesses. 1 did not about the trials and tribulations counselor and co-author of The "buy into the overwhelming of this formidable task. I have an NAM Guide to Colleges for the prognosis th:At because of her essential philosophy: seek out Learning Disabled by Kra vets developmental lags, weak motor those professionals who %%ill and Wax. Harper Collins. WE SALUTE THE NATIONAL CENTER FOR LEARNING DISABILITIES

Pt:

The New York Marriott Marquis isn't close to Broadway or just around the corner. It's on Broadway-in the heart of the theatre district, right on the center aisle.

BROADWAY, CENTER AISLE. NEWYORKAarnott MARQUIS 1535 Broadway, New York City. New York 10036 (2121 390.1900 POETRY: THE GIFTOF SPECIAL CHILDREN

Editor's Note: Both young authors demonstrate that, in spite of numer- ous learning disabilities, many youngsters with LD should properly take their place among those who are thought of as "gifted". Elizabeth Lord spent 30 minutes creating her poem. and 60 minutes copying rt over neatly, due to her dysgraphia. Emily Gross. age 13. wrote her poem as an English assignment, explain- ing to her mother that "Mr. F wanted us to write about ourselves. but 1 didn't want to tell him ANYTHING about me, .so 1 used a metaphor!" For more information on gified/LD children, please contact: Parents of Gifted/LD Children, Inc., Bethesda, MD, (301)986-1422.

If I sailed to Ancient Rome, Where light is a privilege that played in the Olympics and won, must be earned instead of a right. EXPLORING NEW and got a golden trophy, it would nearly weigh a ton. And where my rainbow is not BEGINNINGS always welcome. by Elizabeth Lord I'd like to travel round the world, Then sometimes, I feel the world

If I went to Asia. I would go any time, I is a blank page, to find a tiger or a bear. but my parents won't allow it, And I am there to spread my it would be a beginning you see, I'm only nine. colors across it. of traveling here to there. There are times when my If I went to Egypt, rainbow stretches halfway, I'd see the King Tut's bed, ME And someone else's meets mine of sparkling jewels and dimonds, in the middle. gleaming oe'r his head. by Emily Gross And both of our rainbows come together to form a pot of gold If I went to China. called friendship. to claim a panda rare. I am like a crystal prism. I'd let You come and see him. With many different sides to me. and feel his furry hair. I can only achieve my rainbow, I hope that one day the whole When someone helps to provide world Will create one big cauldron If I went to England. me the light. I'd meet the lovely Queen Of gold. and spending the day with her, I sometimes feel as though I And everyone together, would simply be a dream. have been put in a dark room. Will share the wealth.

74 MY BROTHER, MY FRIEND

. 1lying s

Editor's Note: Among the most MY BROTHER GOT A ashamed going to them and was sensitive of issues in learning LOT OF ATTENTION optimistic that he could succeed disabilities is the impact that the Having a learning/social disabil- in a regular school. He started to learning disability in one sibling ity affects not only your social attend public school in the fifth has on the other siblings. Parents life, but your school work and grade and continued until his are often at a loss to know how to home life. Not only were these senior high graduation. He did give equal time, and siblings often things affected in my brother's succeed, but the road was long feel guilty that they cannot always life, but in mine too. Growing up and extremely difficult. What empathize, as they feel they should. in a house with an older sibling took most of his peers one hour The following two articles illustrate who has a learning disability is to do. took him about three. He this issue well. Both authors remain very difficult. My brother got a had so much motivation to do anonymous. lot of special attention from well that he was willing to work both my parents. My mother was those extra hours. At night I The other day I was riding the always at, or on the phone with, would watch him studying both bus on my way back from the my brother's school trying to alone and with my mom. He'd grocery store. There were a make things better for him. She struggle for hours over a certain couple of junior high school would spend hours helping my reading assignment that I could girls and a mentally retarded brother with his homework. probably do in about half an hour. Sometimes he'd ask for my woman aboard the bus with me. My parents were good about The woman was rambling on to equaling out their time on both help, and, of course, I would the bus driver about all different of us. but these were the times help him, but often he'd get things. She was oblivious to the when I tended to get jealous of even more irritated because I fact that the bus driver was him getting so much attention. could do it so easily. It was hard uninterested and that the Young For me, the hardest part about for me to watch him suffering girls were rolling their eves and living with him was coming to like this. All I wanted to do was snickering between themselves. the realization that he wasn't like take his pain away. After he'd Due to her disability, she is my friend's brothers and that we iinished. however, the look of unable to read body language. may never have that 'TN. type' triumph on his face would put Watching this scene on the bus. relationship. Until recently. I was all my worries to rest. I couldn't help but feel angry at never able to just go and talk Because my brother had such the young girls and a sense of to him about anything. Only a problems in school, I always felt sympathy for the woman. For fellow sibling understands what that I had to do well. I felt that I grew up in a house with a goes on in the home, and it was I had to make up for what he learning and socially disabled hard not being able to really talk couldn't do. It was as though brother. Even thoughMN' to him about these things. I felt I was trying to do the work of brother isn't as low functior ing as if I had been cheated out of two. There was a part of me that as the woman, he, too, had his something. I had been cheated despised him for this because share of prejudice and diffi- out of a 'normal' brother. I couldn't understand why he culties. I am familiar with the wasn't 'normal.' and deep down struggles that individuals with I had always wished that he were. disabilities go through because of the ignorance of others. What IT WAS HARD FOR I remember most is the pain and ME TO WATCH MY IT WAS DIFFICULT BROTHER SUFFERING TO MAKE FRIENDS frustration that accompaniedMN' brother while growing up, and When he was younger.MN' just as reading and writing came the effects that his disability has brother went to special schools hard to him, so did making had on my life. for his disability, but he felt friends. Part of his disability

'2 .;) -r affected his social life because he acted different compared to the other kids at school. and the others knew it. just like the woman on the bus he is unable to read body language. Not only that, but he'd ask you the same question over and over again as if he didn't hear your answer. I never saw how the kids at school treated him, but I knew i was hard for him. He didn't have very many friends. Growing up I always had a lot of them around the house. He was jealous that I had so many because he always wanted what I had. I was always embarrassed bringing them to my house because they would see my 'weird" brother and I also knew that he'd try and become friends with them. Whenever they came over, he'd talk to them and invite himself to go out with us. This made me angry because these were my friends, not his. Sometimes I'd wish that he'd just disappear. As we each grew older, he became more respectful of my friends and me, and I became along better together and as a because of his disability, I have more tolerant of him. I now group. My brother is very gained a better understanding have him join us sometimes thankful for his friendships, for people that are not like when we go out because I know and theirs for him. myself. I have always known my it means a lot to him. He has brother to be a very kind and become friends with some of I WOULD NEVER WANT sensitive person. He will do them. Sometimes I do feel a TO CHANGE MY BROTHER anything for his friends and little jealous. but I try and put Even though we had some hard family. He has always taken care my feelings aside because I know times, my brother has given me of me by making sure that I'm he's happy. I also know that my unconditional love and support. safe or happy. Even when I was friends will always be my friends. Whenever I get into a fight with mean to him and treated him I have realized that sharing them my parents, he's always there to badly, he still stood by me. A lot with my brother doesn't mean I stick up for me. I remember the of it was because he looked up have to lose them. He has been times when my parents and I to me. It always seemed a little lucky enough to find a few spe- would get into fights and even weird to me that an older brother ciai friends of his own who were though he agreed with them, would look up to a little sister, able to see past his disability he still stood by me: or when but it made me feel special. and see him for the wonderful we'd devise all these things to Granted, growing up we defi- person he really is. What is quite harass our baby-sitters with. nitely had our bad times, but the surprising, but wonderful, is More recently, the special times good times far out-numbered that I have become friends have included our talks and the them. I love him because of who with his friends and our friends wonderful, comforting hugs he he is, and I would never want to are friends. Now that we each gives me when I'm feeling down. change my brother in any way. have put aside some of our Just as my brother has gained He is not only my brother, he jealousies, we are able to get .i lot of strength and courage is my friend. AA A A Ai

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Editor's Note: The following was urritten by a 12- year -old girl for a school composition. Her mother shared it with DT: Betty Osman, Chair Emerita of NCLD's Profes- sional Advisory Boani. Dr. Osman presented it for publication in Their World as a poignant example of how many children must feel when a sibling has a learning disability.

Most brothers aie not con- sidered a handicap. My brother is different.. Maybe its because he has a handicap, that I con- sider him a handicap. He has a learning disability. People thought he was strange. They told me I didn't know what to say. If they thought he was strange, I must be strange, too. When he was in elementary school, people told him he was couldn't help it. I had to let out Brian is a very smart boy for retarded. He would come home what had collected inside of me his age and has many good ideas. and ask what it meant. My mother and reached the breaking point. Because of his problem, his ideas would tell him it didn't mean She took me in her arms and aren't thought of too much. anything, to just ignore them. hugged me. Just being near her Brian's hand-writing is bad. When I used to walk home helped We talked for awhile, My mom and dad bought a from school with him. kids used and she understood me. I began typewriter for him for Christmas. to throw rocks at him or pick a to understand better what I was It was only his and I didn't think fight. One time, a kid that was at dealing with. From then on, my it was fair. I only got to use it if he least 3 years older than him, mom and I would have these wasn't using it. I loved to type gave him a good punch right in short chats after school or when and wanted to take a typing the stomach. He was only in 3rd I was in bed, and she was coming course to make sure I was doing grade. I nearly cried right there into kiss me good night. it the right way. Brian had and then. Brian is in 8th grade. (two already taken two. Sometimes I feel like I am years older than me), and he After all I've told you about being neglected, so he can get picks on me sometimes. The Brian, you must think I wouldn't some attention to talk to my reason he does that is because he want to have a brother like that mom. I felt left out, closed in; gets that kind of stuff in school, (but I'm really glad I have Brian.) I needed somebody to talk to. except worst. He comes home He has taught me to deal with to let out how I feel. .My mom and lets his anger out on his people who are different. He's was always in and out. doing family. I toldMN' MOMit wasn't taught me how it really feels to be things for C.H.I.L.D. ( an really fair. She said. "I know. the but of the jokes. He showed organization for children with You'll have to live with it. Nothing me a new path I never would have learning disabilities). in life is fair." Even though I known was there unless I had him One day I just walked into the didn't understand it that well at for a brother. In a way my brother kitchen where my mom was the time. I think it's coming into is a handicap. and in a way he's cooking dinner, and cried. I Inv mind, little by little. everything I'd ever want.

S The New York Football Giants Salute The National Center for Learning Disabilities

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promising programs that address directly with the public through and tireless work and support of the full-scale needs of individuals quarterly Newsletters and other NCLD's friends and volunteers. with learning disabilities. The informative materials. I want to thank each of you for programs are chosen to be repli- NCLD has also been active in your contributions and participa- cated regionally or nationwide. This participating in a number of tion in our endeavors on behalf year's Replication Projects included legislative initiatives over the past of all children and adults with the Project OZ Drug Education year. including the reauthorization learning disabilities. Program developed by Project OZ, of the following laws or programs: I express heartfelt thanks also to of Bloomington, IL; The Family- the Individuals with Disabilities our devoted Board of Directors, School Collaboration Project, devel- Education Act (IDEA); the Office of Professional Advisory Board, and oped by The Ackerman Institute for Education Research and Improve- staff. who provide the guidance and Family Therapy in NY, NY; TIPS ment; the Vocational Rehabilitation professional expertise underlying all Tactics for Improving Parenting Act: the Higher Education Act; the of NCLD's efforts. My appreciation Skills, for parents of LD children, Administration on Drug Abuse and and respect for your roles in our developed by the University of Mental Health (ADAMHA); and organization multiply each year. North Carolina in Charlotte: and Head Start legislation requiring My sincere thanks and best The Garside Institute for Teacher literacy and child development wishes. Training language arts program for training for parents in the program. LD children developed at The Carroll School in Lincoln, MA. SPECIAL THANKS Cooperative efforts with other These widespread programs organizations, such as the Cities in and accomplishments have been Schools dropout prevention pro- achieved because of the dedicated Anne Ford, Chair gram, have grown, enabling NCLD to maximize its impact nationally. NCLD also continues to maintain strong working relationships with the other major national organiza- tions concerned with learning disabilities, including the Learning ..i":4,17,141116. Disabilities Association of America .1 4 (LDA) and The Orton Dyslexia Society (ODS). NCLD participated in LDA's Summit on Educational Reform in February, and is parti- cipating as a member of ODS's t't Task Force on Effective Teaching Methodologies.

..411111111. PUBLIC OUTREACH, V-. 1,17., COMMUNICATIONS AND ADVOCACY NCLD's broad-based, year-round public information program. reaches the media, other service providers. community leaders and the general public. This past year. NCLD has worked with a growing number of television and radio To the Kids stations. newspapers and magazines from to develop features on learning The Summer Foundation disabilities. In addition to THEIR WORLD. NCLD communicates I

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At Monsanto, our helping handhas a long reach. At Monsanto, we like to be a good citizen everywhere we call home, which includes faraway places like Botswana. In the village of Bogaleng home to our small West African subsidiary Monsanto paid for the completion of the local secondary school. Our Bogaleng initiative isn't an isolated event, by any means. If you would like to know about some others, just write: PartnershipsA2SP, Monsanto Company, 800 N. Lindbergh Blvd., St. Louis, MO 63167. Till PA( I()MilR)7 Monsanto ' .

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PHOTOS BY CLAIRE YAFFA

2 THE LD STUDENT SEARCHES FOR THE RIGHT COLLEGE MATCH by .11arybeth Kravets

DREAMS, WISHES, The options include: two-year college, a transition AND GOALS Post-grad year; a fifth year program or a post-grad high Whether learning "abled" or in high school school program? There is no crystal ball that can predict the learning "disabled," students Transition program; non- have dreams, wishes and goals. future. but several key issues academic, life skills should be considered in the but learning disabled students oriented have brains that cannot always search process to match student express themselves in a tradi- Compliance services; needs with appropriate colleges. tional way. However, with earlier offered in 2 or 4 year colleges; accommodations diagnosis and the opportunity IDENTIFYING PRIORITIES and ability to learn compensa- according to federal law tory skills, LD students are seek- Supportive environments; The college view books show ing a college education in in a college setting; often exciting glossy pictures of fun greater numbers than ever nurturing, but no specific on campus and outstanding before. The college search pro- program facilities. College videos high- cess has become more complex. light academic offerings, extra- Comprehensive services; in curricular activities, dorm life with over 500 colleges offering a a college setting; moderate variety of services or programs and comments from happy support, voluntary on the -tudents and exceptional faculty. for the learning disabled. Stu- student's part dents and their parents should se are, of course. priorities work together with the high Highly structured LD pro- wi.en choosing a college. school counselor and special gram in a college setting But the LD student must education department to explore consider other priorities as well. options, gather information, and If a highly structured program is SEARCHING FOR necessary for continued success, continually assess the achieve- A MATCH ment level of the students, in that must be on top of the prior- order to make appropriate Searching for the appropriate ity list. If, for instance, small educational decisions. college match for LD students classes are important or course requires many of the same substitutions may be needed, strategies, techniques, assess- these must be placed high on the CONTINUUM OF ments and knowledge used in priority list. Ultimately, the final SERVICES the search process for students list will include colleges that will There is a continuum of services who are learningabled." meet the students' academic. and programs available in post Teachers, case managers, gui- extra-curricular, and social needs. secondary educational settings dance counselors and parents Not all LD students can handle to accommodate the varying are important team members any college, and services and pro- degree of needs. Some students in identifying appropriate grams do not guarantee success. may progress through several educational options. However, having priorities in of these options while other Which LD students will be order will provide a better chance students may go directly into a more successful in a four -year of making a successful match four year college environment. college or better served in a between student and college.

80 C3 - ACADEMIC READINESS Academic readiness can be assessed by a review of the stu- dent's high school curriculum. It is important to consider the level and types of courses taken in high school. Not every student begins high school taking college preparatory courses. Many colleges students who have taken some special education courses in high school, but also look for evidence of mainstreaming. College professors often teach without regard to the level of ability of the students in the class, and students are held responsible for what they should have learned in high school. Therefore. it is imperative to assess the level of readinessof the LD student in regard to college level academics. Colleges may offer tutorial assistance. curriculum modifications, - 4k - precollege courses, and study skills, but the fact remains that students will need to be pre- pared to tackle difficult courses. Only a few colleges offer reme- dial or individualized courses, 3) describe services usedin TO DISCLOSE OR and students will need exposure high school and services NOT TO DISCLOSE to mainstreamed. college needed in college? To disclose the learning dis- preparatory courses in high 4) show utilization of ability on a college applica- school to be prepared for the resources to developbetter tion is often a concern for level of academics in college. skills in studying, test parents and students. Alearn- taking, organization, note ing disability should not be SELF-ADVOCACY taking and writing? camouflaged or buried in an application. Colleges do not Another issue that needs to be 5) use a spell checkerif reviewed during this college spelling is a weakness? deny admission tyause a student has a learning disability. search and selection process is 6) use a computer to accom- the students' ability to self Not only is this illegal, it is modate poor handwriting? impractical. LD students are advocate. College bound LD for students must be comfortable 7) use a tape recorder successful students and work processing difficulties? with their learning disability. with determination and motiva- tion. Disclose the disability and Can the student: 8) acknowledge toteachers be document this disclosure with 1) describe the disability and that more test time may needed or a distraction recommendations that describe how it impacts on free environment might the learning disability and stra- academics? be necessary? tegies used to compensate for 2) identify strengths and self- learning differences. Students weaknesses, and what The student's ability to advocate is a major step to should include their own per- subjects are easier or sonal statement, pointing out harder? success in college.

BEST COPY AVAILABLE their perspective of their 2) What services will be in school, has not utilized re- learning history, strengths, needed in college? sources in high school, and has weaknesses and goals. 3) How does the disability not received special education affect learning? services, then it is very important THE COLLEGE VISIT 4) Can the student describe that an explanation be included the disability? to identify why the tests were How will students and parents taken non-standardized. Not all know what level of services or The interviewer will be LD students should take these programs are really available documenting whether: tests non-standardized. Seek the on a college campus? How 1) questions are answered by advice of the special education can students determine if student or parent department or guidance coun- the college climate and the 2) the student exhibits selor to determine if additional academic level of competitive- motivation time, oral tests, tests on tape, ness is really appropriate? 3) the student has realistic enlarged type or other accom- Researching colleges can be modations would be beneficial. very time consuming, and not goals everyone will be able to make 4) the student shows signs of college visits, to some or all of independence HOW COLLEGES MAKE the colleges on their lists. How- ADMISSION DECISIONS Students and parents may ask: ever, nothing can replace a Colleges make admission campus visit to experience the 1) What are the admission decisions in many different ways. campus first-hand. Junior year requirements? Colleges with structured support is not too soon to begin cam- 2) Can course requirements programs for LD students pus visits, as some colleges be waived or substituted? usually allow the service provider require early applicati ins for 3) Is there an alternative to review applications and make special support programs. admissions plan? decisions or give recommenda- Usually colleges will not begin 4) What testing is required tions. These programs typically reviewing applications until fall and how recent? require special applications, of senior year. A campus visit 5) Who interprets test results? interviews, ACT/SAT testing should include tasting the results, auxiliary testing such as, 6) Who is responsible for food, touring campus, meeting WAIS-R or Woodcock Johnson, admission decisions? students, attending classes, recommendations, personal visiting the bookstore and stu- 7) Are there fees for services? statement, and sometimes dent center, meeting the direc- 8) Is there a limit on tutoring? special testing on campus. The tor of student support services. 9) What are the credentials of student's transcript provides and gathering information the service providers? important information regard- about admission requirements ing courses taken in high school, and exit requirements. academic achievement and ACT/SAT upward trend in grades. Colleges INTERVIEW LD applicants are often con- offering moderate services may cerned about the importance of request a recommendation on Sometimes an interview is an the ACT or SAT. Rarely will any admissions from the service essential part of an admission college base an admission deci- provider. In colleges providing decision for the LD applicant. sion solely on the result of any compliance services, the service This interview should be viewed standardized test. Many factors provider is usually not involved as an opportunity to research are used to determine admissi- in the admission process, and the college and to determine bility, and for LD students, the decision rests with the if the college would be a good psycho-educational testing admissions office. match. The interviewer is inter- becomes far more useful in A denial from a college does ested in gathering information predicting the potential for not necessarily mean the student that will be useful in making an success in college. All colleges cannot attend the college. Some- admissions decision. The inter- accept non-standardized admini- umes there arc "windows" which viewer may ask: stration of the ACT or SAT allow admission in a different 1) When was the learning However, if a student has way. This could translate into a disability diagnosed? never taken other tests unurned summer admission. conditional

32 f.7 - r admission, special program, or a appointments in the form of a need to understand their limited course load admission. It college rejection. However, if disabilities, be proud of their is appropriate to inquire about there is no "room at some inns," accomplishments, be willing to alternative admission options. there will be acceptances at be challenged, and motivated to Students ultimately should other colleges. LD students need become independent learners. apply to several colleges, allow- good counseling, current infor- LD students should use this ing for at least one automatic mation and resources, and active "label" positively to receive admit, that is one college in involvement from the student appropriate services, develop which admission is just about and family to determine what compensatory skills, and pursue guaranteed. There are many colleges are a good match. their dreams, wishes and goals. colleges which offer "open door admission," meaning there are Editor's Note: Marybeth Kravets, no specific entrance require- LD STUDENTS CAN M.A., is the college consultant at ments. Sometimes these colleges CONSIDER COLLEGE Deerfield High School, Deerfield, can provide the most appro- There are 1.9 million elemen- Illinois, and is the co-author of the priate services or programs for tary and secondary school K&W Guide to Colleges for the LD students. Naturally, during students diagnosed with learn- Learning Disabled by Marybeth the admissions process, the ing disabilities. The future is Kravets and Inty F Wax, Harper possibility exists for some dis- bright for these students. They Collins. 1992.

HEITMAN APPRECIATES

NATIONAL CENTER FOR LEARNING DISABILITIES

Let no children be demeaned, nor have their wonderdiminished, because of our ignorance or inactivity; Heitman Financial Let no adults be deprived of discovery, because we lack the resources to Heitman Financial Services Ltd. discover their learning differences; Heitman Advisory Corporation Heitman Properties Ltd. Let neither children nor adultsever Chicago 312-555-5700 1innespolis 612-332.1603 doubt themselves or their minds because I.os Angeles 213. 550-7100 Philadelphia 215. 992-7633 New York 212.754-1001 we are unsure of ourcommitment. LEARNING DISABILITIES IN THE COLLEGE SETTING: A DIFFERENT BALL GAME THAN HIGH SCHOOL In' .Y0) hen .Stnehart

I am frequently surprised to find Section 504 of the Rehabilitation 3. There is greater academic how many high school students Act of 1973. a far reaching, but competition. with learning disabilities (LD rather nonspecific law. To gain Unlike going to high school, students), and their parents, access to accommodations and going to college is a voluntary think that college is just a slightly services through this law, LD matter. Poor achievers and unmo- more difficult version of high students must document and tivated students rarely reach the school. From this perspective, make their disability known, college campus. Consequently, the major challenge is to get and in many cases, identify the students moving on to college accepted into college. I don't assistance they need to succeed find themselves in a "bigger agree with this perspeciiv..... I've in college, and then self- pond" where peers have higher found that given a little persis- advocate to get tins assistance. abilities and drive, and teachers tence, and in some cases a lot of 2. There is much less structure. have higher expectations. money, most LD students can get Memorization may have carried into a college somewhere, albeit Programs for LD students the day in high school. but high not always one of their first at the high school level are level analysis and synthesis is what choices. The major challenge extremely structured and sup- is needed now. In terms of both is not that of being accepted. portive. Students take a specified the quality and the quantity of but of being successful. Unfor- schedule of classes that is the their work. LD stuients must be tunately. LD students are often same each day. The same group more productive taan they have poorly prepared for the in- of peers are in most of their ever been before. creased demands of college. classes. Teachers consistently review their expectations and 4. There is a need for greater IMPORTANT monitor student progress. This independence. DIFFERENCES is not the case in college, where BETWEEN HIGH SCHOOL each day's schedule can vary The nature of high school AND COLLEGE widely, and each class consists LD programs tends to foster of a different group of students. dependence in students. This 1. Public Law (PL) 94-142 no College professors rarely take presents a major problem in the longer applies. attendance, check to see if college setting. where students In high school, PL 94-142 reading assignments are being are required to function in a mandates a free and appropriate done, or concern themselves relatively independent manner. education delineated in an IEP with the quality of the notes High school students don't have that spells out specific services. being taken by students. Stu- to declare a major. and for the LD students receive these; they dents have to analyze each class most part, their course of study don't have to seek them out. and professor to determine what is prescribed. This, of course, This law does not apply at the will be required for success. This changes dramatically in college. college level. Instead, there is varies from class to class. College students must make

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r: -mos: : - r. .,Iicti. - important career choices, 1. Make your needs known. on campus are willing and able and must carefully plan their to advocate for students with sequence of courses, to include Colleges are not required their professors, this is best done selecting from an imposing array to seek out and identify LD by the students. Professors may of elective courses. They must students. What they are required be leery of official forms appris- make good use of the many to do is to respond to the needs ing them of accommodations to hours they are not in class, and of those students once they are offer to a given student. They learn to fully utilize the many identified. Consequently, LD may feel put upon or even learning resources available on students should make their intimidated when apprised that campus. Further, students must needs known right from the they are required by law to learn to establish and maintain beginning. They can do this by provide various accommo- work and study schedules, while registering with the appropriate dations. This is generally not balancing their academic and academic unit, and by discussing a problem where a student per- their needs with their professors social lives. Decision-making sonally makes his or her needs in an open and positive manner. and problem-solving skills known in a non-threatening become paramount. Once they understand the nature manner, offering suggestions as of an LD student's problem, to how they can easily be met by MAKING THE most professors will do every- the professor. Where necessary, ADJUSTMENT thing reasonable to assist the !JD students should stand behind student to succeed in their class. TO COLLEGE their rights in an insistent, but Many of the recommendations No one knows the needs of reasonable manner. LD students better than the that I offer may seem obvious 2. Provide your own structure. and almost trivial. This may be students themselves. Experience true in the case of typical. college is the best teacher. and LD LD students must realize students, but not for LD stu- students have had much experi- the importance of shifting dents. One thing my experience ence coping with the problems from a reactive to a proactive working with LD students has posed by their disability. Con- student style. They must quickly taught me is to never assume sequently, it is the students determine the expectations of anything. With this proviso. I who are in the best position to each of their professors and how offer the following recommen- articulate their special needs. best to meet these expectations. Onions for college LD students. While various support personnel Ideally, students will meet with

PS - r their professors before the professors require students Seeking the advice of a faculty semester begins. At this time to demonstrate the ability advisor and utilizing career they can obtain reading lists and to analyze, synthesize, and counseling services can help course requirements. enabling apply information to solve students to begin to identify the them to prepare for the begin- problems. appropriate bases for the impor- ning of classes and get a head LD students should strive to tant decisions they must make. start on some of the work. Once improve their skills in a number As they begin to make choices they have determined what each of areas. They will need to about a major and course of course requires, students must develop an effective textbook study, LD students initiate the establish priorities for the use of reading strategy, devise effective process of becoming fully their study time, devoting more study routines, and become independent adults. Each time time to difficult subjects. They more effective test takers. They they make decisions regarding must gather and organize the will need to make full use of the which electives to take, how to materials and resources they library as a learning resource manage time between classes, need for each course. and become adept in the use of and with which groups and Planning and consistency resources such as the dictionary, organizations to become in- become crucial. Students must thesaurus, and encyclopedia. volved, these students move develop and stick to an individu- Certainly, they will benefit by further toward independence. alized study plan for each of developing word processing LD students must become in- their courses. This plan must be skills. Overall, LD students must creasingly willing to make deci- responsive to the academic become "active" students who sions on their own, ultimately calendar and the due dates for rewrite their lecture notes, take claiming full ownership and all exams and assignments. written notes from their texts in responsibility for their decisions. Students must plan ahead to their own words, and integrate LD students will undoubtedly allow sufficient time to complete information from a variety of find college to be more difficult all work as and when required. sources. Further, LD students than high school. But by being should seek help from their prepared for the differences 3. Increase your effort. peers as appropriate. Teaming between high school and college, College requirements are with a student who is doing well and taking steps to accommo- both quantitatively and quali- in a course can be very helpful date to these differences, LD tatively greater than those when reviewing notes, writing students can not only succeed experienced by students in and editing papers. and in collegethey can excel. high school. Consequently, LD preparing for tests. students must apply themselves in a concerted and efficient 4. Become independent. Editor's Note: Stephen S. Strichart, manner if they are to succeed. The college experience Ph.D., is Professsor of Education in Students used to an hour or so involves far more than just the Department of Educational of homework each night must continued academic prepar- Psychology and Special Education now be committed to spending ation. It is a time when LD at Florida International University. two to three hours in prepar- young adults must make impor- He is co-author with Charles T ation for each hour of class. tant personal decisions about Mangrum, Ed.D., of Peterson's While memorizing and repeat- their career and life goals. At Guide to Colleges with Pro- ing information in written or first, LD students should not grams for Students with spoken form may have sufficed attempt to make decisions Learning Disabilities, now in high school, most college completely on their own. in its third edition. BecomeaMember of NCLD!

86 A LANDMARK DECISION COLLEGE STUDENTS FACE UP TO DYSLEXIA fn Kevin Coburn

Doug Kil lin was diagnosed with dyslexia early in life. But his school system in Kentucky Jailed to respond to his educational needs. and by the time he reached high school he was placed in special education classes. "I was labeled 'disabled," he remembers. "I was basically just pushed through the system the school really didn't know how to deal with the problem." A creative young adult whose intelligence is in the high average to superior range, Killin spent most of his senior year playing basketball in the school gymnasium, and graduated without ever having read a book.

BETTER LANGUAGE SKILLS A MUST FOR COLLEGE SUCCESS After an unsuccessful stint at a state university, Killin realized he needed to develop better language skills if he were ever going to graduate from college. "I was always told I needed to buckle down, but my teachers didn't understand that I didn't Landmark College was educating bright college-aged know how to buckle down. I needed established seven years ago students like Doug Killin who some strategies," he said. as the nation's first and only have a history of frustration Then Doug Killin found college exclusively for students in the classroom. Landmark College. with dyslexia or specific learning The Landmark program What follows, describes the strate- disabilities. Located on a bucolic begins with small class size. gies utilized at Landmark to enable 125-acre campus in southern about six students per course. talented students like Doug liillin to Vermont. Landmark has Tables in most classes are achieve their learning potential. developed a unique model for arranged in a rough semicircle, lending an atmosphere of report, or staring at an empty notebooks and computers. interaction and collaboration. computer screen, struggling "Our basic assumption is Most students take five courses, to translate thoughts into a that with the proper support, including a one-on-one language coherent essay. students can learn to function skills tutorial, each semester. Every "Some dyslexic. students tend in the classroom just as success- class meets for four andhalf to resist efforts to help because fully as non-dyslexic students hours per week, providing much they don't react well to being sent do." says Baucom. more instructional time than to "catch-all" special education Landmark students frequently classes at a typical college. Three classes," says Doug Killin. "Forcing comment that they actually work to five hours of homework a day kids to go to a special education more efficiently than some of are considered a normal load. class where everyone is thought to their non-dyslexic peers be- In order to minimize distrac- be 'slow' is tough to handle for an cause they have so thoroughly tions that inhibit students' work. adolescent. At Landmark. every- internalized studs' skills. One quiet hours in the dormitories one is in the same boatit is a student, a recent graduate of are closely observed. The college safe place to be." Hobart College, felt that his has a strict no alcohol policy, Some Landmark students rigorous preparation in study and students are required to have only recently been diag- skills and time management at live on campus. nosed with a learning disability Landmark gave him certain It is an intensive program, when they begin their studies, advantages over non-dvslexics. one that some students have and experience a jumble of Early in their education at described as an academic emotions associated with con- Landmark. students learn to use "outward bound" course. fronting the obstacles presented the "master notebook system," "Most students come to under- by dyslexia. In fact, says Jon adapted and expanded from a stand that there is no easy way Bolaski, director of counseling technique used at the Landmark around their dyslexia. If they can at Landmark, these students School in Pride's Crossing, commit themselves to a program inevitably struggle with a period Massachusetts. The notebook like this, they can succeed on their of re-evaluation of their work represents a larger process that own terms," says Jim Baucom, and potential. incorporates study skills, time academic dean at Landmark. management techniques, critical Jeroo Eduljee, academic thinking techniques, and a sys- director, has worked at A NEW SET OF tematic approach to notetaking. Landmark for six years. She ASSUMPTIONS During the course of a day, notes that one small success ABOUT THEMSELVES each student meets one-on-one early in a student's semester "In a sense, these students with a tutor. The tutor is not the can provide a foundation for have lost someonethey've student's intellectual caddy, but continued development. lost their old selves," he says. a trained professional staff "By and large, students accept "There are many confusing member who works as a mentor what's happening here because emotions involved when they to guide the student on specific it's working for them," she said. realize they are starting their language skills and strategies for "When students have the sense lives with a new set of completing work more efficiently. that they can do the work. you assumptions." The tutor understands the start to see the confidence grow. Self-knowledge is an impor- student's learning style and You start to see them believe tant ingredient in a Landmark capitalizes on the student's in themselves." education. Rather than using strengths to address weaknesses. bypass methods, the curriculum which may include reading, is designed to help students reading comprehension, A SAFE PLACE TO BE understand their disability and . vocabulary, spelling, oral and For the first time. many students meet it head on. A visitor written expression. study skills find themselves living and strolling through Landmark and organization. working with others who have classrooms will not see students Each student also has an experienced similar difficulties listening to books on tape. academic advisor who is direct,y in school. Most are familiar with taping class lectures or taking responsible for his or her the humiliation that comes from oral tests. Instead. students use educational programs. Advisors standing in front of a class and the same tools any college meet regularly, sometimes daily. stumbling through an oral student would use: pens, paper. with their advisees, and generally 9l take responsibility for shaping -That's one of the most afterwards, he singled out me their individual educational important parts of the pro- and a few other students and program. Advisors work with gramwe have a strong told us what he said didn't each student to plan courses, apwoach." says Baucom. apply to us. That let me know provide assistance with time `People are there to intervene how far I had come." management and organization. early and effectively, and to and work with faculty and make sure that students have Editor's Note: Kevin Coburn residential staff to set up every opportunity to succeed." is Director of Publicity and effective intervention strategies For Doug Kil lin. the culmi- Publications at Landmark College; when problems arise. nation of his academic success Putney, Vermont. Landmark came last year when he gradu- students can take credit courses ated from Keene State University leading to a fully accredited trao-yiarl A STRONG TEAM in Keene, New Hampshire with associate degree in general stud*, as APPROACH a degree in psychology. well as non-credit courses This multi-layered base of "I remember getting back a emphasizing written and oral support cannot be maintained paper I wrote for a psychology expression, reading and listening without constant communica- class." Ki Ilin says. "The professor comprehension, critical thinking, tion among classroom teachers, gave a speech about how bad vocabulary development, mathe- tutors and advisors. the class' writing was. But matics and effective study methods. "How Can IHelp My LD Child?"

OPT Understanding Disabilia

A Parent Guide and Workbook

Raising a chi ld with learning disabilities ischallenging. But you're not alone. Parents and professionalshave combined their experiences in'Understanding Learning Disabilities: A Parent (guideand qt'orkbook; The unique workbook format will help you at home. with school and in planning for the future.

To order by mail, send a check or money order for 521.70 (includes shipping; to The Learning Disabilities Council PO. Bon 8451 Richmond. VA 23226. The Learning Disabilities NATIONAL CENTER FOR Council 0LEARNING DISABILITIES inc. To the National Center for Learning Disabilities

- tr.ZetA1.:,

As

Best 'Wishes to NCLD

Cincinnati Bengals THE NATIONAL CENTER FOR LEARNING DISABILITIES & RESOURCES

O

NationalL Center For Learning Disabilities

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Upper Left: Katy Tong. Co-Anchor of NITIX-TV's 10 ODiock News m New York City (center) conducted a two-part news series on learning disabilities. including interviews with Dr. Betty Osman (Nit). Chair Emma. NCLD, Prohnssonal Advisory Committee. and NCLD Chair Anne Ford. McKee Lett: Carol Jenkins. Anchor and Correspondent. WNBC-TV News 4 New York. was Mistress of CIWITOONS at NCLOS Westchester County (NY) Forum on Learning Disabilities (LD). NOLO In Washington: Lower Center: Senator Omn Hatch (R -UT). at kik, and Senator Christopher Dodd (0-CT) co-hosted NCLDS Capitol Hill Reception on LD. Upper Right: Senator Robert Dole (7-KS) co-hosked the Caulk* Hill Forum SO on LD. Lower Right: Panel participants at the DC Forum included: (lett to right) Bement Charles. Thomas McGee. Dr. Betty Osman. Dr. Mark Gntfin. Anne Ford. Patricia Laird (represenhng co-host Congressman Maior Owens. DNY). Dr. Judy Howard and Dr. *On Roffman.

BEST COPY AVAILABLE NCLD BOARD OF DIRECTORS 2:1.:D C.VTI ON To IOYCE M. BLACK t 1926 1992 I This issue of THEIR ttORJJ) is dedicated to Joyce Black. Sonic individuals make a profound difference and the% touch so many other Ines in very broad and deep ways. Joyce Black was such a person. and NCLD was the yen appreciative recipient at her enormous interest, dedication. ir ,-Iligence. and love for all. A member of NCLD's Board of Directors, oyce brought a .pecial wisdom and passion. which, among other things. guided NCLD into the arena of Public Policy. As Co-Chair of NCLD's first Public Policy Committee, she was instrumental in opening doors for NCLD in both Washington. D.C. and Albany. NY. This cheerful. highly energetic, and courageous woman will long be remembered at NCLD as she will he by the numerous other organizations for whom she devoted her time and energy. She cared deeply about children in need and championed their cause long before it became popular. All of us at NCLD are enormously grateful to have Mrs. Joyce M. Black known hershe gave so much to us. and to the many children with learning disabilities NCLD strives to help. (1926-1992)

MY/ Mrs. Anne Ford Mrs. Angela P. Abelow William D. Haney, III. Esq. Carl L. Kempner Mrs. Carrie Rozelle Chair Vice-Chair Secretary Treasurer Founder, Chair Ementa President Rogers & Wells Senior Partner Partner The Seiden Group. Inc. Hamershlag. Kempner & Co.Reding-Rozelle Productions

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Alan Altschuler Nancy Bachrach, Ph.D. Mrs. Kerry Kennedy CuomoSen. Christopher J. Dodd Edward R. Downe, Jr. Seaport Capital, Inc. Senior Vice President Executive Director United States Senate, CT The Downe Foundation Grey Advertising, Inc. Robert F. Kennedy Center for Human Rights

Mrs. Ann C. Fisher John G. Gantz, Jr. Alexander Gardner Mrs. Arlyn S. Gardner Mark J. Griffin. Ph.D. President Chairman Executive Director Headmaster AIG Risk Mgt., Inc. NCLD Junior Committee National Foundation for Eagle Hill School Facial Reconstruction

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Mrs. Benjamin L. Hooks Mrs. Geneva B. Johnson Mrs. Mary J. Kalikow Ira A. Lipman Mrs. Arlene Mark National Association for President and C.E.O. Chairman, President School Psychologist the Advancement of Family Service America and C.E.O. 92 Colored People Guardsmark, Inc. 4! .4

Reuben Mark Victor Oristano Betty Osman. Ph.D. Mrs. Barbara Perlmutter Mrs. Sheila B. Plank Chairman, President Chairman Dept. of Psychiatry V.P. of Public Affairs President and C.E.O. ALDA Communications White Plains Hospital Marsh & McLennan S.B. Plank Associates Colgate-Palmolive Co. Corporation Medical Center, N.Y. Companies Honorary Board:

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Mrs. Shelley Mosley Stanzel Mrs. Daryl Weil Fred WilpOn Mrs. Claire K. Yaffa Martin S. Davis President Chairman of the Board Photographer Chairman and C.E.O. ArchiPed Classics Sterling Equities Paramount Communications Inc.

J. Ira Hams Mrs. Charles Hurwitz Mrs. Juli Reding Hutner F. Ross Johnson Mrs. Diane McDonald General Partner Chairman and C.E.O. Communications Lazard Freres & Co. RIM Group Consultant

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John A. Meyers Edwin Nadel Mrs. Dan Rather Mrs. Patricia Rooney E. John Rosenwald, Jr. tPresident The Nadel-Stein Agency Vice Chairman Bear, Steams & Co. Foundation for the The New England U.S. Constitution

Members not pictured: 00 Id Wade F. Horn. Ph.D. James G. Niven Michael Roth. Esq. Mrs. Herbert J. Siegel Richard C. Strauss Fred R. Sullivan & Can President and C.E.O. Richton Internz..lional Corp. Thomas Sullivan RCS Investments 9 96 -f BEST COPY AVAILABLE NCLD'S PROFESSIONAL ADVISORY BOARD h Dr Alark J. Grim n. Chair

The Professional Advisory Board credible and diverse group of support from NCLD. Many serves an important function in professionals and activists in members of the PAB have the structure of the National the field of learning disabilities. participated in a variety of Center for Learning Disabilities. They bring a wide array of seminars and workshops It provides a synthesis of the experience and understanding offered by NCLD this year, in- important trends and issues in which ensures a comprehensive cluding the Capitol Hill Forum the field of learning disabilities examination of LD issues. The on Learning Disabilities in so that NCLD can focus its Professional Advisory Board Washington, D.C. efforts on issues of considerable meets twice a year and during NCLD is grateful to the importance. This year the the course of the year reviews members of the Professional Professional Advisory Board is promising practices for possible Advisory Board for their hard paying particular attention to replication on a national basis. work, consistent enthusiasm the complexity of early child- with financial and technical and time so freely given. hood intervention and assess- ment, the transitions from one level to another in school and in the workplace, and the consider- able needs of children with LD amongst the culturally diverse communities in this country. NCLD is exploring ways to be involved in each of these themes in meaningful, useful ways. The Professional Advisor), Board comprises an unusually

Mark J. Griffin, Ph.D. Edgar J. Kenton, III, M.D. Chair Vice Chair Headmaster Chief, Div. of Neurology Eagle Hill School Lankenau Hospital

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Carmen Alvarez George Beauchamp, M.D. Ray Beck, Ed.D. Rosemary F. Bowler. Ph.D. Vice Pres. of Special Education Pediatric Ophthalmologist Psychologist Consultant United Federation of Teachers Scott West

Robert Brooks. Ph.D. Bernard L. Charles Drake D. Duane, M.D.. Dir. Judith H. Fagin Dir. Child & Adolescent Psycho!. Senior Executive Inst. for Developmental Educational and Program & Psychoeducation Trng. The McKenzie Group & Behavioral Neurology Development Consultant 94 McLeanHospital

BEST COPY AVAILABLE s7 Judy Howard, M.D. Stevan Kukic. Ph.D. Melvin D. Levine, M.D., F.A.A.P. Reid Lyon, Ph.D. Professor of Clinical Pediatrics Director, At Risk Programs Dir.. Div. for Disorders of Psychologist U.C.L.A. Utah State Dept. of Education Development and Learning National Institutes of Health Medical Center Uni. of North Carolina NICHD-CRMC

Arlene Mark Edwin W. Martin, Ph.D. Betty Osman, Ph.D. Jean Petersen School Psychologist President and C.E.O. Chair Ementa. Psychologist Executive Director National Center for Dept. of Psychiatry Learning Disabilities Assoc. of America Disability Services White Plains Hosp. Med. Ctr.

Arlyn Roffman, Ph.D. Bennett A. Shaywitz. M.D. Sally E. Shaywitz, M.D. John B. Sikorski, M.D. Assoc. Prof. of Special Ed. Dir., Pediatric Neurology Dir., Learning Disorders Unit Assoc. Clinical Professor Director, Threshold Program Professor of Pediatrics. Assoc. Prof. of Pediatrics Univ. of California Lesley College Neurology & Child Study Ctr. Yale Univ. Sch. of Medicine San Francisco Medical Center Yale Univ. Sch. of Medicine

Sally Smith Claire Wurtzel Founder/Director Graduate Faculty The Lab School of Washington Special Education Bank Street College

Members not pictured: Ann Bradford Mathias Effie P. Simmonds. Ed.D. S THE NCLD JUNIOR COMMITTEE b' Alexander Gothic,: Chair

NCLD is very proud of the Upper West Side night spot in Grand Street Settlement, dedication and spirit of the New York City, and this past fall. provide role models for 25 Junior Committee, a group of 50 the JC threw a Halloween party Special Education students from young adults, who help support at "Live Psychic." a dance club Junior High School 22 on the NCLD's mission to ensure that on the Upper Eastside of New Lower Eastside of New York City. children with learning York City. With raffle prizes, The JUMP volunteers take the disabilities achieve their costume contests, party bags and students on different trips potential. The Junior Committee admission charges, both parties throughout NYC once a month. (JC) holds several fundraising were tremendous successes and Past trips have included: a New events each year to help support helped raise money to fund the York Inlets Game, a trip to an NCLD's many programs and Junior Committee's brand new indoor batting cage, Ice Skating, services, and assists NCLD with JUMP program. Roller Skating and the Movies. its major fundraising event held Through JUMP (Juniors If anyone is interested in join- annually. Undertaking Manhattan ing in on the fun, please contact Last spring the JC held a Pleasures) the Junior Committee the Junior Committee Chairman, fundraiser at "Wildlife," an members, in a partnership with Alexander Gardner, at NCLD.

"Qe JuniorCommittee Q1.-= Members at a 1164M. 1 :1 fundraiser. e al*

NCLD Junior Committee Members with young people from the JUMP Program. NCLD STAFF

Executive Director: Shirley C. Cramer Assistant Manager, Business and Personnel: Bernadette Colas Associate Executive Director: Rose C. Crawford Information & Referral Associate: Marcia Griffith Director of Professional Services & Executive Editor of THEIR WORLD: William Ellis Special Events Consultant: Lynn G. Feld

Director of Marketing & Communications, Associate Special Events Consultant: & Managing Editor of THEIR WORLD: Kathy Colombo Janet Weinstein Accountant/CPA: Stuart Michael Director of Government Relations & Public Affairs: Christine Lord

96 THE GIFT OF LOVE GALA NCLD'S 1992 BENEFIT

Hundreds of NCLD's friends and Contributors, in part, included: supporters joined together to Adolfo, Arnold Scaasi, Cartier, celebrate extraordinary "Gifts of Donald Sultan, Gael Green, Love," created for the organiza- Peter Max, Pure Madderlake, tion's annual benefit in January, Robert Rauschenberg and if 1992 and donated by 25 nationally Whoopi Goldberg. renowned celebrities. The cele- Many thanks to Benefit Chair, brities designed and filled heart- Anne Ford. Vice-Chair. Angela P. shaped boxes with gifts, which Abelow, Honorary Chair, Mrs. were auctioned by Robert Woolley, Nelson A. Rockefeller. the Benefit senior vice president of Sotheby's, Committee and the many other who volunteered his services. contributors, with special thanks to This unique concept attracted Board Member, John Gana, Jr. a b, oad cross-section of talents. and wife Elaine. Rayma Griffin with husband, Meth, Among them were clothing and Chairman of NCLD's Profession/IA:Moog floral designers. a food critic, Benefit photography compliments Board, enjoying the evening. artists, architects and an actress. of Harold Hechler

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-Gift of Love" heart box designers on together with NCLD Char Anne Ford Renowned expert in the learning cksobililies held, (center). Left to right are: Donald Sultan, Claire Yaffa. Mrs. Ford. Melissa Meyer, Rick Lavoie presented a dynamic speech communi- John Newman. cating what it means to have learning disabitles.

Leftto Right: Jerry McGee, Executive Vice President. Managing Director of Ogilvy 8 Mather in Los Angeles. with John Gantz. Jr. NCLD Board Member. and Elaine Gantz. Benefit Left to Right Herbert Abelow with wife. Angels, NCLD Vice-Chair andBenefit Committee member. Vice-Chair. Anne Ford. and Ann Sullivan, Benefit Committee member.

0--J. BEST COPY AVAILABLE NCLD PRIORITY STATEMENTS Popar. Pm/isrwrai.lriviv,n.

EARLY DIAGNOSIS `Studies of the effectiveness of Understanding risk factors is AND INTERVENTION pre-school education for critical for containing and managing children with disabilities have LD. Often learning disabilities are NCLD believes that many learning demonstrated beyond doubt chronic, continuing throughout the problems can be prevented or the economic and educational school years and beyond. Because treated successfully when children benefits of programs for young learning disabilities are often subtle. are diagnosed early. Teachers, handicapped children. In they may be overlooked or parents and clinicians who addition, the studies have misdiagnosed. Consequently, the recognize risk factors in children shown that the earlier learning disabled sometimes fail to will be able to identify those intervention is started, the receive the services they need. children who will need help. They greater is the ultimate dollar The National Center for will acquire a good understanding savings and the higher is the Learning Disabilities believes that all of the needs of such children. When rate of educational attainment learning disabled individuals from children are identified early, the by individuals with disabilities." infancy through adulthood deserve prognosis for avoiding or resolving access to resources and services. learning problems is greatly With funds for special education Because that is not currently the enhanced. Conversely, the longer vulnerable to budget cuts, case. NCLD is committed to identification is delayed, the more professionals. parents and policy promoting broad public awareness likely the child will be to encounter makers who are well-informed are of LD. NCLD supports a variety of difficulty in school. our best means of ensuring that the early intervention efforts, including The Office of Special Education learning disabled get the help they training seminars, publications and and Rehabilitative Services Seventh need at the time they arc likely to be video tapes for parents. teachers and Annual Report to Congress most responsive. policy makers, and the replication of noted that: promising programs.

PARENT EDUCATION Children with LD are found in additional problems for the parents, NCLD recognizes that parents are every class, race and ethnic group. who may be accused of playing the first and most important teachers Neither the parent nor the child favorites or who may find that coping with the learning disability saps their of their children. The family is the is to blame for the disability. chief socializing agent in the child's Parents need help in grasping own feelings of worth. Parents may help their LD child life; it is in the family that the child the nature of the child's difficulties develops, or fails to develop, a sense and other family members by em- in learning and in accepting them. phasizing the LD child's strengths. of safety and belonging. It is here They need support for the long-haul that children learn from parents and Often LD children have special gifts of working with, and for, their child. in art, music, drama, athletics or in a siblings the value of becoming Parent support groups. conferences, contributing, productive members particular academic area. and books and periodicals can help In cooperation with other of the larger socien-. parents through this process. One of Parents of children with learning national organizations, NCLD is the most important things parents committed to fostering parent disabilities share all the responsi- can do is to become partners in bilities of parenthood and in addi- their child's education and to work awareness of LD. Awareness includes these factors: tion they often feel isolated and cooperatively with school personnel. inadequate. We believe that these 'There are no easy a-,swers." Differentiating between learning parents should be supported in Being a parent of a lea' :ling disabilities and other causes of their efforts to become effective disabled child is a time-consuming academic and social problems. advocates for their children within job. It requires investigating Knowledge of the rights of the the family as well as within the alternative learning methods, learning disabled as specified schools and the community. developing advocacy skills, and in federal and state laws. No one knows a child better than learning to observe, to listen, and to Access to resources for his parents. Children who know that know when to intervene. Parents their parents are strong advocates for information, for diagnosis and who have an open and flexible for treatment of learning them have a basis for developing a approach to problem-solving usually disabilities. sense of competency and self-esteem. find the process less difficult. The successful parenting of a When a child has a learning The National Center for learning disabled child first involves disability, it affects the entire family. Learning Disabilities believes that, learning what LD is and what it is not. Non-LD siblings and relatives may as the child's primary teacher, the Learning disabilities manifest need help in understanding and parent should be aided to the fullest themselves in many ways and they accepting the special treatment the extent in providing effectively for produce recognizable behaviors. LD child receives. This may create his learning disabled child.

98 10 I r ''''.7.ACHER TRAINING of the nature of learning and knowledge and their skills in work- the learner. ing with students, parents and col- NCLD believes that the key to the leagues responsibly and effectively. We believe that teachers can be development of a positive learning NCLD endorses preservice and environmentfor all learnersis the the most significant influence in the life of a student, and that teachers inservice teacher training which teacher. We believe that teaching therefore need to have the broadest emphasizes child development, practices and principles that are good possible training. assessment of learning strengths and for the learning disabled student are Successful teachers are life-long weaknesses, individualizing good for all learners. learners. They explore a variety of instruction CO meet students' needs Such good principles and instructional approaches in their and sensitivity to the differences practices include: efforts to fit the curriculum to the among learners. At its highest level, the teacher- Sensitivity to and child, rather than the child to the curriculum. student relationship can be magical. understanding of the Teachers can, and often do, change uniqueness of each learner, Our schools and teachers are expected to assume an ever- lives, inspiring their students to Differentiating between increasing number of responsibili- reach for the stars. The National behaviors that are ties, including many previously Center for Learning Disabilities environmentally or culturally accepted by the family and the is committed to quality education caused and those caused by community. We must support our for all, knowing that the needs of learning disabilities. teachers from whom we demand so the learning disabled will be well- Thorough mastery of the skills much by providing them with served when teachers are enabled to and content to be taught and opportunities to increase their serve all students more effectively.

TRANSITIONS assessment. They need personal and workshops designed to heighten career counseling, placement their awareness of LD and to NCLD recognizes that change is services, and training in general acquaint them with the laws difficult for most people. For those work habits and job-related skills. and regulations which spell out with learning disabilities t LD1 it is their responsibilities to the likely to be even more difficult. LD Work to Work learning disabled. children and adults may be affected When LD young adults change jobs. To work effectively with the by minor shifts in daily routine: vocational counseling should be learning disabled, teachers at all major transitions may produce made available to them. Among levels need to be conversant with the marked anxiety and even panic. those moving from one job to federal mandate to provide program Among the most significant another will be some with previously accommodations. Workshops which transitions young people face are undiagnosed learning disabilities. present specific methods for making those which occur at the end of high If a disability is suspected. such such accernmodations will help school or postsecondary school, and individuals should be provided with teachers to serve the learning when entering the world of work and a full diagnostic evaluation, disabled in an informed and independent living. Each of these including an evaluation of prior understanding manner. changes means facing new people and work experience and a review of Employers likewise will be new situations, and LD young adults vocational aptitudes and goals. They more receptive to hiring those usually need special support. will need counselling to help them with LD when they participate in understand what learning awareness and training workshops School to School disabilities are and to accept the fact which emphasize the potential LD high school students should that they are affected by LD. productivity of appropriately have personal counseling and placed and supervised learning guidance in selecting postsecondary School to Independent Living disabled employees. programs. These students need help All employers should familiarize in understanding their learning As LD young adults move into postsecondary education or into the themselves with the Americans disabilities. in becoming advocates With Disabilities Act and deter- for themselves, and in selecting workplace, they encounter issues of independent living. They have to mine how it applies to their appropriate courses. Counselors particular operation. should help students identify their organize their time and space. the Parents, social workers and interests and set realistic goals. LD manage their money, attend to details of daily living, and deal with mental health professionals play students often need assistance in roommates and landlords. Many LD an important and continuing identifying educational institutions role for many LD Young adults shich provide the services arid youth require direct training in these who. as part of their transition accommodations they will need if life and social skills and such training to adulthood, must learn to they choose to enroll in a post- should be an integral part of their high school special education. live independently. secondary school. The National Center for Learning School to Work What Can You Do To Help? Disabilities is committed to helping all those who work with and care for I..D students entering the job market Those who teach or employ young adults attain a better from high school or from a individuals with learning disabilities understanding of the transition needs postsecondary program should be also require special services. usually encouraged to have a full vocational in the form of seminars and of these young people. National Center for Learning Disabilities 99 Park Avenue New York, NY 10016 (212) 687-7211 BECOME AN NCLD ANNUAL MEMBER and for $35, receive The Annual Magazine Their World NCLD's Newsletter (3 times a year) SI A special packet of Information on Learning Disabilities, including:What is a learning disability ?; The young child at risk;The school age child with LD;HyperactivityAttention Deficit Disorder: LD adolescents;Adults with learning disabilities. (New members only) Invitations to participate in NCLD's Regional Forums. Yes, please count me in as a New Annual Member. My check or money order for $35 is enclosed. Yes, please rene-.7 my Annual NCLD Membership. My check or money L,rder for $35 is enclosed BECOME AN NCLD SPECIAL SUPPORTER Yes. I would like to support NCLD's Programs by becoming: $ 25 S 50Friend Enclosed is $10 for each additional $ 50 S100Sponsor copy of Their World 1993. $100 5500Patron Bulk ra;;.-.s for conferencand teacher I would like my donation to directly training. Call NCLD at support NCLD's programs in: (212) 687-7211. National Information and Referral Educational Programs and Activities Public Awareness and Advocacy

I am: An Adult with LD Parent of a Child with LD Teacher or Other Professional (please explain)

Please Print:

Name: Organization:

Street:

City: State: Zip:

Please make checks payable to NCLD. Mail to Attn: TW-93. NCLD, 99 Park Avenue, New York. N.Y. 10016 (212) 687-7211

WE HOPE TO SERVE YOU WELL AND HELP YOU SERVE OTHERS. THANK YOU FOR YOUR SUPPORT! The direct cost of materials received by members is estimated at $12. and is not tax deductible. 100 SPECIAL SECTION FOR SERVICEPROVIDERS This \ear THEIR WORLD has included this specialsection for messages from Service Providers. 11"e gill continue to do this in each upcomingissue of THEIR WORLD.

...offers a comprehensive program Park which addresses the ever-changinr; needs of bright children with learning Century disabilities and their families. "Many of these kids Park Century School provides n unique School... learning environment, devoted to all have given up. aspects of a child's work!: They are afraid to take risks Academic Learning Social Skills because they have failed so often. Emotional Well Being We create an environment where Family Relationships Physical Health kids are willing t..) put themselves 2040 Stoner Avenue on the line again. To takerisks." Los Angeles, California 90025 310-478-5065

We are a very special day school for children with learning disabilities. If your child needs the support, encouragement and structured approach to learning that we can provide, call. A Friends school for children with learning disabilities Your child will be successful here. ages 6-11 Rhona Wexler, Principal Eagle Hill-Southport 110 Schonmehorn Stow Brooklyn, Now York 11201 203-254-2044 21.4 Main St., Southport, CT 06490 (71011284930 Connecticut Stara Approved Special Educauon Program Connecticut Amami= of Independent Schools Financial AidAvailable

THE GATEWAY SCHOOL OF NEW YORK Established in 1965 The Churchill The Gateway School provides a unique setting for young children, five to ten years old, who have learning disabilities. The Center. program emphasizes group participation. a Reaching out to the community proillem solving approach to learning, and and nation with information, curricula the development of academic skills and and educational programs on so. 'al competence. learning disabilities. Cunent Center programs include: CURRENTLY AVAILABLE The Orton Dyslexia Society The Churchill Center Advisory Service TL. Gateway Social Development Program The Parent curriculum to enhance social skills ParentSupportPrGroups development in preschool and elementary 44th Annual Conference Social Skills Groups for Ages 8-14 school children. Workshops and Courses for Workshops for Parents It Professionals November 3- 6,1993 Professionals. A workshop tenet focusing on current issues in the field of learning disabilities. The Fairmont Hotel Marsha Kessler Contact the School for further details. Director The Gateway School of New York New Orleans, LA The Churchill Center 22 East 95th Street 921 Madison Avenue New York NY 10128 212-722-0610 New York. New York 10021 (410) 296-0232 RATNER INFORMATION AVARAILE ON REQUEST. (2121 6284360 1 '1 4 erview School Richard D. Latest.Executive Drrecun. 4 2'fin riip.-At "Nobody Understands My Learning CREE NW IC'tA Disabled Adolescent..." Eagle Hill School serves Children with If you are looking for a school that offers the following: Learning Disabilities, ages 6-16, co-ed; Co-ed population Post Secondary Programs Day and 5-Day Residential Programs. Social Skills Programs Advisor/Mentor System Certified High School Diploma 24 Hour Medical Care Small, individual classes Middle Division Post-Secondary Placement Remedial Language immersion program Highly Trained Sensitive Staff Service Varsity Sports Program A Setting that is: Study skills instruction Athletic Facility Safe Success orientation Life Skills Instruction Rural Self-esteem enhancement A 35 'feat History of Service to Picturesque Social skills training Learning Disabled Students. Convenient location Interscholastic sports program Riverview is that school! Full extra-curricular program Riverview School is a residential program for adolescents with learning disabilities and Psychoeducational Diagnostic Clinic and marginal intellectual impairment. Middle school and high school programs provide College Placement Services Available graduates with a recocnited diploma upon completion. The student population Is com- prised ,g109 students with approximately an equal number of boys and girls Fully accredited by the Connecticut State Riverv!ew's diserse student body come rrom 25 States and several foreign countries Department of Education and the CATS For further mformaaon.please contact For more information contact: Janet M. Lavoie. Director of Admission and Placement Rayma GriffinDirector of Admissions Riverview School, 551 Rt. 6A I East Sandwich. CAPE COD. Massachusetts 02537 (203) 622-9240 Tel: (5081 888.0489 I Fax. (508) 888-1315 Eagle Hill School Riverview Understands ... 45 Glenville Rd., Greenwich, CT 06831

The Gow School MAPLEBROOK SCHOOL

modem Moist. vernkng Wool trolthen sclosleffic soma, acsolrne The Nation's Oldest College Preparatory I. William Adams, Headmaster School for Dyslexic Young Men THE COW SCHOOL Emery Reba WE MAKE THE DIFFERENCE Call or Write for our Catalog. South Wales. NY 14159 Os)ns-i13s, (714)45-3450 and Learn more about Gow Co-Educational Est. 1945 Residential-Day AMENIA, N.Y. 12501(914) 373-8191

ACADEMIC PROGRAM GOW SUMMER High school curriculum PROGRAMS TheGow School dadw *444 4t0644. Individual tutoring TRADITIONAL CAMPING Summer Interscholastic athletics STRONG ACADI MICS kW/ ss VI (EKE ND OVERNIGHT TRIPS , Teacher Training Institute Enrichment program Co-ed, ages 8-19 years old. July 7-Aus. 13, 1993 Gow is the nation's oldest CAREER PROGRAM preparatory school Orton-Gillingham Training Vocational training for language disabilities. Arlene Sonday, M A High School equivalency diploma A carefully considered program Special Math Training balancing learning and fun. loan McNichols, M 5

Independent apartment living a:tFor tocrchure cell or woe 41, THE GOW SCHOOL . T4 l Weekly Lecture Series Co-sponsored by The SUMMER PROGRAMS \,...... ,."... Buffalo Branch of The Orlon Dyslexia Society SUMMER PROGRAM Emory Re tifj Seuth WINK. New YorK 14139 Six weeks (Till 852-3450 -Est 141 Tutor Children Gain Graduate Credit j 01111146.4881 Space Limited to Thirty Trainees Half-day academic/recreational 1410043240W1 (411110 bbcbm4 P wUana. arector -For Information Call - Enrolls students 'etween the ages of 8-22. Students The Gow School Summer Teacher Training lAshtute admitted without regard to race, creed, sex or ethnic origin. Mr left Sweet, Director(800) 724-0138 (7161652-34S0 102 Accredited by the New York State Association of Independent Schools t H319 Tinelippea For students with learning disabilities, the right kind of help can mean the difference between rewarding academic FOUNDED 1968 success and painful failure. Winston Preparatory School offers just that help. Educating the Our strong academic program emphasizes the development Learning Disabled Adolescent of organizational and study skills for Middle and Upper School students with average to above-average intelligence. Age 13-18 Small classes, in conjunction with remedial tutorials, provide essential structure and individualization. The curricu- Post-graduate Programs lum is college preparatory. Summer School A four-week summer program and a post-graduate year are additional components of Winston's program. WINSTON PREPARATORYPR. 1075 Williston Road SCHOOL Williston, VT 05495 4 WEST 76TH MEET NEW YORK. N Y10023(212) 4964400 (802) 434-2161Fax: (802) 434-5512 Member NYSAIS and NAIS

ASSETS School for GIFTED, DYSLEXICS, AND GIFTED/DYSLEXICS gilt Community School- One Ohana Nul Way, Honolulu, Hawaii 96818 Of Bergen County, Inc. (808) 423-1356 FAX (808) 422-1920 For the child whose potential exceeds performance. Accredited Lower School. Individualized education Multidisciplinary-Team Approach 11 West Forest Avenue, Teaneck. NJ 07666 Multisensoryteaching methodologies Comprehensive documentation (2011837-8070 (Orton-Gillingham, Spalding,Slingeriand (e.g., I.E.P.) Differentiated-Integrated. hands-on Extensive faculty trainingand learning development (e.g., Summer 941.ScIwoC Advanced technology applications Teacher Training in Orton- 120 Washington Avenue, Westwood, NJ 07675 Gillingham and Mortensen Math) (201)358-6221 Mentorship program ;ndividual counseling Small student-toteacher ratio Group counseling Structured classroom evironment

II1 1 ( \ 1 \ ( .1 ) 1 N \ I S I IIII I sI A II \ I \ \ III \ HON 1 1 1 1 1 ( 11 DAY SCHOOL & TUTORING Increasing self-esteem Thinking through consequences Developing organizational Learning to follow instructions skills and responsibility Orton Gillingham and LANDMARK SCHOOL Controlling impulsivity Mufti-Sensory Instruction Working with a time frame Improving 2 or more academic INTERNATIONAL LEADER IN THE EDUCATION OF grade levels HIGH POTENTIAL STUDENTS WITH Fully Accredited K-12 Evening Adult Program DYSLEXIA/LEARNING DISABILITIES. School Addresses: Boca Raton: 9465 W.Glades Road (407) 362-8889 (407) 487-0572 Offering full-year and summer programs including 1 to 1 Hollywood: 2751 Van Buren Street(305) 920 -2008 .4.u.4.skill: witnreotatvelanauaoa and college A Unique Vocational Program for Exceptional Young Adults

NYU offers a special two-year, post-high school program for severely learning dis- abled young adults. This program includes courses and supervised job training in the human services, while emphasizing inde- pendent living skills. Graduates are quali- I MAKE A DIFFERENCE! fied to work with infants, toddlers. young A Curriculum Guide Building children, or senior citizens. Write or call SELF-ESTEEM AND SENSITIVITY Para-Educator Center for Young in the Inclusive Classroom Adults, School of Education, Health, Michele C. Tamaren, M.A. Nursing, and Arts NM/YORK.Ni Professions, New Regular classrooms are changing to be more inclusive York University. of special needs students. I MAK': A DIFFERENCE! will One Washington Place. New York, N.Y. help you make inclusion work. Its engaging cross- 10003: (212) 998-5800. curriculum activities help children understand and !s... Von talforfirryn o, CfintiMot it104141. MDCAUngs trifIdtaKir. appreciate variations and styles of learning, thinking and creating. (Grades 4-8)

SPECIAL BOOKS for SPECIAL READERS I MAKE A DIFFERENCE! Large PrintPopular Titles 8-112x11" softcover, 96pp Order 0945-1 $13.50 Popular titles for fourth through sixth graders are now available individually, in Add $2.50 handling. CA residents add sales tax. enlarged type! You can order these hardcover books that look exactly like their paperback counterparts but are more durable and easier to see. Authors like Judy Blume, Beverly Cleary and Lynne Reid Banks. offerSupeyfudge. Dear Mr. ACADEMIC THERAPY PUBLIC Al IONS Henshaw. Indian :n the Cupboard.etc. 20 Commercial Blvd., Novato, CA 94949 HIGH INTEREST, VISUALLY ENABLING BOOKS $24 per tidecoversshipping. Callfora full listing of available titles. (415) 883-33 i 41-(800) 422-7249 Lynn Stoppelman703-759-6846

"[This program] is the most powerful way I know of to experience and feel the frustrations children with learning disabilities face in school" BOSTON UNIVERSITY BettyB. Osman, Ph.D., Author, L.D., A Family Affair Offers a full range of comprehensive services to college students with learning disabilities -r NOW PlmtuLT Thisyear, Boston University is proud to sponsor two summer onentation programs for high school students with learning disabilities USN 11115Ft?

Program I. "ATasteofCollege"June 20 - June 24, 1993 This five day program is for high school sophomores, tumors and seniors who would like to experience the rigors of colleg: life. Students will meet with professors. attend lectures. learn study vvorwior strategies, and live in the dormitory. By learning first hand what skills are necessary for college these students will be better prepared for postsecondary experiences onanycampus Children with learning disabilities encounter and experience much frustration, anxiety, and tension in their daily lives.Thispivotal Program il "The Summer Transition Program"June 27 - August 6, 1993 program from PBS VIDEO allows viewers to understand learning This comprehensive program is designed to provide high school disabilities firsthand.Thisvideo workshop is the key to creating graduates with learning disabilities an opportunity to earn tour academic and social success for all learning disabled children. credits toward graduation: attend a mainstreamed' content course; pf.rticipate in trequent learning strategies seminars; use Only $39.95 (70 minutes) a microcomputer; and learn how to advocate for themselves Now in its third year. this program is a must tor any student To order cot tollfree: planning on attending a competitive college in thefall. °r""tetW>PBS VIDEO 800/344-3337 Public Broadcasting &what For a brochure on LD Support Services and fee information for the summer programs 1320 Braddock Place contact: Dr. Loring Brinckerhoff. Ph.D.. Director LD Support Services. 19 Deerfield Alexandria, VA 22314-1698 Street, Boston Uruversity,Boston, MA 02215 or call: 617-353-6880.

The tradition of excellence continues ...from PBS 104 TECHNOLOGY & COMPUTERSOFTWARE

The National Center for Learning student. It combines visual, auditory curriculum in traditional and. whole Disabilities is often asked torecom- and kinetic interaction. language readingprograms. mend computer hardware and soft- System Requirements: PG-based, ware, and other technological devi- For more information: running on IBM or 100% compati- 1-800-43-Lexia (1400435-3942) ces, which are helpful to children ble, 640K minimum base memory, with learning disabilities. NCLD's and includes XIS's Intelligent policy is not to endorse specific language Master (LM.6000SE) Character Recognition (ICR) Special Edition: by Franklin materials, but the followingare software, scanner interface card, offered as suggestions. Electronics and a DECtaIkTM card and speaker. First hand-held speaking dietiou- Contact XIS at: (800) 248-6550, COMPUTER HARDWARE: ary and complete English language or (508) 977-2000. resource for those with Special Needs. The Special Editioncontains Book Wise: by Xerox Imaging Lexia "Touch and Learn" Reading Systems (XIS) an expanded dictionary and the- Programs and "Assess" Diagnostic saurus from Merriam-Webster with Xerox Imaging Systems (XIS) Reading Tests: by Lexia Learning is a leading provider of reading over 300,000 definitions. 500,000 Systems, Inc. synonyms, spelling correction for machines for individuals whoare These two educational tools, blind, visually impaired. dyslexic, 110,000 words, an electronicgram- originally developed for children mar handbookplus it pronounces reading disabled, or have other with learning disabilities, focus on all of the information difficulties accessing print. For on the screen and develop the word attack skills that a sighted person nearly two decades, XIS Kurzweil can see. It which pose the most difficulty for reads every word aloud, Reading Machines have provided pronounces beginning readers. They are each letter as it is typed, speaks the technology which allowsusers designed to diagnose specific to access printed material. complete definitions, reads all help phonic and decoding problem screens out loud, and contains a Book Wise is an interactive areas and to provide additional computer-based tutoring system speaking personal message list. Total training, when necessary, to user customization including vari- that enables individuals with reinforce automatic word recog- reading disabilities to improve their able character sizes and adjustable nition. Lexia software is able CO voice speeds is provided. The reading skills. The printedpage span the broad range of learning Special Edition character sizes and becomes accessible by scanning abilities of beginning readers. It printed materials, displaying and adjustable voice speeds is provided. allows each user to advance at The Special Editionrnes complete reading them aloud. Book Wise his or her own pace, ensuring that accomplishes this by incorporating with cassette and print instruction one reading concept is mastered manual. headphones. 4 AA XIS's Intelligent Character Recog- before advancement to the next. nition (ICR). ICR goes beyond batteries, AC-Adaptor and carrying The two programs have been case. Contact Franklin: Mindy Sava: normal character recognition developed by experienced edu- by looking at the features of the Fendrick (609) 261-4800; Jill cation specialists for use by Goldman (212) 486-6780. character as well as the word itself other educators. for context verification. ICR also The tools' methodology is to uses artificial intelligence CO develop work wrack skills through COMPUTER SOFTWARE: learn" as it scans without operator student/computer interaction using intervenuon. structured sequential methods MATH The Book Wise developmen t which integrate auditory and visual team at XIS has worked closely with processing and require manual Math Blaster Plus educators to ensure that the design responses. 1 heir applications are to Grades: 1-8 of the product best meets the needs function as an effective method of Publisher: Davidson of people with reading disabilities. reinforcement for teaching early Four different learning activities Book Wise is easy to learn and use. reading skills to people with It increases reading comprehension cover more than 600 math facts in: learning disabilities, problem addition, subtraction. and decoding skills. Book Wise readers. non-readers, bi-linguals: multiplication. division, fractions. elevates the vocabulary of the and to serve as supplementary decimals, and percents.

I(18 Stickvbear Math I will help children develop language develop critical thinking and Grades: 1-4 and problem solving skills as they reasoning skills as they explore over Publisher: NVeeklv Reader analyze clues to hunt down the 100 rooms in the Castle of Mvstikar. Problems are presented with villainous Carmen and her gang. A This fast-paced and highly animated groups of objects to hold Fodor's USA travel guide is included interactive adventure game children's attention. Every time in the package. challenges players to overcome a kids get a set of problems right. variety of obstacles and solve they help get Stickvbear out of Vocabulary Challenge intricate maze puzzles. one of ten sticky situations. Grades: 2-12 Publisher: Mindscape The Game Show Race Car `Ritturnetic' This program has four different Grades: I S Grams: 1-7 games that will reinforce word Publisher: Advanced Ideas Publisher: Unicorn association. analogy, recognition. The Game Show uses the TV Featuring addition. subtraction. classification and meaning for over game show Password's format to multiplication and division, the three thousand words. reinforce learning of information. graphically stimulating design pro- vocabulary and thinking skills. vides great motivation with its race car Reader Rabbitt and the Fabulous Two players or two teams can format. Very little on-screen reading Word Factory compete. or one player can is required. and the large type is Grades: K-3 compete with the computer. excellent for younger children. Publisher: The Learning Co. Reader Rabbitt is a reading readi- Test-Taking Made Easy Money ness program that allows children to Grades: 7-12 Grades: 3-8 focus on three-letter words having a Publisher: MCE Publisher: Cameo consonant-vowel-consonant pattern. Using creative high resolution Money is an easy-to-use Colorful graphics and lively ani- graphics and a distinctly personal supplemental practice program mation, rather than text, guide style of instruction. Test-Taking in computational skills involving children through the word factory. Made Easy has five practice pro- money. It can be used indepen- Reader Rabbitt allows LD students grams on preparing for tests, follow- dently by students to learn how practice in processing areas such ing test directions. and how to to determine how much change as visual perception, eye-hand answer true-or-false, multiple choice, there should he from a given coordination, spatia; -tw7reness, and fill-in-the-blank test items. amount of money. and visual memory. Sticicybear Typing Stickvbear Word Problems ***** MISCELLANEOUS Grades: K-8 Grades: 3-8 Publisher: Weekly Reader Publisher: Weekly Reader The New Pert Shop Stickybear helps children practice Helps children master simple math Grades: 2-8 typing and word processing stills problems in sentence form. This Publisher: Broderbund with jokes. riddles and action program gives practice in deductive The Print Shop designs signs. games. This program offers thirty skills as well as arithmetic skills. greeting cards, banners, invitations, different skill levels in each of using mathematics adapted to and much more. This program is three games. everyday situations. very user friendly with border designs. abstract patterns, a special Memory Match LANGUAGE ARTS calendar creator antgraphic Grades: 1-4 editor for creating original designs. Publisher: Hartley The Children's Writing and This concentration game requires Publishing Center The Playroom careful observation and thinking, Grad :5: 2-8 Grades: PreK.-3 but has an element of fun that Publisher. The Learning Co. Publisher: Broderbund will encourage children to play ;. 's easy-to-use desktop publishing By exploring the Playroom, children again and again. Categories ws; :-n features sophisticated word start to learn about numbers include: matching words, finding ,....f.ssing. picture selection. and (counting. object-numeral. cot re- opposites, matching digits to page design capabilities. Children spondence. addition, subtraction number words. rhyming words can create illustrated reports. and estimating), letters t recogni- and homonyms. stones. letters. newsletters. awards. tion. upper and lower case signs, and much more. matching. phonics. beginning Editor's Note: These suggestions have letters, and spelling) telling time, art been made available by the Cambridge Where in the USA is Carmen and creativity. strategy and logic. Development Laboratory. The specific Sandiego hardware/type of computer required Grades: 4-12 Think Quick! for each program vanes. For that Publisher: Broderbund Grades: 3-8 information and purchasing infor- This sequel to the popular "Where Publisher: The Learning Co. mation. call Cambridge Development in the World is Carmen Sandiego" Think Quick! helps children at 800-637-0047.

106 THEM WORLD MAGAZINE RESOURCEFUL PARENTS' LIST 1993

low self - esteem; Parents are entitled to copies of difficulty with organization. all tests, including I.Q. While not necessarily always Following diagnosis of LD the present with learning disabilities, school must design an attention deficits are often Individualized Education Plan associated with them. (I.E.P.) for your child. Make sure each teacher follows the I.E.P. If you are not satisfied A FEW IMPORTANT FACTS with your child's progress after a Individuals with LD represent an reasonable period, you can mod estimated 10% of the total request an impartial hearing to NCLD population in the U.S. amend the I.E.P. 99 PARK AVENUE Individuals with LD have average NEW YORK, NY 10016 or above average intelligence, HOME and many are gifted. Establish a caring relationship with 212-687-7211 LD affects each person your child. Make sure the child and differently. siblings understand the learning LD appears to run in families disability. Create a family support UNDERSTANDING and frequently more than one system to help your child build on LEARNING family member has learning strengths and find ways to move DISABILITIES disabilities. around deficits. This not only brings achievement in studies but helps Learning Disabilities (LD) are fre- LD cannot be outgrown. but can self-esteem. Keep directions simple quently a "hidden handicap", and be compensated for. the effort required to process infor- and brief repetition is often mation often causes the person with necessary. Help your child organize LD to respond differently from I TIPS FOR PARENTS daily routines and homework others in daily living situations. Early No two children with learning assignments. Encourage diagnosis, appropriate intervention disabilities are exactly alike there independence and self-mothation. and support can make all the can be a wide range of symptoms. Develop a sense of humor. difference to an individual with LD. The primary characteristic of a People with LD may demonstrate learning disability is a significant one or more of the following difference between overall LD AND THE LAW intelligence and achievement in characteristics: P.L. 94-142 some areas. difficulty with reading, writing, The Education for All Handicapped speech and mathematics; SCHOOL: Children Act of 1975 difficulty with perception of time If you recognize warning signs of LD: This law mandates a free and space: Request diagnostic assessment appropriate public education for all problems with concentration and by the school psychologist. A children with disabilities at public attention; diagnosis of learning disabilities expense. It ensures due process impulsive behavior; difficulty with entitles your child to services of rights by requiring that the public short-term memory; Public Law 94-142. educational system inform parents socialization problems; Request copies of the assessment of the procedures that can be difficulty with fine motor and a clear explanation of your followed to obtain such education coordination: child's strengths and weaknesses. under the law. It mandates education in the creates the Part H program to assist ment settings. For more informa- least restrictive environment with states in the development of a tion, contact Your state or local non-disabled children when appro- comprehensive. multidisciplinary education or employment agency. priate, and requires Individualized and statewide system of early Education Programs for each child intervention services for infants Section 504: with a disability, among other things. and toddlers birth to age 3. It also This law also contains Section 504 It provides the core of federal reauthorizes the discretionary (civil rights provision) which speci- funding for special education and programs and expands transition fies that a person with a disability attempts to assess and ensure the programs. Contact your state has a guaranteed right to education, effectiveness of efforts to educate Education Department for details employment, health care, welfare, children with disabilities. on eligibility and services provided. or any other public or private service in programs or activities P.L. 101-476 receiving Federal assistance. Many P.L. 98-199 Education of the Handicapped students with disabilities (especially The Education of the Handicapped Act Amendments of 1990 or the those with ADD/ADHD) have been Act Amendments of 1983 Individuals with Disabilities denied services under special This law reauthorizes the Education Act of 1990 (IDEA) education but are now receiving accommodations in the regular discretionary programs and Besides changing the name of establishes services to facilitate the classroom under Section 504. the Education of the Handicapped transition from school to work for Act to the Individuals with Disabili- youths with disabilities through ties Act (IDEA). the 1990 EFIA P.L. 102-119 research and demonstration amendments replace the term Individuals with Disabilities projects. It provides funding for "handicapped" with the term "dis- Education Act of 1991 demonstration projects and research abilities" and expands the general in early intervention and early This law amends Part H of the definition of children with disabili- childhood special education. Education of the Handicapped Act of ties to include children with autism It also creates parent training and 1986, which previously established and traumatic brain injury. information centers where trained the early intervention program for Other changes include: a new advocates can provide clarification infants and toddlers with develop- definition of transition services; and information for parents about mental delays from birth to age a requirement that the Indivi- education and their rights. For three. It expands the law to allow dualized Education Plan (IEP) information about the parent states to also include children 3 to 5 include a statement of the required resource center in your state contact: who are experiencing developmental transition services and assistive Martha Ziegler delays without having to label them technology for students: an addi- Federation for Children with as having any specific disability. tion of "rehabilitation counseling" Special Needs It also permits funds for and "social work services" to the Technical Assistance for Parents programs of early education for definition of "related services:" Programs infants and toddlers who are at risk and a greater emphasis on outreach 95 Berkley Street. Suite 104 of having substantial developmental to meeting the needs of children Boston, MA 02116 delays if early intervention services with disabilities from minority Phone 617-482-2915 are not provided, especially to low- backgrounds. income, minority, rural and other underserved populations and to P.L. 99-372 P.L 93-112 support statewide projects to change The Handicapped Children's The Rehabilitation Act of 1973 Protection Act of 1986 the delivery of early intervention (amended by P.L. 98.221 in 1983, and special education and related This law provides for reasonable P.L 99-506 in 1986, P.L. 100-630 in services from segregated to attorneys' fees and costs to parents 1988 and P.L. 102-569 in 1992) integrated environments. and guardians who prevail in The purpose of this law is to administrative hearings or court develop and implement through P.L. 100-407 when there is a dispute with a school research, training and other services The Techno107-Related system concerning their child's right a comprehensive and coordinated Assist"...--ce for Individuals with to a free, appropriate special program of vocational and indepen- Disabilities Act of 1988 education and related services. dent living for individuals with disabilities in order to maximize Passed to help states develop P.L. 99-457 their employability. independence. comprehensive, consumer respon- The Education of the Handicapped and integration into the workplace sive programs of technology-related Act Amendments of 1986 and the community. This law assistance and to extend the This law mandates services for primarily serves adults and youth availability of technology to preschoolers with disabilities and who are transitioning into employ- individuals with disabilities and their

108 families, this law will help people Gehret, Jeanne. Learning Disabilities 1111, with learning disabilities access and the Don't Give Up Kid. Fairport, BOOKS FOR PARENTS computers and other such devices. New York: Verbal Images Press, AND TEACHERS 1990. (grades 1-3) - Bloom, Jill, "Help Me to Help My Child," P.L. 101-336 Gilson, Jamie. Do Bananas Chew Little, Brown and Company, 1990. The Americans with Disabilities Gum? New York: A Minstrel Book, A sourcebook for parents of LD Act of 1990 1980. (grades 4-6) children. Based on the concepts of the Dane, Elizabeth, Painful Passages," Rehabilitation Act of 1973, this law Janover, Caroline. Josh A Boy with guarantees equal opportunity for Dyslexia. Burlington, Vt.: Waterfront NASW Press, 1990. For Social individuals with disabilities in Books, 1988. (grades 2-5) Workers assisting LD children. employment, public accommo- Dias, Peggy S.. 'Diamonds in the dations, transportation, State and Kline, Suzy. Herbie Jones. New York: Puffin Books, 1985. (grades 4-6) Rough, "Infancy to college reference local government services and guide on the LD child. telecommunication. The ADA is the Slosson Educational Publications, Inc. most significant federal law assuring Kraus, Robert. Leo The Late Bloomer: New York: Windmill Books, 1971. P.O. Box 280, East Aurora, NY14052 the full civil rights of all individuals Toll free phone: 1-800-828-4800 with disabilities. (picture book for all ages) This law will directly assist persons Martin, Ann M. Yours Tin* Shirley. Fisher, Gary and Cummings, Rhoda, with learning disabilities by providing "The Survival Guide for Kids with LD," for "reasonable accommodations" New York: Scholastic, Inc., 1988. (grades 3-6) Free Spirit Publishing, Inc., 1990. such as job restructuring, part-time Also available on tape cassettes or modified work schedules, equip- Moss, Deborah M. Shelly the ment modification, appropriate Healy, Jane, "Your Child's Growing Hyperactive Turtle. Maryland: adjustments or modification of Mind," Doubleday and Company, Woodbine House, Inc., 1989. examination, training materials Inc., 1987. A Parents guide to (grades 2-5) of policies and the provision of learning from birth to adolescence. qualified readers or interpreters. Shreve, Susan. The Flunking of Joshua Kelly, Kate and Peggy Ramundo, T Bates. New York: Scholastic, Inc., "You Mean I'm Not Lazy, Stupid, or 1984. (grades 2-5) FICTION BOOKS Crazy ?!A Self Help Book for Adults with Attention Deficit Disoniers'Tyrell WITH AN LD THEME Smith, Doris Buchanan. Kelly's Creek & Jerem Press, 1993. FOR CHILDREN New York: Harper Collins Aiello, Barbara & Shulman, Jeffrey. Publishing 1975. (grades 2-5) Levine, Mel, "Developmental Variation Secrets Aren't Always For Keeps. and Learning Disorders," Educators Chicago, Twenty-First Century Wolff, Virginia Enwer. Probably Still Publishing Services, Inc., 1987. Books, 1988. (grades 3-6) Nick Swanson. New York: Scholastic, 75 Moulton Street, 1988. (grades 6.12) Blue, Rose. Me and Einstein Breaking Cambridge MA 02138-1104 Thmugh the Reading Barrier. New York: Human Sciences Press, 1979. Levine, Mel, "Keeping A Head in (grades 3-6) NONFICTION BOOKS School: A .student's Book about WITH AN LD THEME Learning Abilities and Learning Carris, Joan. Aunt Morbelia and the FOR CHILDREN Disorders," Educators Publishing Screaming Skulls. Boston, Mass.: Services, Inc. 1990. Little Brown & Co., 1990. Cummings, Rhonda, & Fisher, (grades 4-6) Gary. The School Survival Guide for Lipkin, Midge, "The School Search Kids with LD. Minn.: Free Spirit Guide to Private Schools for Students DeClements, Barthe. Sixth Publishing, Inc., 1991. (grades 5-12) with Learning Disabilities," Grade Can Really Kill You. Audio cassette of book available. Schoolsearch, 127 Marsh Street, New York: Scholastic, Inc.. Belmont, MA 02178, 1989. 1985. (grades 4-6) Levine, Mel. Keeping a Head in School. Fassler, Joan. One Little Girl. New MA, Educators Publishing Service, Osman, Betty B., "Learning York: Human Sciences Press, 1969. Inc. 1990. Disabilities: A Family Affair:" (grades 2-4) Warner Books, reprinted 1989. Nadeau, Kathleen G. & Dixon. Gehret, Jeanne. Eagle Eyes: A Child's Ellen B. Learning to Slow Down and Osman, Betty B., in association View of Attention Deficit Disorder: Pay Attention. Annandale, Va.: with Henriette Blinder, No One Fairport, New York: Verbal Images Chesapeake Psychological Service. to Play With," Random House, Press, 1991. (grades 1-3) P.C.. 1991. (grades 2-6) reprinted 1989. 112 Smith, Sally L., No Easy Answers. The FA.T. QTY, by educator Rick and schools on a national level Learning Disabled Child at Home and at Lavoie, is an exploration into the to a wide range of parents and School, "Bantam (paperback), 1981. world of difficulties faced by professionals. NCLD's legislative children with learning disabilities. advocacy, publications and edu- Smith, Sally L.. "Succeeding Against By using visual and language aids. cational training seminars assist the Odds, "Jeremy Tarcher. Inc., and the language of the class- parents, educators. physicians, St. Martins Press. 1991. room, Mr. Lavoie conducts a class nurses, social workers, psych- consisting of parents and teachers ologists and others in this Understanding Learning Disabilities: and shows them what it is like to country and abroad. A Parent Guide and Workbook. (1991) feel the "Frustration. Anxiety, and The Learning Disabilities Council. Tension F.A.T. CITY" some Inc., P.O. Box 8451, Richmond. Membership Information: children with learning disabilities VA 23226 804-748-5012. Individuals, parents and profes- face. The Video is available for sionals are invited to become Vail, Priscilla, "About Dyslexia, Under- $47.88, pre-paid, which includes members of NCLD. Please return standing the Myths," Modern shipping and handling, from the membership application in the Learning Press/Programs for CACLD, 18 Marshall St., South front of this issue, or call or write Education, 1990. Norwalk, CT 06854. (203) 838-5010. for a membership application. Annual members receive the Vail, Priscilla. "Smart Kids with School Issues of Parenting Children with annual magazine Their World and Problems," E.P. Dutton. 1987. Learning Disabilities is a collection periodic newsletters, and new members receive a special Vail, Priscilla, "Common Ground: of audiotapes featuring 12 of the information kit on LD, in addi- Whole Language and Phonics Working most popular programs from The tion to these items. You can TogIther" Modern Learning Lab School of Washington's Lecture Press/Programs for Education. 1992. Services for parents and profes- also order additional copies sions. The six tapes have a lecture of Their World magazine. Vail, Priscilla, "Learning Styles: Food on each side and can be purchased for Thought and 130 Practical Tips." as a series or individually. The Publications/Products: Modern Learning Press/Programs tapes include: Their World, published annually, for Education, 1992. No Friends, No FunThe Social is the only comprehensive pub- lication in the field describing Weiss, Elizabeth, "Mothers Talk about Problems of Learning Disabled Children by Larry B. Silver. M.D., true life stories about ways Learning Disabilities," Prentice Hall children and adults cope with Press, 1989. and Confidence in Parenting by Milton F. Shore, Ph.D. learning disabilities. Their World is widely used for inservice I Wish My Kid Was Normal by teacher training and accreditation VIDEO AND AUDIO TAPES Patricia 0. Quinn. M.D. courses for physicians, nurses, We Can Learn: Understanding and Learning Disabled Children childrens' librarians and social Helping Children with learning Build Character by Sally L. Smith workers. Youth serving agencies. Disabilities, the exciting new video such as Girl Scouts USA. Boy Attention Deficit Disorder: series on 1/2" VHS videotape, with ' Scouts and Y's. include Their World Controversies and Treatment by its accompanying study guide. is full in training packets for volunteer Larry B. Silver, M.D., and of good news for children with LD. and professional youth leaders. Which Pre-Schoolers are at High Produced by the National Center Bulk rates are available for Risk for Learning Disabilities? for Learning Disabilities in coopera- conferences and training by Neela M. Seldin, M.Ed and tion with WNBC-TV. New York. workshops. Call (212) 687-7211. Patricia 0. Quinn, M.D. We Can Learn is an important For a complete listing and During 1992 NCLD officially resource for parents, teachers and launched the first national more information, contact professionals. In language that is computerized information and The Lab School of Washington easy to understand, the five, 8 to referral service on learning (202) 965-6600. 10 minute segments tell von: what disabilities. learning disabilities are: their impact on the individual. family, school and The NCLD five-part video series community: all about the assessment ORGANIZATIONS and training package on learning process: the legal rights of children AND RESOURCES disabilities, We Can Learn: Understand- with learning disabilities: and how to The National Center for Learning ing and Helping Children with Learning get the right services for the child. Disabilities (NCLD) promotes Disabilities, is available for $39.95 plus Video Series and Guide available public awareness about learning $3.95 for shipping and handling. from NCLD for $39.95, plus $3.95 disabilities. NCLD provides Contact NCLD, 99 Park Avenue, shipping and handling. resources and referrals to services New York. NY 10016.

110 Seminars: A membership organization of pro- Parents of Gifted/LD Children, Inc. fessionals and parents devoted to 622 Broad Street NCLD initiates seminars each year, advancing the education and well- Bt,i.esda, MD 20816 focused on critical LD issues and being of children and adults with (3011 986-1422 awareness raising for specific profes- learning disabilities. Their literature f.ional. parent and voluntary groups. inventory lists over 300 publications P.T.I.: Parent Training ind These have included: attorneys; on learning disabilities which are Information Projects probation, corrections and police purchasable through the national Provide information, local officers; Family Court Judges; law office. Local and state chapters also resources, and advocacy training. students; schools nurses; educators; publish materials, sponsor events and To find the PTI in your state, call parents; employers and corporate are an excellent resource in your NCLD, or: Maratha Ziegler employee assistance personnel; librar- immediate area. We recommend (617) 482-2915. ians; religious educators; corporate their free booklet, Taking the First Step and foundation grantmakers. State Department of Eilucatien. to Solving Learning Problems. Get on Call your State Education Depart- the mailing list for LDA Newsbriefs. ment (in your state capital) and OTHER ORGANIZATIONS ask for the Director of Special National Council of Juvenile NCLD works with the following Education. organizations to promote public and Family Court judges awareness about learning P.O. Box 8978 U.S. Department of Education, Office of disabilities, encourage research, Reno. Nevada 89507 Special Education and Rehabilitative legislative action, and information (702) 784-6012 Services (202) 205-5465 and referral services for families Send for the Bench Book on learning disabilities for juvenile and who have children or adults with UNITED WAY YOUTH learning disabilities. family court judges. Written with a grant from NCLD. Juvenile and SERVING AGENCIES American Bar Association Quid Family Court Journal: Learning Major youth-serving agencies such Advocacy and Protedion Center Disabilities and the juvenile justice as Boy and Girl Scouts, Boys' and 1800 M. Street System. Available from NCLD for S6. Girls' Clubs, and Y's are committed Washington, D.C. 20036 to mainstreaming youth with Howard Davidson, Executive Director (N.I.CH.C.Y.) National Information learning disabilities into their (202) 331-2250. Send for Manual for Center for Children end Youth With programs. Contact local or national offices to inquire whether there is a Attorneys. Representing Learning Disabilities. Disabled Children by Bogin and P.O. Box 1492 group in your community with a Goodman ($10). Written with a Washington. D.C. 20()13 volunteer leader who has received grant from the NCLD. (703) 893-6061 training about youth with special needs. Contact your local United ASHA,American Sfieedi, Language, The Orton Dyslexia Society (National) Way for referrals to these agencies. Hearing Association Chester Building, Suite. 382 10801 Rockville Pike 8600 La Salle Road Rockville, MD 20850 Baltimore. MD 21204 LD ADULTS (800) 638-8255 (410) 296-0232 Adult Basic Education Programs C.H.A.D.D.asildren with Attention A professional and parer it Contact the Department of Deficit Disorders (National) membership organization offering Education in your state. 1859 N. Pine Island Road, Suite 195 leadership in language programs, Plantation, Florida 33322 research and publications., all National Center for Learning (305) 384-6869 related to dyslexia. Their Disabilities publication list consists of books, (212) 687-7211 The Attention Deficit Information packets and reprints helpful in Network, Inc. understanding dyslexia. Chapters Center for Special Education 475 Hillside Avenue are located in most states. Technology Informrition Exchange Needham, MA 02194 (800) 354-8324. (617) 455-9895 PLUS. Project literacy U.S'. ERIC Clearinghouse On Adult 4802 Fifth Avenue Career and Continuing Education Council For Exceptional Children (CEC) Pittsburgh. PA 15213 1920 Association Drive (800) 848-4815 (412) 622-1491 Reston, VA 22091-1589 NCLD and PLUS cooperate to HEATH R4ource Center (703) 620-3660. promote volunteer tutoring (800) 544,3284 for volunteer Learning Disabilities Association of programs and training Job A....cornmodation Network America (LDA), 4156 Library Road, trainers. which assist LD children (80(,) 526-7234 Pittsburgh, PA 15234, (412) 341-1515. and adults. 1 t14 -_..r Physically Tests For LD Students: Learning Disabilities Association Services for the Blind and Handicapped 1-800-424-8567.Also: Educational Testin Service(ETS). of America E.T.S. has announced special (412) 341-1515 Recordings for the Blind administration of college and Center National Network of Learning The Anne T. MacDonald graduate admission tests for individuals with visual, physical, Disabled Adults 20 Roszel Road Princeton, NJ 08540 hearing or learning disabilities. (602) 941-5112 (609) 452-8567 The tests include: the SAT GED Testing Service Textbooks on tapes. Send for (Scholastic Aptitude Test)and (Accommodations for LD Adults) application form. GRE (Graduate RecordExam) One Dupont Circle, N.W. and the GMAT (GraduateManage- Washington, DC 20036 ment Admissions Test).These tests (202) 939-9490 NATIONAL ASSOCIATION are offered in fourversions: braille, OF PRIVATE SCHOOLSFOR large type. cassette and regulartype. ADA Information Hotline EXCEPTIONAL CHILDREN Additional accommodations may The Great Lakes Disability andBusi- INAPSEC) include a reader, amanuensis, Center interpreter, additional time,and ness Technical Assistance 1522 K Street NW, Suite1032 frequent rest periods. For more 1640 W. Roosevelt Road Washington. DC 20005 Chicago, IL 60608 information, call (609) 921-9000 202-408-3338 which (800) 949-4232 Provides a referral service, and specify the test in for vou are interested. Association on Higher Education publications, and conferences persons interested inprivate special and Disability PO Box 21192 education placements. College Related Publications: Columbus, OH 43221 The K & W Guide toColleges (614) 488-4972 for the Learning Disabled, INDEPENDENT SCHOOL Imy (800) 247-7752 (Hotline) ENTRANCE EXAMINATION by Marvbeth Kravets and F. Wax. Harper CollinsPublishers, Equal Employment Opportunity For information on NY, 1992. Commission accommodations for LD students, 1801 L. St., NW contact: EducationalRecord Peterson's Guide to Colleges

Washington, D.C. 20507 Bureau. (E.R.B.), 37 Cameron I With Programs for Learning

(800) 669-3362 Street, Wellesley, MA 02181. I Disabled Students. 1992. (617) 235-8920. Available at bookstores or by Department of Justice contacting: Peterson'sGuides, Office of the ADA Dept. 5626. PO Box 2123. P.O. Box 66118 COLLEGE INFORMATION Princeton, NJ 08540. Washington. D.C. 20035-6119 Students with documentedlearning (202) 514-0301 (voice) disabilities and dyslexia canapply Dispelling the Myths: College (202) 514-0381 (TDD) for special college entrancetesting. Students and LearningDisabilities tests by Katherine Garnettand U.S. Department of Labor Job Options include untimed tests, reading by a Sander Porter with assistance Training Partnership Act on tape. or test counselor or LD tutor. Write to: from Hunter College.Written (202) 535-0577 grant from NCLD.Van ACT Special Testing with Dyck Printing, NY1992.Available Vocational Rehabilitation Agencies ACT Test Administration through NCLD. Contact your state's VRA. P.O. Box 168 Iowa City, IA 52243 Unlocking Potential Collegeand (319) 337-1332 Other Choices for LDPeople BOOKS ON TAPES -or- by Barbara Scheiber andJeanne Go to public libraries andinquire Scholastic Aptitude Test(SAT) Talpers, Adler and AdlerPublishers, about Library of Congressservices Admissions Testing Programfor Bethesda. MD (1987). for the Blind and physicallyhandi- Handicapped Students capped since LD resources arein- CN 6603 cluded under this service. Books on Princeton. NJ 08541 tapes are available freefor children (6r i 734-1280 learning and adults documented as AHEADAssociation on Higher disabled. It is necessary to have a AHSSPPE) special tape player in order tolisten Education (formerly Columbus, Ohio to Books on Tape.For equipment. contact the NationalLibrary (614) 488-4972

112 l' NCLD... guiding special children on a journeyof self-discovery. THE NATIONAL CENTER FOR LEARNING DISABILITIES 99 Park Avenue New York, N.Y. 10016 (212) 687-7211

Let no children be demeaned, or have their wonder diminished, because of our ignorance or inactivity;

Let no adults be deprived of discovery, because we lack the resources to discover their learning differences;

Let neither children nor adults ever doubt themselves or their minds because we are unsure of our commitment.

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