| |
|
|
|
|
SMART KIDS WITH LEARNING
DIFFICULTIES: Overcoming Obstacles and Realizing Potential
By
Rich Weinfeld
Linda Barnes-Robinson
Sue Jeweler
Betty Roffman Shevitz
Diamonds are rare. Two hundred and fifty tons of rock, sand and
gravel must be processed to yield one carat of polished diamond.
Bright students with learning difficulties are often not identified
because their brilliance and roughness may mask one another. Often,
we see only the rough parts—their inability to write or read
effectively. What results is an attitude of discouragement and
defeat. When we do find these diamonds, we must help them to shine
and reach their potential by identifying their gifts and talents
that will benefit our entire society.
Each day, parents and teachers are challenged to find ways to
empower their bright kids who, while able to participate actively in
a class discussion, may be unable to write a complete sentence.
These are the students who rarely have homework completed, or if
done, cannot find it. They may be light years ahead in math, but
reading below grade level. In contrast, these same students are the
ones who may not only be able to program the computer, but they can
completely take it apart and put it back together again. Ask them
about dinosaurs, global warming, lasers or ancient civilizations and
one might get bombarded with information, but ask them to write
about the same topic and they may produce little or nothing. Ask
them to do a research paper on types of bridges and they are
unlikely able to complete the assignment. However, sitting on a
table at home may be an elaborate structure built out of Legos or
toothpicks that reflects their understanding of advanced concepts in
physics, engineering, and architecture. Outside of class, they are
the creative problem solvers and analytical thinkers who show strong
task commitment when the topic is personally meaningful. In school,
frustrated by their inability to demonstrate academic achievement
commensurate with their ability, they often have feelings of
inadequacy and are at great risk of failing.
Students who are bright and underachieving, including those who are
gifted and talented/learning disabled (GT/LD) must be given access
to rigorous and challenging instruction. Accommodating for student
learning disabilities and/or difficulties is essential. Dynamic
tools empower these students to access appropriate instruction
through their strengths while improving and working around their
weaknesses (*Smart Kids with Learning Difficulties: Overcoming
Obstacles and Realizing Potential, p. 1-2).
Bright students who are not reaching their potential present
themselves in different ways depending on what is contributing to
their lack of achievement. Sometimes their difficulty in school is
due to a documented learning disability. Sometimes it may be due to
a health impairment such as Attention Deficit Disorder (ADHD). At
other times, they may be students with neurological differences,
such as Autism Spectrum Disorders, including Asperger’s Syndrome,
that provide challenges to their learning. In addition to the more
typical learning disabilities like spelling and writing
difficulties, organization, word retrieval, and processing speed,
some students have non-verbal disabilities, those characterized by
problems in visual-spatial-organizational, tactile-perceptual,
psychomotor, and/or nonverbal problem-solving skills that adversely
affect their academic performance with rigorous instruction (p. 13).
What we do for these students is only part of the equation. How we
do “the what” is just as important. In the right climate, where
students know and feel they are respected and valued for their
uniqueness, anything is possible. When students perceive they are
de-valued, the interventions, however appropriate, may fail. The
goal of education is to provide opportunities for students to build
knowledge, skills, and positive attitudes in order to become
successful, contributing members of a global society. Successful,
practical programming is based on solid research and theory. These
students must be guaranteed access to accelerated and enriched
instruction that maintains the rigor and high standards expected of
all gifted students. Bright students with learning challenges are,
therefore, not to be excluded from this promise.
Research and a review of successful programs indicate that the most
important component of the education of these students is providing
rigorous instruction in the student’s area of strength. It is
important that the instruction emphasizes problem solving, reasoning
and critical thinking, as well as including extension and
elaboration of the regular curriculum. Classroom organization must
be flexible, yet structured with opportunities for collaborative
goal setting, significant peer interactions and cooperative
learning. Students must receive this rigorous instruction in the
least restrictive environment where they can receive educational
benefit. In order to benefit from this instruction in a typical
classroom setting, these students need educators to utilize
appropriate strategies. Implementing these strategies involves close
collaboration between special educators and general educators. By
receiving appropriate instruction these students develop their full
potential. (Baum, Emerick, Herman, & Dixon, 1989)
These students also need instruction of skills and strategies in
academic areas that are affected by the student’s weakness or
disability. Instruction is generally needed in one or more of the
following areas: writing, reading, math calculations, organizational
skills, test taking skills, self-determination skills and social
skills. For “twice-exceptional students” who are gifted and have
learning disabilities to effectively gain access to enriched and
accelerated instruction, they often need to have appropriate
adaptations and accommodations (Baum, 1991; Barton & Starnes, 1989;
Cline & Schwartz, 1999; NAGC, 1998). Many accommodations allow
bright students with learning challenges to demonstrate their
knowledge without being handicapped by the effects of their
difficulties. In planning, it is crucial that the teacher consider
instructional methods and strategies that either circumvent the
student's difficulties or build in the necessary scaffolding to
empower students to be successful with the demands of the
assignment.
It is clear that in order to be successful, these students need to
have appropriate adaptations and accommodations as they access
challenging curriculum and realize their full potential. In order to
make the decisions regarding which adaptations and accommodations
are appropriate, staff, parents, and students need clear guidelines,
based on current laws, research, and best practices. Through
training, collaborative formulation of educational plans, on-going
communication, and evaluation, staff, parents, and students will
come together to make wise decisions regarding appropriate
adaptations and accommodations, programs, and instruction (p.
61-68).
As Dr. Ben Carson said, “Within every child’s brain is a mind
teeming with ideas and dreams and abilities unrealized. The greatest
thing we can do—as parents, teachers and friends—is to nourish that
potential, both intellectual and humanitarian, so that each mind can
fulfill its promise to the benefit of mankind.”
*Unless otherwise noted, page number references in this article
refer to Smart Kids with Learning Difficulties: Overcoming Obstacles
and Realizing Potential, Prufrock Press, 2006
Washington Independent Services for Educational Resources (WISER)
members work to improve educational services and promote child
advocacy by providing resources to children and parents. Please
visit www.wiserdc.com or
call 301-816-0432 to find a specialist to work with your child and
family. Rich Weinfeld, Linda Barnes-Robinson, Sue Jeweler, and Betty
Roffman Shevitz are members of the WISER group. The authors’ book,
Smart Kids with Learning Difficulties: Overcoming Obstacles and
Realizing Potential, is published by Prufrock Press. To learn more
about the authors’ current work, particularly their advocacy and
school selection services, please visit
www.WeinfeldEducationGroup.com. |
|
|
