“Humiliation Protection” Affects Coping Skills The number one step in effective support of students with learning diff

1. LEARNING STRENGTHS PROJECT • “Humiliation Protection” Affects Coping Skills • The number one step in effective support of students with learning differences/disorders • The student must feel entirely safe from humiliation and its lethal effects • excessive negative comments • conspicuous negative comments • policies that openly expose or stigmatize • Negative practices result in serious complications • behavioral • motivational • affective • …AND THEY DON’T WORK! Diana Browning Wright, DCS 2002

2. LEARNING STRENGTHS PROJECT • A form of educational care-giving (see Mel Levine M.D., references) • Acknowledges and Understands • strengths • weaknesses • affinities • Does not seek to “cure” • Does not seek to radically alter the students’ characteristics • Learning Strengths Project Components Diana Browning Wright, DCS 2002

3. LEARNING STRENGTHS PROJECT Learning Strengths Project Components: 1. Learning Strengths Seminars • Group Demystification • Classroom Follow-up 2. Learning Strengths Portfolio Development • Connecting group and individual learning strengths work 3. Learning Strengths Conferences 4. Ownership Demonstration: Asking For & Analyzing My Accommodations/ Modifications Diana Browning Wright, DCS 2002

4. LEARNING STRENGTHS SEMINARS All Learners Variability +/- Dysfunction Disability Handicap Developmental Functions 1. Attention 2. Simultaneous/Sequential Processing 3. Memory 4. Language 5. Higher-Order Cognition 6. Motor 7. Social Skills Synchronized interplay of these functions lead to successful learning. COMPONENT ONE: Teach about learning Diana Browning Wright, DCS 2002 Mel Levine, M.D.

5. LEARNING STRENGTHS PROJECT COMPONENTTWO: Learning Strengths Portfolio & Classroom Follow-up Demystify through group acknowledgement • Use small groups (when possible) • Include students without known learning problems (when possible). • They often reveal their own struggles which is very helpful for students with difficulties. Diana Browning Wright, DCS 2002 Mel Levine, M.D.

6. LEARNING STRENGTHS PROJECT COMPONENTTWO: Learning Strengths Portfolio & Classroom Follow-up (continued) • Hold multiple sessions, can be small doses. • Formats • Students complete questionnaires (such as after a test, Attention Cockpit, Anser System). Students often discuss responses individually with teacher, or in groups if the classroom climate is conductive. • Students read from a text about learning or learning disorders (such as Keeping a Head in School or All Kinds of Minds or The Mind that is Mine). Then discuss individual chapters and their personal relevance. • Students read and discuss case studies, making suggestions • Students write and discuss their own autobiographical “case studies” (e.g., “My Career in School). Diana Browning Wright, DCS 2002 Mel Levine, M.D.

7. LEARNING STRENGTHS PROJECT COMPONENTTHREE: The Learning Strengths Conferences, one-to-one meetings with staff • Conducted with the student on a one-to-one basis • Explains the students’ strengths and demystifies the weaknesses Diana Browning Wright, DCS 2002 Mel Levine, M.D.

8. LEARNING STRENGTHS PROJECT COMPONENTFOUR: Ownership of Bypass Strategies - Teach Students to Ask for Accommodations • Input Accommodation/Modification Strategy: Alter presentation of information to the student • Output Accommodation/Modification Strategy: Circumvent or modify productionfrom the student Diana Browning Wright, DCS 2002 Mel Levine, M.D.

9. LEARNING STRENGTHS PROJECT COMPONENT FOUR: Ownership of Bypass Strategies - Teach Students to Ask for Accommodations • The need for the bypass strategies should be well understood by the student. • Bypass strategies should be utilized in such a way that they are not embarrassing and do not imply any disrespect or “writing off” of the student. • One can “charge a price” for a bypass (e.g., suggesting a student read an extra book in exchange for reduction in length for a written report). • The entire class should know that bypass options are available to everyone who really needs them. (Everyone is entitled to a special program for their area in need of improvement, to help improve a skill). Never tolerate the teasing of a student who is receiving accommodations. Diana Browning Wright, DCS 2002 Mel Levine, M.D.