奋斗学习者的策略,第一部分 - 的Old Schoolhouse

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奋斗学习者的策略,第一部分

/ / 家庭学校特殊需要的孩子

学习障碍“God-given”?这是一个有趣的问题。无论您是知道还是仅怀疑您的孩子有学习问题,大多数父母都很难回答这个问题,“What do we do now?” Many options are available, including private tutoring from learning specialists, interventions designed for home use, and partnering with a local school. It is essential that parents make these early decisions wisely and with good counsel. We are fortunate to have as our guest this issue (and next!), Dr. Joe Sutton, a special education consultant, 教育的 diagnostician, and former homeschooler, who will share his best advice and insights with us in a two part series designed just for TOS.

Welcome to 的Old Schoolhouse, Dr. Sutton!

服务条款: You are uniquely qualified to help homeschoolers. You have a doctorate in special education, state and national certifications in learning disabilities and 教育的 diagnosis, and serve 上 the executive board of the national Council for Educational Diagnostic Services. How did you come to have a heart for homeschooling families with struggling learners?

萨顿博士: 1989年,我在弗吉尼亚大学完成了特殊教育的博士学位。我离开UVA后,第一任任命的部委是鲍勃·琼斯大学特殊教育系的教授兼主席,这是我过去14年担任的职位。过渡到BJU之后不久,我的一位同事收到了家庭学校法律辩护协会的通知,邀请教育领域的博士学位专业人士担任家庭学校家庭的顾问和专家证人。我无法完全解释它,但是上帝只是动了我的心来回应。从那时起,我为数百个学习者和患有上帝赋予的残疾儿童的家庭学校提供了教育测试和咨询服务。 1991年,我成立了Exceptional Diagnostics,这是一种教育测试/咨询服务,面向有学习,注意力,行为困难和有天赋的学生。我每年提供评估并向150-200位客户提供咨询,其中80%以上是家庭学生。我最早的客户中有一些家庭为学习困难的学生提供家庭教育。尽管我对那些早年对家庭教育的影响持怀疑态度,但是从那以后,我通过三年一次的评估跟踪了许多残疾的家庭教育学生的进步,并亲眼目睹了上帝可以通过致力于保持对自己父母的控制的父母所能做出的奇迹儿童’通过家庭学校的教育。此外,我开始在大学里对继续接受专上教育(学院)的在家上学的高中毕业生进行研究。 1992年,我和我的同事Rhonda Galloway博士发表了同类研究中唯一的一份,该研究比较了来自家庭学校,私立/基督教学校和公立学校的高中毕业生在大学中的成功率。这一结果在很大程度上受到家庭学校毕业生的青睐。我的妻子和我也对我们三个儿子之一进行了一段时间的家庭教育,并意识到这种教育选择的有效性。上帝通过个人,专业和属灵的经历改变了我的内心和对家庭教育可行性的信念。我坚定地致力于满足学习者和残疾儿童的家庭学校家庭的教育需求。

服务条款: Parents typically suspect something when their child shows learning 挣扎 for extended periods of time. What are some general signs parents can look for which might point to a possible 失能 or impairment in learning?

萨顿博士: In the pre-school years, failure to reach developmental milestones (e.g., crawling 上 all fours, saying 上e-word phrases, saying three-word phrases, following directions, toileting) in a timely manner may be indicators of potential learning 挣扎 to come. Language, both receptive and expressive, is a significant predictor of future learning success, too. Young children who show weaknesses in communication are highly at-risk for various 教育的 disabilities, including learning 失能 (LD). In the early elementary years, children who are slow at developing basic reading skills are also candidates for various disabilities.

的“late bloomer”尽管神话在更大的家庭学校社区中流传,但研究人员现在发现,对于6岁以下的儿童而言,他们对基本的传统阅读指导没有反应,并表现出不准备在该年龄段开始学习阅读的迹象的孩子们-风险。在过去的十年中,我有很多机会为许多青春期的家庭学生提供测试/评估,他们的父母对此大为无根据地认为,如果您的孩子不准备在6岁时开始学习阅读,只是在发展上落后,只需要更多的时间(几年?)来发展。我不’t deny the reality of 大器晚成s, 教育的ly speaking. However, latent development or readiness to learn basic academic skills in young children is not nearly as prevalent as some homeschool proponents suggest and assert. Parents with young children who are struggling to read and acquire other basic academic skills such as spelling and math, should seriously consider testing and evaluation for that child. I would rather err 上 the side of getting testing done in those early years for a struggling learner, and discovering that, indeed, it may well be a developmental issue, than to defer testing and evaluation 上 the assumption that my child MAY be a 大器晚成, 上ly to find out years down the road that I was dealing with a child who had a 失能 or impairment all along. 的gravity of such negligence is far-reaching in its effects 上 the child. 的truth is, parents can re-cover money spent 上 testing and assessment, even if the testing results in no diagnosis of 失能, but they can never re-capture lost years of instruction. Other symptoms of students who may have potential disabilities such as LD, particularly students who are approaching upper primary and middle-school years, are impulsivity, hyperactivity, inattention, memory recall 困难, perceptual 困难, clumsiness, lack of coordination, and immaturity.

这时最好弄清楚我们学习的意思“disability.”几乎所有学生都在学习“difficulties” (or “struggles” or “problems” or “challenges”)在他们的K-12岁期间一次或一次。那’是自然的。但是学习“disability” is a condition defined in federal law, which means that a student has average to above-average intelligence, yet is underachieving in at least 上e academic area, which is due primarily to a cognitive processing disorder (i.e., input-output of information processing through visual and/or auditory processing channels of the brain). 关于 5-6% of the school-age population will have specific learning disabilities. A learning 失能 can 上ly be confirmed through a comprehensive evaluation (called “psychological” or “psychoeducational” or just “educational” evaluations) 通过 a qualified examiner. 的homeschool community will have its share of LD students.

服务条款: 通过对孩子的个人观察和经验知识’的学习,加上关注和怀疑,父母可以在哪里寻求专业帮助?

萨顿博士: 再次,只有通过专业的测试和评估,才能证明和记录儿童的残疾。因此,家庭学校的父母将需要合格的审查员的服务。一种不明智的选择是请当地公立学校的帮助。通过公立学校,联邦法律(第105-17号公共法,《残疾人教育法》)保证了对所有学生的免费考试/评估。根据联邦法律,即使是来自传统私立学校和家庭学校的学生,也有资格通过公立学校进行免费测试/评估。但是,HSLDA提醒父母不要使用这项免费的,政府资助的服务。危险集中在被称为“legal entanglement,”根据HSLDA律师Scott Somerville的说法。我们知道,家庭学校的父母总体上不希望公共教育者现在或将来要求其子女拥有任何所有权。如果家庭学校的父母将孩子委托给公共教育者提供免费测试服务,却拒绝来自同一教育者的子女的指示(即公共教育),则有些人会认为这是矛盾的或两心的。在确保专业测试服务方面,对家庭学校父母的最佳建议是找到合格的私人检查员并亲自承担费用。 HSLDA维护一份合格的审查员清单,并将此清单提供给成员家庭;但是,名单很短,许多父母可能需要寻找更多本地专业人士。在我的《策略》一书中,我列举了父母需要确保的五(5)个资格,以确保他们聘用的任何考官。必须拥有正确的证书,但是考官的哲学取向也同样重要。具有自由思想的博士学位。如果学习者最终指责或煽动父母对父母的疏忽/虐待,或者试图说服父母停止并制止其继续进行家庭教育,则认为审查员最终会指责家庭教育会危害(或继续伤害),这对学习困难的家庭学校几乎没有用处。 ,或可能伤害孩子)。

服务条款: 家庭学校的父母在寻找专业考官时应具备哪些资格?

萨顿博士: 我确定了家庭学校家庭诊断医师的五项基本资格。父母必须提出以下问题并得到答案:(1)考官是一位相信圣经的基督徒,还是至少信仰保守的人? (2)尽管可能对您的孩子做出任何诊断,但检查员是否对家庭学校友好或至少对家庭学校持中立态度,是否愿意和/或对家庭学校的想法持开放态度? (3)考官是否具有高级学位,即硕士 ’学位,最好是博士学位? (4)审查员是否持有国家许可证/证书,最好是国家证书? (5)审查员是否是专业组织的成员,这是她/她处于研究认为最适合挣扎儿童的最前沿的良好指标,例如全国特殊儿童委员会。实际上,很少有考官符合所有这五个标准。许多(如果不是大多数)临床医生是世俗公共教育系统的仆人。有时,家庭学校的父母要么必须开车很长一段距离才能与合格的考试员联系,要么他们必须与其他本地家庭学校家庭合作并与检查员签约进行现场测试。

服务条款: 下期,我们’ll pick up where we left off and get into more specifics for helping out struggling learners. Thanks for spending some time with 的Old Schoolhouse!

以应该走的方式训练孩子,当他长大时,他不会离开。 -箴言22:6
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