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Joan Lash Treland, forerunner in identifying and remediating students with learning disabilities, focuses on a rarely discussed issue: high ability students who achieve at lower than expected levels. By identifying gifted, successful persons in fields ranging from science to politics, Joan begins the exploration of problems that deprive society of the benefits that the gifted underachievers should be contributing to our world. Joan examines the research into dyslexia, plus low performance not related to other handicapping conditions and brings the need for educators to delve into the necessity of identifying and remediating the physical, social, and psychoeducational conditions that cause individuals with great promise to lead lives of low to mediocre performance. In addition to the valuable organization of research, Joan's work makes public an often ignored waste of talent by educators and society as a whole. Highlighting this issue provides educators with an opportunity to find a societal/educational "fix" to a little understood, but serious problem. In her thesis regarding the learning issues that too often define an individual's ability to contribute to society, Joan Treland has examined the contributions and learning problems overcome by eminent individuals including Thomas Edison, Winston Churchill, Auguste Rodin, George S. Patton, William James, Hans Christian Anderson, Eleanor Roosevelt, Gamal Abdul Nasser, Katherine Mansfield, Albert Einstein. The gifts of these "learning challenged," dyslexic geniuses have brought the world advances in science, beauty, understanding of the mind, and overcome threats to world peace. Ironically, each of these individuals suffered from the shame of learning in a different way, viewing the world through a different perspective. By focusing on the abilities and challenges of these gifted individuals Joan Treland presents an alternate view of learning and teaching to the strengths of the individual students. Educators and those in charge of public policy should read this wake-up call to a society that consistently wastes its most valuable resource: the ignored, gifted, and underachieving student. Dyslexia, depression, and lack of motivation frequently prevent talented young people from contributing to our society at the high level that should be expected given their overlooked talents. Joan Treland gathered the research-now parents, educators, and the political leaders must act.
The three-volume Encyclopedia of Giftedness, Creativity, and Talent presents state-of-the-art research and ready-to-use facts from the fields of education, psychology, sociology, and the arts.
An incredibly reassuring approach by two physicians who specialize in helping children overcome their difficulties in learning and succeeding in school For parents, teachers, and other professionals seeking practical guidance about ways to help children with learning problems, this book provides a comprehensive look at learning differences ranging from dyslexia to dysgraphia, to attention problems, to giftedness. In The Mislabeled Child, the authors describe how a proper understanding of a child's unique brain-based strengths can be used to overcome many different obstacles to learning. They show how children are often mislabeled with diagnoses that are too broad (ADHD, for instance) or are simply inaccurate. They also explain why medications are often not the best ways to help children who are struggling to learn. The authors guide readers through the morass of commonly used labels and treatments, offering specific suggestions that can be used to help children at school and at home. This book offers extremely empowering information for parents and professionals alike. The Mislabeled Child examines a full spectrum of learning disorders, from dyslexia to giftedness, clarifying the diagnoses and providing resources to help. The Eides explain how a learning disability encompasses more than a behavioral problem; it is also a brain dysfunction that should be treated differently.
First Published in 2000. The education of gifted and talented children is attracting increased interest and attention in schools, LEAs and within government. A widely accepted critical aspect of talent development has until now remained under-represented: namely that the principal factors underpinning all learning are social and emotional ones. This book addresses the complex relationship between intellectual, social and emotional development that is necessary for high achievement and personal fulfilment. The contributors aim to provide relevant practical guidelines for secure and confident learning for pupils that will support teachers, parents and others wishing to help translate potential into performance.
Reveals how dyslexia can be related to high levels of intelligence, and offers a plan that anyone with dyslexia can use to conquer the common disability
According to West, creative visual thinkers (many of whom have had difficulty with verbal skills), aided by computers, will be at the forefront of innovation in a dramatically changing society.
The revised, updated, and expanded edition of the classic in the category. This book outlines a unique and revolutionary program with a phenomenally high success rate in helping dyslexics learn to read and to overcome other difficulties associated with it. This new edition is expanded to include new teaching techniques and revised throughout with up-to-date information on research, studies, and contacts.
“A success story . . . proof that one can rise above the disease and defy its so-called limitations on the brain.”—Daily Beast Despite winning the Pulitzer Prize for Poetry in 2008, Philip Schultz could never shake the feeling of being exiled to the "dummy class" in school, where he was largely ignored by his teachers and peers and not expected to succeed. Not until many years later, when his oldest son was diagnosed with dyslexia, did Schultz realize that he suffered from the same condition. In his moving memoir, Schultz traces his difficult childhood and his new understanding of his early years. In doing so, he shows how a boy who did not learn to read until he was eleven went on to become a prize-winning poet by sheer force of determination. His balancing act—life as a member of a family with not one but two dyslexics, countered by his intellectual and creative successes as a writer—reveals an inspiring story of the strengths of the human mind.
We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.