School Psychology in the 21st Century
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Rescooped by Mary Perfitt-Nelson from School Psychology Tech
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15 Apps to Help Students with Dyslexia & Reading Difficulties - NCLD

15 Apps to Help Students with Dyslexia & Reading Difficulties - NCLD | School Psychology in the 21st Century | Scoop.it

Reading is the area in which students with dyslexia struggle the most. Luckily, there are mobile apps that can help with functions like text-to-speech and translation.


Via Kathleen McClaskey, AnnC
Mary Perfitt-Nelson's insight:

Great appps to help!

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Pippa Davies @PippaDavies 's curator insight, August 6, 2013 12:22 AM
Tools for students who struggle with reading.
Luis Vargas's curator insight, August 6, 2013 4:28 PM

Lo que hubiera dado yo por una de estas apps cuando era niño; lástima que en ese entonces sólo daban coscorrones en estos casos

Beth Panitz, Ed.D.'s curator insight, August 7, 2013 4:28 PM

An easy-to-read table of apps. Includes links and descriptions.

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Defining My Dyslexia

Defining My Dyslexia | School Psychology in the 21st Century | Scoop.it
Perhaps I’ve succeeded not despite, but because of, my disability.
Mary Perfitt-Nelson's insight:

"the dyslexic brain, which processes information in a unique way, may impart particular strengths. Studies using cognitive testing and functional M.R.I.’s have demonstrated exceptional three-dimensional and spatial reasoning among dyslexic individuals, which may account for the many successful dyslexic engineers. Similar studies have shown increased creativity and big-picture thinking (or “gist-detection”) in dyslexics, which correlates with the surprising number of dyslexic entrepreneurs, novelists and filmmakers."


"

I believe that scientific evidence and social observation will continue to show that defining dyslexia based solely on its weaknesses is inaccurate and unjust, and places too grim a burden on young people receiving the diagnosis."

 

Great article to wake up to.  Indeed, the strengths have ALWAYS been there.  The problem is, people with testing kits tend to use a form of confirmation bias by focusing on the weaknesses and building programs around "filling the gap".  These programs essentially point out the obvious to the child several times per hour .  How does one deal with having their weaknesses given the spotlight for years on end?  Who can do that?  How can they do that?  We continue to fill our rooms for "emotionally impaired" students who cannot read or write, wondering how to unpeel the layers after 10 years of toxic environments.  

 

We create toxic environments for these creative children when we do not identify and enthusiastically support their strengths.  

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susan koceski's curator insight, May 29, 2013 9:47 PM

This article reminds me of a video that is posted on this page, the Journey into Dyslexia (HBO Documentary), which reviews data that indicates a overwhelming number of entrepreneurs have dyslexia.  most of them say it was because of their dyslexia that they were successful not despite it.   also speaks to the controversy about the label-SLD or Dyslexia.  Many people resent the term SLD as they feel that they are not "disabled" but have a specific medical condition. 

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What makes them tick: Supporting (and encouraging) student's strengths

What makes them tick:  Supporting (and encouraging) student's strengths | School Psychology in the 21st Century | Scoop.it
Mary Perfitt-Nelson's insight:

In my recent scoop from the New York Times entitled "Defining Dislexia" (http://sco.lt/50a4g5)   I read a particularly interesting piece:  

 

"Traditionally, a diagnosis is something devised by distant experts and imposed on the patient. But I believe we must change our understanding of what role we should play in defining our own diagnoses."


It's a funny thing.  The people doing the diagnosing are basing their decisions on scientifc "facts".  Indeed, "facts" are more often proved wrong by science, for one reason or another, over time. Science is more art than the scientists want to believe.  New information over time changes how we understand the world.  


If you want to understand something like dyslexia (or ADHD, for example), you will need to live it; live "with" it or observe it with a keen eye,  firsthand,  and over time.  Only then will you see the gifts that "come with".  They are plenty.


 I have questioned the deficit model with which we view these things for decades.  This view is a straight jacket for the person being observed. It is a 'glass is half empty" approach to a situation in which the school environment is most often a poor match for those things that are the individual's livelihood.  The high-stakes testing and increased requirements for core academic content compound the misery for certain populations of students.  


If your training/experience and expectations from your employer  cause you to grab a Wechsler to understand the student, please consider spending an equal amount of time learning who the student is; what makes them tick; what are they passionate about; how do they spend their free time.  Recommendations should reflect a plan of support that celebrates, supports and encourages the strengths.  After all, this is what will carry them long after they leave the halls of our schools.  

 

 

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