My 2 daughters and I have much in common with Jim's story of his and
his children's history of the school system. The difference is in
the results. We have 2 and waiting to see if it's 3 dropouts.
I too am an undiagnosed dyslexic (mirror image) and totally visual,
cannot memorize sequences. I struggled with this all through school,
excelled in art and dropped out of 11th grade.
When I had kids I knew what I was looking at in my younger daughter.
I had no problem teaching her alphabet and numbers. We played
games with them like throwing the stack of flash cards in the air
and having her crawl around finding the one I wanted. When she
brought the right one she'd get tickled. My Husband saw that and
made me stop, saying that the school wouldn't do that so I was
ruining her for school. (He had been a straight A student)
The older daughter has an IQ of 169.
They are now 20 and 18. Here are the results of their schooling
The older one's IQ was discovered in second grade. Every time she
began to do well in a class they bumped her up a grade in that
course. Consequently they had her always frustrated that she
couldn't get past a B. Her school record now shows that she was a B
and C student with no mention of the fact that these were all 2
grades ahead classes. She dropped out.
The other daughter has an IQ of 99 and nothing so wrong with her
that a swift kick in the pants wouldn't have fixed. She learned
early that if she put up a fight when she was challenged they would
hand her the grade. They now have 'special' classes for each kind of
'difficult' student, her's is called 'content mastery' where they
hand her the answers, the grades and push her on through. They call
that 'social promotion'. She is going to graduate this May.
My theory on these learning disabilities and their growth rate is
that there are no more of them than there were 30 years ago when
they first began coming to light. Few are real and difficult, even
left-handedness used to be considered a problem (and Wrong). I think
that the real problem is trying to 'box' and 'quantify' to
'standardize' children and learning. This method promotes only the
kids who happen to learn by rote and relagates all others to
'special' The truth is that we ALL have different ways of learning
and by differing degrees per sense. ie: Some are more visual, some
are audial, some are kinetic and each by varying degrees therein.
If schools would simply allow for 'creative teaching styles'
employing the sensory experience to it's fullest and spend more
energy motivating rather than threatening (a BAD grade). I think
the number of 'special classes' and medicated students would sharply