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Learning Disabilities Clarified: Learning is a Skill PDF Print E-mail
Written by Dr. Jan Strydom (MA, HED, DEd)   
Wednesday, 10 March 2010 08:20

The subject of this discussion, that learning is a skill, is apparently one of those ideas that are generally regarded as self-evident. Most people, however, do not seem to realize the implications involved.

Before continuing, I wish to explain what is meant by the term learning in this discussion. After all, the term learning is used in many different types of situations. There are instances where learning takes place without any skill being involved on the part of the learner. For example, when I walk into an unfamiliar room and hit my foot against a step which I did not see, I will have learned something, namely to be more careful next time I enter that room. However, this act of learning, which happened quite unintentionally, occurred without any skill on my part. There will also be very little difference between the speed and effectiveness with which different people will learn to evade this step. For most people, one encounter, or at the most two, will be sufficient.

However, when I learn history or algebra, or a foreign language, or how to play chess, or how to operate a lathe, then it is a different matter altogether. Now there is definite deliberation and consciousness of purpose involved, which was absent in the other example. At the same time there is also wide discrepancy in the effectiveness with which different people will be able to master whatever they wish to, or have to, learn. For example, one person will be able to learn to speak a new language within one year, while another will not be able to do the same in ten years. This discrepancy is frequently explained in terms of intelligence. If this explanation does not apply, i.e. if a child of obviously good intelligence is not able to learn according to expectations, a second explanation is put forward: it is then said that the child has a learning disability.

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Audiblox: Little Blocks Make a Big Difference PDF Print E-mail
Written by Christine Field   
Wednesday, 10 March 2010 08:10

Can playing with colorful blocks help your child's learning difficulties?

Yes, according to the people at Audiblox, an intriguing system of cognitive exercises to develop foundational learning skills. Students work on patterning with blocks, which helps develop a myriad of foundational skills, such as concentration, perception, visual and auditory discrimination, and memory. Other techniques, such as paper crumpling and beanbag tossing, round out this interesting program.

Our guest is Barb Little, United States and Canadian representative for Audiblox.


TOS: Tell us how Audiblox was invented.

Barb: The Audiblox program was actually developed as a reading readiness program. Dr. Jan Strydom of South Africa designed a series of cognitive training exercises to help his preschool children prepare for school. Later when working with kids with learning disabilities, he discovered that these same exercises were excellent in helping students overcome their difficulties.

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Zen and the Art of the Glass Family in J.D. Salinger’s Short Stories PDF Print E-mail
Written by Paul Thompson   
Tuesday, 09 March 2010 10:26

While J.D. Salinger is best known for his 1951 classic The Catcher in the Rye, his own favorite works center on a family of brilliant, reclusive, unorthodox former child prodigies known as the Glasses. (Think Royal Tenenbaums, only with vaudeville performers for parents.) Through these short stories, Salinger not only fleshes out his most cherished creations, but also elaborates on his relationship with Zen Buddhism, which he studied for decades. Following these stories through the years demonstrates a gradual refinement in Salinger’s approach to spirituality, which transitions from being highly physical to highly abstract.

In "A Perfect Day for Bananafish," which was first published in 1948, Salinger introduces Seymour Glass, the oldest and most likeable of the Glass siblings. While relaxing on a Florida beach for his honeymoon, Seymour befriends a young girl named Sybil, whom he entertains with jokes, conversation, and good ol’ fashioned frolicking. On their last day together, Seymour tells her a story about a fantastical, greedy creature called a "bananafish" that lives (in a pineapple?) under the sea. As the story goes, these fish swim into holes, stuff themselves silly with bananas until they’re too big to escape, and tragically die of "banana fever." An effective tale for endearing oneself to a four-year old, yes, but the fact that Seymour then goes back to his hotel and shoots himself gives us a bit more pause for thought than if the day ended with, say, a picnic.

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