web analytics
November 21, 2014 / 28 Heshvan, 5775
At a Glance
Sections
Sponsored Post
IDC Herzliya Campus A Day on Campus

To mark IDC Herzliya’s 20th anniversary, we spent a day following Prof. Uriel Reichman, IDC’s founder and president, and Jonathan Davis, VP for External Relations, around its delightful campus.



Test Him Before He Fails


Schonfeld-logo1

Parents often bring children into my office when they are already failing several subjects in school. These students are dejected, frustrated and often depressed. They believe that because of their past performance, they will never succeed in school. It is not strange that constant effort and subsequent failure have taught these students to believe that failure is their only option.

Recent advances in the way educators assess learning disabilities can prevent children from feeling this pervading sense of futility. This new initiative, called “Response to Intervention” (RTI) is helping educators recognize learning disabilities before the children have a chance to struggle.

Professor Lynn Fuchs, a special education professor at Vanderbilt University, explains that the traditional way to find out which children need help is to test those who are failing. She continues, “But research shows that failure can lead to depression, and that can make improvement in school very difficult.” To combat this problem, some educators and schools are implementing RTI and helping parents and teachers identify problems much earlier.

Perhaps the most important element of RTI is universal screening, which means everyone gets tested regardless of their scores or perceived aptitude. This allows educators to catch potential struggles without forcing the child to fail first.

What is Response To Intervention?

Screen: The first step in RTI is the screening process. In other words, RTI involves administering a series of short, comprehensive tests that have no bearing on the standard curriculum. Rather, these tests are used to determine whether a child might have difficulty responding to the core curriculum as traditionally delivered in the regular classroom. These tests determine which children are academically “at risk” or might have undiagnosed learning disabilities. The downside of these tests is that they may produce many false positives for “at risk” children.

Teach: The next step is ensuring that the regular classroom teaching is research-based and field-tested. Trained and qualified teachers should administer this curriculum. Intervene: In addition to the regular curriculum, children who are determined to be “at risk” during the screening process should be provided enhanced opportunities to learn, including additional time with the core curriculum, small group lessons, and other supplementary instruction.

Probe: Given that children who are identified as at-risk are provided with extra instruction, their progress in essential skills must be monitored to ensure that this instruction is sufficient and effective. Short, frequent assessments that test specific skills help teachers understand the usefulness (or lack thereof) of the instruction provided.

Chart: Based on the probes above, a specialist should create a chart that provides a visual record of the rate of gain in specific skill areas that lead to a specified goal. Because the goal of intervention is to help the child improve his skills, this chart helps indicate whether the intervention is working.

Adjust:After several sessions and charts, the educator should evaluate in what ways the intervention is successful and in what ways the intervention is failing. Adjustments should be made in both directions, pumping up the successful methods and skills and reworking the unsuccessful ones.

Potential Learning Disabilities Aided Through RTI Visual Processing Disorder:

A visual processing (or perceptual) disorder refers to an inability to make sense of information absorbed through the eyes. This does not mean that the child has trouble with sight and needs glasses; rather it involves difficulty processing the visual information in the brain. Reading and math are two areas that can be severely affected by visual processing disorder because these subjects rely heavily on symbols (letter, numbers, signs). Some indications of visual processing disorders are:

Spatial Relation: Distinguishing the positions of objects in space. For reading, confusion of similarly shaped letters such as “b” and “d“ or “p” and “q” can be attributed to a problem with spatial relation. In addition, for many math problems, the only cues are the spacing and order between the symbols. For instance, for the problem “13 + 6,” the child must be able to recognize that 13 is one number rather than two distinct numbers (1 and 3) and recognize that the “+” is between the 13 and the 6. While this is automatic for many people, these activities presuppose an ability and understanding of spatial relationships.

Visual Discrimination: Differentiating objects based on their individual characteristics such as color, form, shape, pattern, and size. Another element of visual discrimination is recognizing shapes as distinct from their background. When dealing with reading and math, difficulties with visual discrimination can lead to trouble with charts, graphs, or recognizing letters on the chalkboard. Books that force children to “find the object,” such as “Where’s Waldo?” might be impossible for children with visual processing disorder.

Visual-Motor Integration:This requires the combination of visual cues to guide movements. Children who have deficits in visual-motor integration are often seen as clumsy or awkward because they have a hard time figuring out where their body is in relation to other objects. They miss their chairs and drop objects on the floor because they miscalculate the distance between the object and the surface they are trying to put it on. This lack of integration can lead to problems with writing and organization. In addition to these academic impacts, a lack of visual-motor integration can cause problems in children’s lives both socially and athletically.

Dyslexia

The National Institute of Health defines dyslexia as characterized by difficulties with accurate or fluent word recognition, and by poor spelling and decoding abilities. Dyslexia is a learning disability that is neurological in origin and often runs in the family. Children with dyslexia experience trouble reading when taught through traditional instruction.

Though the symptoms of dyslexia manifest themselves in different ways depending on the age of the child, some common symptoms for a kindergartener through fourth grader are:

· Difficulty reading single words that are not surrounded by other words. · Slow to learn the connection between letters and sounds. · Confusion around small words such as “at” and “to,” or “does” and “goes.” · Consistent reading and spelling errors, including: § Letter reversals such as “d” for “b.” § Word reversals such as “tip” for “pit.” § Inversions such as “m” and “w” and “u” and “n.” § Transpositions such as “felt” and “left.” § Substitutions such as “house” and “home.”

Children with dyslexia are often well-adjusted and happy preschoolers. However, research shows that they begin to experience emotional problems during early reading instruction. Over the years, their frustration mounts as classmates surpass them in reading skills. Often, these children feel that they fail to meet other people’s expectations. Teachers and parents see a bright child who is failing to learn to read and write and assume that he is simply “not trying hard enough.”

The Bright Side

If children are universally screened, there is no significant danger that they will be classed as “not trying hard enough” or “lazy.” Rather, adjustments can be made to make sure that these children can reach their potential. That’s exactly what RTI is for!

An acclaimed educator and education consultant, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at rifkaschonfeld@verizon.net. You can visit her on the web at rifkaschonfeldsos.com.

About the Author: An acclaimed educator and education consultant, Mrs. Rifka Schonfeld has served the Jewish community for close to thirty years. She founded and directs the widely acclaimed educational program, SOS, servicing all grade levels in secular as well as Hebrew studies. A kriah and reading specialist, she has given dynamic workshops and has set up reading labs in many schools. In addition, she offers evaluations G.E.D. preparation,, social skills training and shidduch coaching, focusing on building self-esteem and self-awareness. She can be reached at 718-382-5437 or at rifkaschonfeld@verizon.net. Visit her on the web at rifkaschonfeldsos.com.


If you don't see your comment after publishing it, refresh the page.

Our comments section is intended for meaningful responses and debates in a civilized manner. We ask that you respect the fact that we are a religious Jewish website and avoid inappropriate language at all cost.

If you promote any foreign religions, gods or messiahs, lies about Israel, anti-Semitism, or advocate violence (except against terrorists), your permission to comment may be revoked.

No Responses to “Test Him Before He Fails”

Comments are closed.

SocialTwist Tell-a-Friend

Current Top Story
Colleagues of the hanged Arab bus driver whose death continues to be referred to as murder despite autopsy finding of suicide. These are Arab drivers of Egged buses, claiming they suffer discrimination by Israelis.
Arab Pathologist Singing New Tune: Murder (By Jews) Not Suicide
Latest Sections Stories
Astaire-112114-Horse

There were many French Jews who jumped at the chance to shed their ancient identity and assimilate.

L to R: Sheldon Adelson, Shawn Evenhaim, Haim Saban

As Rabbi Shemtov stood on the stage and looked out at the attendees, he told them that “Rather than take photos with your cellphones, take a mental photo and keep this Shabbat in your mind and take it with you throughout your life.”

South-Florida-logo

Yeshiva v’Kollel Bais Moshe Chaim will be holding a grand celebration on the occasion of the institution’s 40th anniversary on Sunday evening, December 7. Alumni, students, friends and faculty of the yeshiva, also known as Talmudic University of Florida, will celebrate the achievement and vision of its founders and the spiritual guidance of its educational […]

South-Florida-logo

The yeshiva night accommodates all levels of Jewish education.

Recently, Fort Lauderdale has been the focus of international news, and it has not been about the wonderful weather.

Rabbi Sacks held the position of chief rabbi of the United Hebrew Congregations of the Commonwealth for 22 years until September 2013.

The event included a dvar Torah by student Pesach Bixon, an overview of courses, information about student life and a student panel that answered frequently asked questions from a student perspective.

It is difficult to write about such a holy person, for I fear I will not accurately portray his greatness…

“Grandpa,” I wondered, as the swing began to slow down, “why are there numbers on your arm?”

So the real question is, “How can we, as hosts, make sure our guest beds are comfortable?” Because your guests will never say anything.

It was a land of opportunity, a place where someone who wasn’t afraid of a little hard work, or the challenges of adapting to a different climate and culture, could prosper.

Rule #1: A wife should never accompany her husband to hang out with his buddies at a fantasy football draft. Unless beer and cigars are her thing, that is.

There are many people today with very little training who put out shingles and proclaim themselves to be marital coaches, shalom bayis helpers, advisers etc.

The two World Series combatants, the Kansas City Royals and the San Francisco Giants, were Wild Card teams (meaning they didn’t win their respective divisions) that got hot at the right time.

More Articles from Rifka Schonfeld
Schonfeld-logo1

Do you love your children? Of course, who doesn’t? Maybe I should rephrase the question: Do your children feel that you love them?

Schonfeld-103114

“Without a high school diploma, you couldn’t work as a garbage collector in New York City; you couldn’t join the Air Force. Yet a quarter of our kids still walked out of high school and never came back.”
– Amanda Ridley

Avromi often put other people’s interests before his own: he would not defend people whom he believed were guilty (even if they were willing to pay him a lot of money).

Social disabilities occur at many levels, but experts identify three different areas of learning and behavior that are most common for children who struggle to create lasting social connections.

Brown argues that this wholehearted living must extend into our parenting.

This is an important one in raising a mentsch (and maybe even in marrying off a mentsch! listening skills are on the top of the list when I do shidduch coaching).

Children with dyslexia or dysgraphia frequently have problems in social relationships.

Printed from: http://www.jewishpress.com/sections/family/parenting-our-children/test-him-before-he-fails/2012/06/15/

Scan this QR code to visit this page online: