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[ Thread ][ Subject ][ Author ][ Date ]kprs
Sat, 01 Feb 1997 08:34:16 -0800
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My knowledge of the variety of LD'nessess is mostly from the heart and
gut. We have an Emotionally Disturbed contained program in our school
as well as a Multiple Handicapped program. (and I once taught at another
school with deaf students). The art department has always welcomed them
into are classes (HS), and they have been mainstreamed in. We have
always treated them as just artists making art, and have been pleased
with their responses to that notion. In their contained classes they
are reminded of their "handicap" and what they must do to compensate, in
art class they are reminded that they have something to say and art is
one way to say it. (I have always felt that we are all emotionally
disturbed but most of us go unnoticed because of our social skills
developed quite young). These students run the gamet of intelligence,
creativity, and originality. Yes, perhaps there is a greater percentage
of artists in the bunch, but a majority of that art is "stuck" in one
place, and takes a great amount of work to move it to the next level.
Sometimes the student welcomes that work, mainly the art is a release,
and solace. And let me add that I am not saying that is a bad thing.
But violent, sinister, images that are repeated over and over, do not a
good portfolio make. My next problem then become when they enter art
school (and I have "gotten" LD students into art school). They are
alone in the sense that there are no follow-up, aftercare programs.
LD'nessess are not "cured" (at least as far as I know). My personal
story is that I married a dyslexic, who all through elementary school
was considered dumb (they kept him back, got him glasses etc), and
barely made it through high school, went on to college because his
parents goaded him into it, barely made it through that experience,
although he was marked as having unsual skills, and to make a long story
short, is a research scientist at a top pharmaceutical company, and is
P.S. I do not proport to add the MH and AH kids in the same "group" as
the ED. As I explain to the "regular" kids before a MH or AH kid enters
the program: We are all cars off of an assembly line, with limited
choice of our "models". If our Dad is a Mercedes and our Mom a
Volkswagen beetle, then perhaps we come out a Jetta, but none the less,
we are intact. Some of us when coming off the line are crumpled, or
perhaps we are accidently driven off into a piling in the plant and are
squished in an area. BUT our MOTORS are fine, and we can still get
around, so it is with the MH and AH designations, their outsides are
perhaps noticeably impacted but their "motors" or "intelligences, heart,
soul" are fine.
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