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Too many kids struggle and fail needlessly simply because
the way in which they learn is incompatible with the way they’re being taught.
Schools are filled with kids who give up on themselves, are convinced they’re
"losers," and conclude they’re just dumb. It’s painful—for the student, teacher,
and parent who may be unaware that the "wiring" of that child’s brain simply is
not in synch with the demands and expectations of the situations at hand.
Telling a student "you can do better" doesn’t help, particularly when he’s
doing his best or has done his best to no avail. Punishing him for an inability
to complete a particular task in a particular way, similarly, is ineffective.
Yet these types of responses to those highly vulnerable kids are common.
Having insight into the specific nature of the breakdown is critical to creating the appropriate set of solutions to remedy or work around the particular situation. Does this kid have a memory problem? And what about his memory seems to be causing the problem?
We must look carefully at each of the functions of the brain that affects the ways a student learns as well as performs in school—functions such as memory, language, and attention, neuromotor functions, social cognition, and higher order cognition—being able to solve problems, or think critically. Finding precisely where the breakdown is occurring when a student is falling behind begins with the teacher, parents, clinicians and the student himself working together to create a neurodevelopmental profile—a kind of balance sheet that accounts for the student’s strengths and weaknesses. Once this is identified, a highly individualized plan can be developed.
Every plan starts with "demystification," a process that teaches the student all about his or her strengths and weaknesses. This empowering and respectful process makes kids part of the solution, helps them to feel better about themselves as well as appreciate individual differences in general. It also sets the stage for introducing bypass strategies or direct interventions.
Bypass strategies are methods designed to help a child work around a particular problem. Imagine asking a student with average to strong organizational and creative skills but poor handwriting skills to draft an essay by hand. The result, more than likely, will be frustrating and disappointing for everyone involved. Allowing that student to use a keyboard, in effect "bypassing" the motor problem will, more than likely, lead to success.
The kinds of dysfunctions that affect a six-year old are profoundly different from those that impair the progress of an eighth grader. Just think about how differently an inability to summarize a chapter, take notes, or manage one’s time would impact a high school student versus a second grader, for example. Essentially, this means that it’s quite possible to experience a learning problem during one school year while succeeding earlier or later on. It also means that sooner or later most kids will encounter a learning situation for which they are not optimally wired.
We also know that as adults we’re allowed, if not encouraged, to practice our brain’s specialties. Yet we expect school-aged kids to be rather good at everything. This expectation can have traumatic effects on students. It is critical, therefore, in an effort to preserve and protect these kids’ minds, that we adopt a developmental perspective when evaluating a student’s strengths and weaknesses.
Helping kids get better and better at what they are good at makes a lot of sense. After all, in the adult world it’s the strength of your strengths not the weakness of your weaknesses that really counts.
Similarly, taking advantage of a student’s special interests can both motivate as well as help through or around a learning impasse. For example, reading about something that excites you can help enhance reading skills. The same can be said for writing, remembering information, and for concentrating.
We must not only recognize these strategies as practical, but apply them widely in an effort to help kids achieve their potential.
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