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Specific breakdowns in learning manifest themselves in observable phenomena. Observable phenomena are behaviors that are seen every day - both in the classroom and at home. For example, students may have trouble finding words to express their ideas or have difficulties with handwriting because of poor muscle control. Such behaviors may or may not show up in a formula or in a series of test scores, but observable evidence proves they exist.
By becoming aware of the critical observable behaviors of students in a content area or at a grade level, educators will be better able to recognize and attend to learning breakdowns. As such, third grade teachers watch for language processing breakdowns as children read aloud, while high school physics teachers look for classroom behaviors that indicate problems with non-verbal concept formation, and athletic coaches pick up on sports performances that relate to both muscle and memory difficulties.
Looking for observable phenomena is a model that avoids labeling students, classification, and loss of individual richness. Labels on students can be reductionistic, pessimistic, and can become self-fulfilling prophecies. Instead, the focus is on labeling the phenomena. This model is much more precise, specific, and less stigmatizing.
Description over classification is favored, without any categories, without any labeling. In an effort to support students and to find more effective solutions to their problems, the phenomena, the profile, the breakdowns, the strengths, and the affinities are the focus.
 Read About A Neurodevelopmental View
Read About the Profile
Read About Recurring Themes
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