Here’s an excerpt from our first post:

There’s a misconception among many in the field of education about special education.  To many, “learning disabled” means “unable to learn,” or “limited learning capacity.”  The focus is on the “dis” part of “disabled” instead of the ability part.  They ask the wrong questions:  “how smart is he?” rather than “how is he smart?”   

We’re all guilty of this to some extent, and the result is that in more cases than not, the special education classroom is one where the learning is “dumbed down” and expectations are too low to inspire growth.

When this happens, our students become dependent on us for learning and information rather than independent thinkers.  When we lower our expectations because of assumptions about learning capacity or processing strengths, the kids learn not to think hard, think deeply, or use their strengths. 

Parents and teachers who are interested in more than teaching reading are invited to take a look.  We welcome your comments.

Related posts:

1. Hearing the story in your head: The role of expressive reading
2. Autism and hyperlexia, part 1: Anaphoric cuing?
3. Autism and hyperlexia, part 2: Helping Bobby read