Elizabeth Wadlington

Helping Students With Mathematical Disabilities to Succeed

Teachers and parents are often perplexed when an intelligent student performs poorly in mathematics. Research tells us that this is often due to math disability, otherwise known as dyscalculia. The authors define dyscalculia and describe its major subtypes. Also, the authors describe characteristics of dyscalculia and explain why dyscalculia is difficult to assess and identify. In addition, the authors explore language difficulties, math anxiety, and other factors that may cause poor mathematical performance. They also discuss quantitative and qualitative mathematical learning styles and their effects on math performance. Last, the authors explain proven successful intervention strategies that teachers can use to help students with dyscalculia to succeed in mathematics.

The Dyslexia Simulation: Impact and Implications

Many students with reading difficulties have a specific learning disability called dyslexia, which is neurobiological in origin and characterized by problems with spelling, decoding, and accurate/fluent word identification, negatively impacting vocabulary growth and comprehension. Consequently, the role of the insightful teacher is critical in working with students with dyslexia. Often, however, well-meaning teachers do not recognize dyslexia and have limited understanding of its symptoms. In an effort to facilitate awareness for teachers and teacher candidates, the authors regularly conduct a dyslexia simulation based on Put Yourself in the Shoes of a Dyslexic (Northern California Branch of the International Dyslexia Association, 1989) for university students. Collecting three years of surveys administered to both undergraduate and graduate education students, this article explores the themes that overwhelmingly indicate the positive impact the dyslexia simulation has on the participants.

Math Instructional Practices within Preschool/Kindergarten Gifted Programs

Math instructional practices/materials utilized by teachers in early childhood programs for gifted three-, four-, and five-years have been discussed in this article. Information was collected for a study that examined specific math practices utilized by teachers in gifted preschool/kindergarten programs within the United States. Results indicated that most respondents used unstructured activities (e.g., discovery learning, learning centers) in small groups when providing math instruction. Although the teachers exposed the gifted children to concepts generally introduced to older students; they most frequently taught concepts found in traditional early childhood programs. Children were infrequently exposed to concepts/materials pertaining to time and measurement even though research has indicated that young gifted children often possess advanced capabilities in these areas.

Effective Language Arts Instruction for Students With Dyslexia

Elizabeth Wadlington teaches graduate and undergraduate reading courses at Southeastern huisiana University. ichael was eleven and in the fourth M grade. Until this year he possessed a sunny disposition and looked forward to school. Although in past years he struggled in reading, writing, and spelling, he always did well in mathematics. His lower elementary teachers had provided hands-on learning in science and social studies, so he had performed competently in these areas. In addition, he was a whiz at video and computer games. But this school year, something had changed. Not only did he struggle in language arts, but he was also doing poorly in all of his other subjects as well. In middle school, his teachers expected him to be able to read his science and social studies books to prepare for class assignments and tests. It was no longer enough to be able to learn basic math facts and simple calculations; he was expected to read and write math word problems too. His physical education teacher had even given him a written test on basketball that he had failed, although he loved basketball and played most afternoons. Michael’s disposition changed from sunny to sullen. He began to have headaches and to avoid going to school whenever he could. He no longer held his head high or walked with confidence. His teachers and parents thought that he did not try hard enough. Sometimes his mom would not let him play basketball or computer games if he made a poor grade. If only they realized how very hard he was trying! He believed that he must be dumb-too stupid to learn-to succeed in school. He was ready to give up. Michael had dyslexia, a language processing disorder. Unfortunately, the above scenario is not uncommon; 65-80% of school-aged children with learning disabilities have their basic deficits in language and reading (Lyon, 1994). However, many teachers have not had the training necessary to meet the needs of these students. Teachers are unsure of the definition and characteristics of dyslexia, and they are perplexed as to how to choose and use appropriate teaching strategies. Moreover, serving the needs of students with dyslexia while meeting the needs of all of the other pupils can be frustrating. Students with dyslexia have severe problems with receptive and/or expressive language; therefore,

Perceptions of head start staff concerning child development associate competencies and process

This study explored perceptions of child caregivers concerning the Child Development Associate (CDA) competencies and process. A survey instrument was administered to 145 center-based, preschool Head Start educational personnel in order to collect data. Subjects with CDA Credentials, in CDA training, and without CDA participation agreed that the CDA competencies were congruent with their professional needs. Subjects with CDA Credentials perceived that the CDA process had helped them become more competent according to the CDA competencies.

Issues in Education: Emotional Intelligences: A Missing Link in Educating Our Youth

T ultimate goal of education is to provide individuals with the emotional and academic skills necessary for academic and workplace success, as well as to develop informed and responsible community members (Elias, Arnold, & Hussey, 2003). Recent years have seen an explosion of deep interest, debate, and even controversy regarding concepts related to what is known as emotional intelligence (EI). Unfortunately, the controversy over defining emotional intelligence, recognizing differences in its conceptual and empirical base, and determining the appropriateness of what it looks like in practice has kept emotional intelligence from its rightful integrative place, with respect to educating youth (McLaughlin, 2008). Educators long have been aware of the connection between success in life and emotional intelligence (Velsor, 2009), but the obsession in the United States on testing and its link to accountability clearly has minimized the relevance of attentive teaching that meaningfully considers emotional development. For example, the current model of education is suffocating students’ real-world potential by focusing entirely on skills that are measured by standardized tests (Goleman, 2006). That is, a high school student who exhibits minimum proficiency is “graduated” and deemed ready for a competitive job market, even if he or she lacks the qualities that are essential (Goleman, 2006) for being an effective and valued employee—self-awareness, self-confidence, self-control, empathy, and communication skills. Emotional literacy is the ability to manage these competencies well. Sadly, because of state and federal legislation, little time is available to address students’ emotional and social needs.