"If we look at the beginning of the [research] process, we find that these three properties - effort, importance, and affect - actually act as a need gateway. Only when the researcher has determined that the need outweighs any perceived negative factors will he or she proceed with his or her inquiry." (Stripling, 143-145)
I interpret this passage to say, "Where there is a will there is a way. Just figure out what is blocking your will -effort, importance, or affect - and get it out of the way."
Effort, based on prior experience and time, does play a huge role in my willingness to proceed. I have NO PRIOR KNOWLEDGE when it comes to dyslexia. I will really have to start from scratch to answer any of my questions, and that might take a long time. Time is not something I have a lot of these days. Never-the-less, it IS important to me to learn more about dyslexia in order to gain insight into my son's life.
"Importance, potentially the greatest consistently positive force among the factors, may be increased by ensuring that the problem has a significant interest to the researcher." (Stripling, 145) This statement could not hold more true to me. Even with the previous mentioned deficiencies in effort, I am still very motivated to complete this inquiry. I want to know the answers. But then I started thinking, maybe I want to know some answers more than others...
The chart in the last post showed my questions categorized into four areas: Causes of Dyslexia, Dyslexia in schools, Characteristics of Dyslexia, Accommodations for Dyslexia. The causes of Dyslexia do intrigue me, and eventually, I want to know the answers; but for now, other areas have more importance to me. My son already has dyslexia, knowing how he got it, could be beneficial, but it will not solve my needs at this point.
Dyslexia in schools or the lack there of, irritates me. I am confounded by the difference that knowing of the Aiden's dyslexia has made. Before the diagnosis, it was as though I was trying to turn the water off at the sink, when the tub was overflowing. It bothers me that there are probably a high number of students struggling with dyslexia, while their parents and teachers are still obliviously working on the sink. I want to shout to the struggling population, “HEY! HAVE YOU THOUGHT ABOUT DYSLEXIA.” But, in the bigger scheme of things, my son has already been diagnosed and is receiving services in school. Finding out more about the reason Indiana schools do not acknowledge dyslexia may help calm my anger toward the system, but it won’t fulfill the current need to help my son.
Characteristics of Dyslexia – this is of high interest to me. I want to know what my son is going through. I want to know what he sees, understand how he feels, and relate to his frustrations and hardships. I want to know what it is like for him to live with Dyslexia. Knowing the characteristics of Dyslexia will help me meet the need to better know my son.
Accommodations for Dyslexia is another high interest area for me. I am a problem solver. I want to solve everyone’s problems – especially my son’s problems. When he has difficulty, I want to be the one that says, “Here, try this.” Being familiar with
accommodations for dyslexia, allows me to help my son the way I feel I need to.
Affect, the final test of the thinking processes that drive the research process, is probably the most abstract to me. How do I feel about researching dyslexia? Well…It is a need I have. Am I excited about it? No, I would prefer my son did not struggle the way he has had to, and I could go back to being oblivious about dyslexia. Am I upset, angry, mad? No, no, no. Am I put out by it? No, it is my son, and I would go worlds out of my way for him, and never think a thought about it. So, in asking myself how I feel about researching dyslexia, I don’t know and I don’t think it matters. It just needs to be done.
Thinking through Effort, Importance, and Affect has not necessarily gotten me any closer to finding my answers, but it has helped me to come to a better understanding of my need for the answers. I need to search in a way that will quickly broaden my background while being respectful of the limited time I have to offer. In doing so, I need to concentrate on the important concepts of characteristics and accommodations for dyslexia. Even though I do not feel a strong affective sensitivity one way or the other about uncovering the information, I do have a strong desire to gain the knowledge, in order to more fully understand and accommodate the needs of my son.
Stripling, Barbara K., and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Westport, Conn: Libraries Unlimited, 2003.
Monday, January 26, 2009
Sunday, January 25, 2009
OVERWHELMING
Maybe it would be better to go back to denial. Now that I have decided to face Dyslexia, I have so many questions and no idea where to start! All of a sudden, the task of unraveling Dyslexia seems very overwhelming.
I decided to take a few deep breaths and refer to the 8W’s of Information Inquiry developed by Annette Lamb. The 8 W’s model is outlined below as provided at http://virtualinquiry.com/inquiry/ws.htm.
I decided to take a few deep breaths and refer to the 8W’s of Information Inquiry developed by Annette Lamb. The 8 W’s model is outlined below as provided at http://virtualinquiry.com/inquiry/ws.htm.
- Watching (Exploring) asks students to explore and become observers of their environment. It asks students to become more in tune to the world around them from family needs to global concerns.
- Wondering (Questioning) focuses on brainstorming options, discussing ideas, identifying problems, and developing questions.
- Webbing (Searching) directs students to locate, search for, and connect ideas and information. One piece of information may lead to new questions and areas of interest. Students select those resources that are relevant and organize them into meaningful clusters.
- Wiggling (Evaluating) is often the toughest phase for students. They're often uncertain about what they've found and where they're going with a project. Wiggling involves evaluating content, along with twisting and turning information looking for clues, ideas, and perspectives.
- Weaving (Synthesizing) consists of organizing ideas, creating models, and formulating plans. It focuses on the application, analysis, and synthesis of information.
- Wrapping (Creating) involves creating and packaging ideas and solutions. Why is this important? Who needs to know about this? How can I effectively convey my ideas to others? Many packages get wrapped and rewrapped before they're given away.
- Waving (Communicating) is communicating ideas to others through presenting, publishing, and sharing. Students share their ideas, try out new approaches, and ask for feedback.
- Wishing (Assessing) is assessing, evaluating, and reflecting on the process and product. Students begin thinking about how the project went and consider possibilities for the future.
Watching, I felt was a step I had already completed. In the first post of this BLOG, I tell the story of my “becoming more in tune to the world around me,” with a particular focus on family needs, more specifically the needs of my son as he was diagnosed with Dyslexia.
Moving on to Wondering….I decided to brainstorm and organize a list of questions that I have about dyslexia. Surprisingly, it actually took me a little bit to start the list. I think the problem is that I know so little to begin with that I am not sure what to ask. Or, maybe it is that, I have so much to ask, that I am not sure where to start. Regardless, here is the list I brainstormed.
When I was able to begin formulating questions, I quickly started noticing four categories of questions emerging: Causes of Dyslexia, Dyslexia in Schools, Characteristics of Dyslexia, and Accommodations for Dyslexia.
At this point, I am not so sure that putting my thoughts and questions down, was very beneficial. I am more overwhelmed now, than I was before. I have formed my questions; but, I do not believe I am yet ready for the next step of Webbing.
I will regroup and decide how to proceed for my next post.
Tuesday, January 20, 2009
Dyslexia: What Is It?
I am an average mom, who prides my self on having two average - healthy, happy - children. I never wanted my kids to have the stress of being the top of the class, and I always try to encourage them to stop and smell the roses - something I, myself, am not very good at.
When the preschool teachers told me my son was having difficulty with academic tasks like copying from the board or drawing certain figures, I had the same response as I did when they told me my daughter was off the charts in language skills, "How are they at making friends?" That is all I wanted to know. As the years have passed, both of my children have been happy, mostly-adjusted, well behaved children; but, it always seemed that my son was working a little harder at everything.
Being a teacher of 14 years, I have seen children struggle, and then succeed - and succeed and then struggle - so I didn't worry about Aiden too much. My husband and I would diligently help him work through difficult assignments and he was generally able to keep A's and B's in school.
About second grade, I noticed that his letter reversals were not going away. I casually mentioned it to the pediatrician who asked that we keep an eye on it - not a huge deal.
In third grade, when we went for his check up, the pediatrician - being the awesome doctor that he is - asked about the reversals. When I told him that they were still occurring, he suggested that we talk to the school corporation about an academic evaluation. Of course I blurted out, "NO," and then went on to calmly explain that Aiden had good grades in school and seemed to be doing fine, other than the reversals. (I failed to mention to the doctor that I had begun to notice Aiden reversing, not only letters, but words. For example, if he were to read the word VERY, it would most likely come out as EVER, and NEVER was always EVEN.)
During the fourth grade pediatrician visit, I was still in denial. The doctor questioned the reversals and once again suggested testing. This time, I was a little more thought out. I have a background in elementary special education , so I am well aware that dyslexia is not considered a disability in Indiana schools. I also thought thatin order to get services, he would need to qualify as learning disabled. Learning disabled Aiden is NOT. He will sit for hours explaining the Theory of Relativity, how dust came to be, all major and many miner contributors to American and World History, and the child has a better grasp of Theology than most adults. There was no way with good conscious I could ask for him to be tested. Then the pediatrician, seeing what I refused to see, suggested that Aiden visit a specialized psychologist. "No, thank you. He is doing fine," was really all I could come up with. At the same time, my son started a conversation with his doctor about how he sees things that aren't there and they move when he goes to touch them. No wonder the doctor wanted him to see a psychologist!!! I was so embarrassed, I shushed my son, saying "Quit being such a hypochondriac," and as quickly as possible we left the doctor's office.
Two days later, I was at an evening graduate class, when I overheard a side conversation coming from a group of classmates. One of them, Kay, who I have been in many classes with and has always freely discussed her struggles and triumphs with Dyslexia, was explaining to the others, "Those people would always get so frustrated with me! They would say I was being lazy when I didn't read those little words, and so I just got frustrated right back and told them, 'I can read those big words - they're not the problem. It's just those little words - they disappear and I just can't see them."
I didn't say a word. I just sat. My jaw hanging open. And listened. I was no longer listening to Kay and her sidebar conversation. All I could hear was a replay in my head of the many nights that in frustration I would shout at my son, "Aiden! Quit being so darn LAZY!! If you can read all those big words, you can read the LITTLE WORDS!" Over and over and over it played through my head!
When I got home that evening, the children already in bed, I told my husband about the doctors visit, and about the conversation I had overheard. He just kind of laughed as he Googled dyslexia.
One of the first sights we came across was a list of something like 42 characteristics of Dyslexia. We were about half way down the list, when I stopped, put my head in my hands and sobbed.
I shushed my son. He was tring to give important infomation to the doctor and I SHUSHED HIM! Not only was I a terrible mother for not seeing this earlier, I pretty much told him to shut up. Wow! I don't think I will ever get over the shock of reading that characteristic on the list. By the time the list was done, we decided Aiden met about 39 of the 42 characteristics.
The next site we looked out was an online evaluation to decide if you should consult a physician. We took the test which rated Aiden in something like six different areas. At the end of the evaluation it would compile your responses for each area and if it rated you between moderate to severe in two or more areas you should seek professional assistance. Aiden was between moderate to severe in all 8 areas. Six of the areas were severe. That was all I could take. We did not look at any more sites that night or since.
The next morning, at breakfast, I began the conversation. I said, "Aiden, I need to apologize to you. The other day, when we were in the doctor's office, you tried to tell the doctor something, and I told you to shush. I wasn't being a very good listener, but I am ready to listen now. What were you going to say about seeing things?" He went on to explain that he sees letters floating in the air. Sometimes they are A's or B's, but they are always red, and he can never touch them."
My husband and I made an apology appointment with the pediatrician that same day. The next day we met with the school staff who were not surprised and were very supportive. Aiden was given a 504 which is much like an Special Education IEP (Individualized Education Plan) without qualifying for special services.
Now, four months later, life is much better. Aiden is able to verbalize what is causing him difficulty, and since we are now listening, his needs are being better met. I have gotten a few tips from friends with experience. My favorite is the colored transparency strips. We used to plug our ears when Aiden would read aloud, and now, when he reads through a colored transparency strip, it sounds so good I really just want to cry. We are no longer up until midnight doing homework, and he actually says he loves to read now - I NEVER thought I'd hear him say that.
So, why share this in a BLOG? Well, for one, I am realizing that it is therapeutic. It feels good to think through the experience, that for so long, I didn't want to think about. I am not scared of my son having Dyslexia anymore. Now, I am ready for the next step. The problem is, I am not sure what the next step is. I truly do not know what Dyslexia is? How my son got it? Or, anything about it.
That is the reason for this BLOG. I need to know, where do I go from here? I want to investigate Dyslexia, what it is, and how it relates to my son's life. I don't want to be in denial anymore.
When the preschool teachers told me my son was having difficulty with academic tasks like copying from the board or drawing certain figures, I had the same response as I did when they told me my daughter was off the charts in language skills, "How are they at making friends?" That is all I wanted to know. As the years have passed, both of my children have been happy, mostly-adjusted, well behaved children; but, it always seemed that my son was working a little harder at everything.
Being a teacher of 14 years, I have seen children struggle, and then succeed - and succeed and then struggle - so I didn't worry about Aiden too much. My husband and I would diligently help him work through difficult assignments and he was generally able to keep A's and B's in school.
About second grade, I noticed that his letter reversals were not going away. I casually mentioned it to the pediatrician who asked that we keep an eye on it - not a huge deal.
In third grade, when we went for his check up, the pediatrician - being the awesome doctor that he is - asked about the reversals. When I told him that they were still occurring, he suggested that we talk to the school corporation about an academic evaluation. Of course I blurted out, "NO," and then went on to calmly explain that Aiden had good grades in school and seemed to be doing fine, other than the reversals. (I failed to mention to the doctor that I had begun to notice Aiden reversing, not only letters, but words. For example, if he were to read the word VERY, it would most likely come out as EVER, and NEVER was always EVEN.)
During the fourth grade pediatrician visit, I was still in denial. The doctor questioned the reversals and once again suggested testing. This time, I was a little more thought out. I have a background in elementary special education , so I am well aware that dyslexia is not considered a disability in Indiana schools. I also thought thatin order to get services, he would need to qualify as learning disabled. Learning disabled Aiden is NOT. He will sit for hours explaining the Theory of Relativity, how dust came to be, all major and many miner contributors to American and World History, and the child has a better grasp of Theology than most adults. There was no way with good conscious I could ask for him to be tested. Then the pediatrician, seeing what I refused to see, suggested that Aiden visit a specialized psychologist. "No, thank you. He is doing fine," was really all I could come up with. At the same time, my son started a conversation with his doctor about how he sees things that aren't there and they move when he goes to touch them. No wonder the doctor wanted him to see a psychologist!!! I was so embarrassed, I shushed my son, saying "Quit being such a hypochondriac," and as quickly as possible we left the doctor's office.
Two days later, I was at an evening graduate class, when I overheard a side conversation coming from a group of classmates. One of them, Kay, who I have been in many classes with and has always freely discussed her struggles and triumphs with Dyslexia, was explaining to the others, "Those people would always get so frustrated with me! They would say I was being lazy when I didn't read those little words, and so I just got frustrated right back and told them, 'I can read those big words - they're not the problem. It's just those little words - they disappear and I just can't see them."
I didn't say a word. I just sat. My jaw hanging open. And listened. I was no longer listening to Kay and her sidebar conversation. All I could hear was a replay in my head of the many nights that in frustration I would shout at my son, "Aiden! Quit being so darn LAZY!! If you can read all those big words, you can read the LITTLE WORDS!" Over and over and over it played through my head!
When I got home that evening, the children already in bed, I told my husband about the doctors visit, and about the conversation I had overheard. He just kind of laughed as he Googled dyslexia.
One of the first sights we came across was a list of something like 42 characteristics of Dyslexia. We were about half way down the list, when I stopped, put my head in my hands and sobbed.
SEES NON-EXISTENT MOVING OBJECTS
I shushed my son. He was tring to give important infomation to the doctor and I SHUSHED HIM! Not only was I a terrible mother for not seeing this earlier, I pretty much told him to shut up. Wow! I don't think I will ever get over the shock of reading that characteristic on the list. By the time the list was done, we decided Aiden met about 39 of the 42 characteristics.
The next site we looked out was an online evaluation to decide if you should consult a physician. We took the test which rated Aiden in something like six different areas. At the end of the evaluation it would compile your responses for each area and if it rated you between moderate to severe in two or more areas you should seek professional assistance. Aiden was between moderate to severe in all 8 areas. Six of the areas were severe. That was all I could take. We did not look at any more sites that night or since.
The next morning, at breakfast, I began the conversation. I said, "Aiden, I need to apologize to you. The other day, when we were in the doctor's office, you tried to tell the doctor something, and I told you to shush. I wasn't being a very good listener, but I am ready to listen now. What were you going to say about seeing things?" He went on to explain that he sees letters floating in the air. Sometimes they are A's or B's, but they are always red, and he can never touch them."
My husband and I made an apology appointment with the pediatrician that same day. The next day we met with the school staff who were not surprised and were very supportive. Aiden was given a 504 which is much like an Special Education IEP (Individualized Education Plan) without qualifying for special services.
Now, four months later, life is much better. Aiden is able to verbalize what is causing him difficulty, and since we are now listening, his needs are being better met. I have gotten a few tips from friends with experience. My favorite is the colored transparency strips. We used to plug our ears when Aiden would read aloud, and now, when he reads through a colored transparency strip, it sounds so good I really just want to cry. We are no longer up until midnight doing homework, and he actually says he loves to read now - I NEVER thought I'd hear him say that.
So, why share this in a BLOG? Well, for one, I am realizing that it is therapeutic. It feels good to think through the experience, that for so long, I didn't want to think about. I am not scared of my son having Dyslexia anymore. Now, I am ready for the next step. The problem is, I am not sure what the next step is. I truly do not know what Dyslexia is? How my son got it? Or, anything about it.
That is the reason for this BLOG. I need to know, where do I go from here? I want to investigate Dyslexia, what it is, and how it relates to my son's life. I don't want to be in denial anymore.
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