Jonathan Mooney penned a wonderful opinion piece in the New York Times in which he thoughtfully frames disabilities as social constructs that are often exacerbated by rigid, unaccommodating learning environments. We all know of responsive schools and teachers that help struggling students thrive, whereas others can make school and learning more stressful and unsuccessful.
This perspective reflects one reason I have always been a big proponent of assistive technology: it's an environmental accommodation that enables students to compensate for many common academic challenges. Similarly, modifying the environment in which a student operates can have a big impact on attention and work production. Underlying these shifts is a focus on teaching skills and reinforcing better habits, much more than helping a student get it done.
My lengthy experience working with students with LDs/ADHD suggests that the earlier interventions can be identified and implemented, the better. While I work with students of all ages, starting work during elementary and middle school can mitigate challenges which, during adolescence, are often more difficult to support and manage.
This perspective reflects one reason I have always been a big proponent of assistive technology: it's an environmental accommodation that enables students to compensate for many common academic challenges. Similarly, modifying the environment in which a student operates can have a big impact on attention and work production. Underlying these shifts is a focus on teaching skills and reinforcing better habits, much more than helping a student get it done.
My lengthy experience working with students with LDs/ADHD suggests that the earlier interventions can be identified and implemented, the better. While I work with students of all ages, starting work during elementary and middle school can mitigate challenges which, during adolescence, are often more difficult to support and manage.
Contact Dan Leibowitz.