mandag den 28. oktober 2013

Labelling: No pain no gain or another prerequisite?




Diagnoserne er ikke længere så vigtige for hans forældre. De er begyndt at se på ham med helt nye øjne. Indtil for kort tid siden levede Silas en beskyttet tilværelse. Han gik på en specialskole. Og han fik medicin, der skulle berolige ham. Nu får han ikke længere medicin, og han udvikler sig.

Vi er begyndt at stille krav til ham. Vi har passet så meget på ham, at vi har hindret ham i at udvikle sig som andre børn, siger hans far, Lars Ask Røgilds. http://www.dr.dk/DR2/Danskernes+akademi/Paedagogik_Psykologi/Silas_en_dreng_med_diagnoser.htm


Todays story is wondering what would happen if Scott Barry Kaufmann and
Reuven Feuerstein compare notes! Now that would make for an interesting seminar on LDs and being Gifted. An internet meeting and a panel discussion would work just fine with me.

Also ... slotting their ideas into the a "cultural" context ... now that will give insights considring we have primarily Daycares in Denmark and often children still are taken care for at home in some areas of South Africa, often with no schooling. Imagine South Africa and Denmark being compared? Via the eyes of two LD specialists and then spicing it all up with a bit of Talent Developement talk to inspire people. And adding a bit of Play Intelligence vs ABA training? To really make it complex we can tie all this back to "School Skills" and then throw in a Futurist or two.

Hopefully it may as a side kick point us to how learning interacts Globally. Who knows this might even improve some aspects of what motivates learning and at the same time living in a Global World!

And then back to teaching - teachers still spend days and making up materials - when teaching actually should be seeing what skills a child has, needs and wants to use! Having creative materials ready at hand.

I think things will change alot as we have more stuff available to just pick off the net, and the role of the teacher will be more a kind of a facilitator, where individuals take charge of their own learning. How all this will fit into the school curriculum and testing structure will obviously give somebody very grey hair. How to fit all this into the school setting we allready have has given me grey hair as a mom of a 2e kid that fell through the cracks.

And then realising we still have not solved the teaching problem we had 100 years ago - of how to teach "all the children at the same time" making sure we raise standards at the same time as Unleashing each Childs Potential!



http://www.feuersteinscandinavia.com is a Danish site introducing Feuerstein methods in Danish.
http://scottbarrykaufman.com that wrote Ungifted Intelligence redefined an amazing story considering his potential at age 11, as a psychologist defined.

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.