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Creative Mind Series
Software and Books for the Creative Mind & Soul
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What's the Deal with Learning Disabilities takes a closer look at the true nature of Learning Disabilities, Attention Deficit Disorder, and Emotional Disorders.
Parents who are struggling with many of the issues associated with Learning Disabilities will gain an amazing new insight into their child's amazing abilities.
Topics included: learning disability, learning disabilities, attention deficit disorder, attention hyperactivity disorder, dyslexia, reading difficulties, emotional disabilities, depression, alcoholism, suicide, defiance
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Meaning and Purpose of Education in the 21st Century: What's the Deal With Learning Disability?By: Creative Mind Series Begin reading within the next few minutes: Instant Download Price: $ 9.95 _________________________________________________________________________ "This book offers a complete new insight into the topic of learning disability, ADD/ADHD, and ED."
By reading this book, parents, educators, psychologists, and counselors will discover:
________________________________________________________________________ Learning to be Dis-abled Once upon a time, there was a child that was born into the wonders of the world and the mysteries of life. On sunny days, the child would love to run through the meadows feeling the wind against his face. Every so often he would stop all of a sudden and observe the trails of ants among the rocks, paying attention to the lizards bathing in the warm morning sun, and listen to the many sounds that he called the orchestra of life. Almost nothing escaped the child’s keen observation, his attention, and appreciation. On rainy days, the child would spend hours in the family’s living room surrounded by an assortment of toys. At any moment, the child could be seen playing with his building blocks, racecars, train sets, or stuffed animals. The child’s imagination turned blankets into caves, soft pillows into instant marble tracks, and connected clothes pins into corrals. Every so often the child would abrupt his play and run to his parents and inquire about this or that question that suddenly occupied his mind. It seemed the child was always filled with thoughts of this or that and couldn’t wait to find some patient listener. Even though he couldn’t read, the child loved looking at picture books and enjoyed adding his own innovative drawings to the pictures. The child’s parents, uncles, aunts, and grandparents were amazed at the child’s energy and nourished his natural sense of curiosity. Everyone would say, “With that energy, he’s going to be something some day!” Some day came all too soon. The child’s running through the meadows changed into running on a cemented playground on the school yard. The soft whistle of the wind was replaced by the sharp penetrating whistle of the playground supervisor. Observing trails of ants turned into observing other children crushing the ants joyfully to death with their shoes. From inside the classroom, the child tried to catch a glimpse of lizards, birds, the wind playing with tree branches, or any other movement or sound. The only magic the child could find on the paper in front of him was drawing what he could not see outside. Letters turned into animals, numbers into people, and simple lines into landscapes. The child quickly learned that teachers asked many more questions than children and that the questions provided by children were to be about something that the teacher was talking about. Unlike some of the other students, the child did not enjoy raising his hand and answering questions that the teacher already seemed to know the answer to. He did not understand why letters and numbers had to look the same when there were so many possibilities of turning them and making them look different and unique. It reminded the child of the many ways he had punched the pillows to create different tracks for his marbles. At home, the living room’s pillows remained un-punched, building blocks stored away in boxes, racecars sitting motionless on a shelf, stuffed animals unanimated. By the time the never-ending assignment papers from school had been completed, it was time to get ready for bed. On Thanksgiving, the parents shared the news with the child’s uncles, aunts, and grandparents. “You were right, our child is something. He is a special education student.” The school has advised us that they have identified our child as dyslexic and that he has Attention Deficit Disorder. ............................................... Excerpts from Chapter 1: Dyslexia: Ability or Disability? Imagine a world without Leonardo Da Vinci’s art, Albert Einstein’s ‘foolish dreams,’ or Whoopie Goldberg’s wittiness. The more one studies the lives of famous people who faced learning challenges, the more the question arises, is there a unique ability in disability? Is the other side of the coin of disability really a distinctive ability? The word dyslexia means “difficulty with the lexicon” (words, vocabulary). The specific definition of dyslexia, however, varies somewhat across communities. People are diagnosed as dyslexic when their reading problems cannot be explained by a lack of intellectual ability, inadequate instruction, or sensory problems such as poor eyesight. Pablo Picasso, one of the most recognized figures in 20 th century art and one of the most famous Spanish painters and sculptors, struggled with dyslexia. As one of the most prolific artists of all time, Picasso produced around 13,500 paintings, even more drawings than that, 2,500 original prints, 1,000 different ceramics, and 700 sculptures in other media. .................................................... ADD: A Tremendous Ability in an Un-tremendous World The lives and successes of famous dyslexic people like Pablo Picasso, Leonardo Da Vinci, Whoopie Goldberg and so many others exemplify that the creative mind is powerful and will persevere. This perseverance of the creative mind, - the need to be innovative, engaged, and challenged - can be observed, both physically and mentally, in many daily situations. A child might use its creative energy to play with feet, fingers, or any other moveable body part. Memorization, focus, and attention are directed towards matters of interest that will meet a child’s artistic and innovative needs. To the untrained mind of an adult, these behaviors appear as an inability to sit still, distractibility, forgetfulness, being overactive, focus and attention problems, and excessive daydreaming. Many of these escape characteristics of dyslexic children mimic the symptoms of Attention Deficit Disorder. While ADD and dyslexia can occur in the same child, it is crucial to distinguish between the perceptual abilities of a dyslexic child and the divergent energetic abilities of a child with ADD. ............................................................ Excerpt from Chapter 3: THE DIFFERENCE ALONG THE ROAD Academic failure, delayed language acquisition, physical developmental delays, flunking out of school, boredom, unpopularity, unconformity, lack of self-restraint or discipline, incessant talking, self-centered behavior, difficult to manage, and anger -- These are not usually the characteristics that we attribute to people like Galileo, Beethoven, Edison, Einstein, Picasso, Churchill, or any other famous person. These are rather the characteristics that today’s parents have to face when dealing with their child’s dyslexia, ADD/ADHD or ED. Can parents benefit from the life experiences of people like Galileo, Beethoven, Edison, Einstein Picasso, Churchill, and so many other famous people? What did the parents of these famous people do differently that enabled their children to find success in their lives?
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