FAWCO ESC Stockholm Conference 2003

"If dyslexic children do not learn the way you teach, can you teach them the way they learn? These are children who can and do learn, but learn differently." These words were written by Dr. Harry Chasty, an international consultant on learning abilities and difficulties.

His question presents a daunting challenge to teachers, parents, and employers - anyone who comes in contact with persons who learn differently. They present a daunting challenge to you. For some experts estimate that between 15 and 30% of any population, anywhere, is comprised of LD persons. Many go undiagnosed their whole lives, but often carry marks inflicted by poor self-esteem. All too often these marks are made visible in misbehavior, depression and/or substance abuse problems.

One study has shown that 53% of a prison population were LD learners. Another showed that 92% of alcoholics studied also learned differently.

In order to get an LD diagnosis, you must be of normal or above normal intelligence. Given your more than adequate IQ, how must it feel to be required by law to be forced into an environment for 16 to 18 years, 5 days a week, where because of the "rules," you cannot begin to reach your true potential? Where you are unable to achieve the grades you feel you deserve. Ask most LD students. They know.

If they can't learn the way we teach them, then we have to change the way we teach.

Working as an in-class, learning support assistant, I have seen these students struggle daily. But perhaps even more important, I have seen dedicated, caring teachers also struggling to meet the many and various demands placed upon them by administrative as well as teaching tasks. Most have not had the opportunity to learn fully about the recommended methods for teaching LD students. Many do not have the disposable income to take the extra courses they need to adequately address the needs of the LD learner. Most simply do not have the time.

There is exciting research going on in the field of human brain function. New, improved methods of viewing the living brain, such as functional magnetic resonance imaging, are allowing us to see what parts of the brain are activated when different tasks, like reading, are performed. Learning differently is not a disease. It is just a way of looking at the same things with different parts of the brain.

Conventional education is set up to teach what I call the CL - the conventional learner. And nine times out of ten, the CL will succeed in the conventional classroom. But as many women have learned, one-size-fits-all panty hose do not fit all. Nor does one-size-fits-all education fit all students.

The following is written on a plaque in the hall of Churchill College at Cambridge University:

"Happy is he that can understand the causes of things."

We just are beginning to understand the causes. The rest is sure to follow.

But what about now? What about the LD learner who sits in the mainstream classroom, as we sit here today? That person can't wait. And I think that student's teachers don't want to wait either. It must be extremely frustrating to try so hard to teach some students, who despite your best efforts, continue to underachieve. So what can we do to help the teacher help the learner?

The idea presented itself of attempting a project to help support these overworked and underpaid people. Why not take a look at what the LD experts around the world consider to be best practice for mainstream teachers?

Why not then, with the help of some of these experts, attempt to reduce this list to the minimum, so that the teachers we are trying to support might have the time to take it on board?

The Educational Support Committee project to support mainstream teachers worldwide has its official launch today. The project paper can be found in your club mailboxes. Additional copies will be available at the ESC FAWCO Fair table on Saturday afternoon. You can also download it from the FAWCO site.

Time does not permit me to give voiceto all my many "thank yous." Therefore, they appear before you in written form, and I urge you to read them. Time also does not permit me to detail how we would like you and your club to carry this project out into your local international and host country communities. So this information is on the other side of the thank you note.

The project has already received an enthusiastic reception from its LD specialist participants. The Ph.D. participant from Slovenia has asked and received permission to translate it into Slovenian for distribution to the teachers in her country.

Many thanks to AWC Stockholm for providing the first FAWCO club translation of this project. Not only will it be posted on the ESC section of the FAWCO web site, it will also be presented to Queen Silvia of Sweden during her visit on Monday.

Be inspired! Take this project with you into your clubs and communities and be an inspiration to others.

I would like to end with two of my favorite quotes, and I would like you all to reflect on their implications for they are, in large part, what this project is all about:

First, from American psychologist Karl Menninger:

"What you do to children, they will do to society."

And from social anthropologist Margaret Mead:

"Never doubt that a small group of thoughtful, concerned citizens can change the world. Indeed, it is the only thing that ever has."

With Sincere Gratitude

These are some of the many thank yous that have brought this two-year Educational Support Committee project to support mainstream classroom teachers worldwide, from pre-school up to and including university professors, to today - the official launch of this initiative.

First I wish to thank this fantastic FAWCO board and FAWCO webteam who have provided so much invaluable support.

Thank you to Susan Riedo, who is kindly reading this oral presentation to you, and Roberta Zöllner who will be running the ESC FAWCO Fair table.

Thank you to all the professionals who took some of their valuable time to become project participants.

Thank you to browsealoud, a software innovation that converts written text into speech for ease-of-use for persons with visual impairments, for speech-enabling not only the ESC pages, but also the entire FAWCO web site.

Thank you to Johnson & Johnson and the Antwerp British School who provided for the photocopying and assembly of the project paper.

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