Reading & Other Learning Disabilities

From Reading & Other Learning Disabilities

A Blog by Dr. Gary G. Brannigan and Dr. Howard Margolis

No matter what laws, court rulings, or research studies say, inclusion is in danger of collapsing or becoming a hollow, ineffective, and perhaps harmful option for placing and educating children with disabilities. This is due, in part, to budget cuts and the corrosive effects of public policy on teachers.

First, we’ll list some of the more critical factors needed for inclusion to work. Then we’ll discuss how public policy is undermining them. Finally, we’ll suggest what you can do to support meaningful inclusion.  Read more...

On another blog, someone commented that adults should allow children to read whatever they want. Here was my response:

I agree that it’s usually best to let children read what interests them. But I would add a caveat: Adults must discuss with children the pros, the cons, and the values inherent in what they read. Gradually, as children, including struggling readers, develop positive emotions about reading, adults can introduce new topics. These topics should differ slightly from what the children typically read. Slight differences are usually attractive; major differences are not. Thus, if a child likes reading about dogs and has read several books about them, introduce him to a book about wolfs, and later, perhaps one about coyotes.  Read more...