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"Different minds learn differently," writes Dr. Mel Levine, one of the best-known education experts and pediatricians in America today. And that's a problem for many children, because most schools still cling to a one-size-fits-all education philosophy. As a result, these children struggle because their learning patterns don't fit the schools they are in.

In A Mind at a Time, Dr. Levine shows parents and others who care for children how to identify these individual learning patterns. He explains how parents and teachers can encourage a child's strengths and bypass the child's weaknesses. This type of teaching produces satisfaction and achievement instead of frustration and failure.

Different brains are differently wired, Dr. Levine explains. There are eight fundamental systems, or components, of learning that draw on a variety of neurodevelopmental capacities. Some students are strong in certain areas and some are strong in others, but no one is equally capable in all eight. Using examples drawn from his own extensive experience, Dr. Levine shows how parents and children can identify their strengths and weaknesses to determine their individual learning styles.

For example, some students are creative and write imaginatively but do poorly in history because weak memory skills prevent them from retaining facts. Some students are weak in sequential ordering and can't follow directions. They may test poorly and often don't do well in mathematics. In these cases, Dr. Levine observes, the problem is not a lack of intelligence but a learning style that doesn't fit the assignment. Drawing on his pioneering research and his work with thousands of students, Dr. Levine shows how parents and teachers can develop effective strategies to work through or around these weaknesses.

"It's taken for granted in adult society that we cannot all be 'generalists' skilled in every area of learning and mastery. Nevertheless, we apply tremendous pressure to our children to be good at everything. They are expected to shine in math, reading, writing, speaking, spelling, memorization, comprehension, problem solving...and none of us adults can" do all this, observes Dr. Levine. Learning begins in school but it doesn't end there. Frustrating a child's desire to learn will have lifelong repercussions. This frustration can be avoided if we understand that not every child can do equally well in every type of learning. We must begin to pay more attention to individual learning styles, to individual minds, urges Dr. Levine, so that we can maximize children's learning potential. In A Mind at a Time he shows us how..
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This comprehensive, yet easy-to-use system allows educators to understand how and when to implement an instructional program for students with autism spectrum disorders (ASD). The CAPS model answers the questions (a) What supports does my student/child need in each class to be successful? (b) What goals is my student/child working on? and (c) Is there a thoughtful sequence to the student s/child s day that matches his learning style. This timely resource addresses adequate yearly progress (AYP), response to intervention (RTI), and positive behavior support (PBS) in a common-sense format. The CAPS process was designed to be used by the child s educational team, consisting of parents, general educators, special educators, paraprofessionals, speech-language pathologists, occupational therapists, physical therapists, administrators, psychologists, consultants, siblings, and others who are stakeholders in the student s education. The structure of this innovative tool ensures consistent use of supports to ensure student success as well as data collection to measure that success. In addition, CAPS fosters targeted professional development. Because CAPS identifies supports for each of the student s daily activities, it is possible for all educational professionals working with the student to readily identify the methods, supports, and structures in which they themselves need training..
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She sits alone every day in the cafeteria His behavior annoys the other kids and no one wants to have him in their group. She can t carry on a conversation Sound familiar? The desire to fit in and belong is universal, and at no time is this more evident than during the middle and high school years. Kids with conditions such as Asperger Syndrome, attention deficit disorder, learning disabilities, behavior disorders, as well as English language learners, often face even greater social challenges, resulting in feelings of isolation. Not only are they often ignored by peers, many are the object of teasing and even bullying. In addition, their social isolation prevents them from engaging in the numerous social interactions needed to become socially proficient. With Open Arms: Creating School Communities of Support for Socially Challenged Kids provides practical, easy-to-use techniques for even the busiest school personnel. Using familiar case studies in an easy-to-read format, this manual provides step-by-step instructions for how to implement Circles of Friends, participation in extracurricular activities, and professional Learning Teams to create both accepting peers and staff. Written by a teacher in the trenches, the book includes reproducible worksheets, Learning Team and Book Club study guides, Circle meeting forms and activities, charts, and checklists ... everything you need to create your own supportive community for the kids you care about..
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Volume I in the series, Ready-to-Use Information & Materials for Assessing Specific Learning Disabilities (0-87628-279-6) is a complete reference guide to diagnosing specific learning problems, including a list of behaviors that signal possible learning disabilities. Volume II provides 230 reproducible activities to remediate problems in reading, language arts, and math in grades K-12..
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