A new book “shows how schools can, and must, develop expertise in ‘learning variation’ and apply this knowledge to classroom instruction in order to address the chronic learning challenges and achievement gap faced by millions of students. Schools for All Kinds of Minds: Boosting Student Success by Embracing Learning Variation puts the focus on discovering kids’ learning strengths (not just deficits) that can lead to academic success even for struggling students.”

According to book reviewer and Great Schools president, Bill Jackson, “When students don’t ‘get it,’ teachers (and parents) need a better answer than, ‘Try harder!’ This book gets teachers pointed in the right direction by asking and answering the questions: ‘What is the underlying brain process that needs to be strengthened to help a particular student progress?’ and ‘How can I do that?’”

One cloud hanging over the All Kinds of Minds program is strong data vs. anecdotal evidence based on case studies. Independent research firms hired by All Kinds of Minds found that teachers rated the organization’s strategies as useful, but were unable to provide statistical evidence for a clear impact on either special education or overall academic achievement. What was cited as meaningful was how the program enhanced teacher understanding of, and therefore ability to address, students’ learning differences.

Where in the past a teacher might have labeled a student lazy or unmotivated, once both student and teacher were able to identify the student’s strengths and weaknesses, teachers were better prepared to help struggling students succeed (Chapter 4: Consider how gaining a deeper understanding of your students can help you avoid faulty assumptions, misinterpretations, and unwarranted labels). As better understanding between students and teachers is fostered, teachers found they had more empathy and sympathy for struggling students and were therefore better able meet their needs.

The case involved an Oregon high school student who, after being found ineligible for special-education services by the district, was moved by his parents to a $5,200 per month residential school. He was later diagnosed with attention deficit hyperactivity disorder (ADHD) and other disabilities.

In the majority opinion for Forest Grove School Dist. v. T. A.[pdf], Justice John Paul Stevens wrote,”We conclude that the Individuals with Disabilities Education Act (IDEA) authorizes reimbursement for the cost of private special education services when a school district fails to provide a free and appropriate public education and the private school placement is appropriate, regardless of whether the child previously received special education or related services through the public school”

Prior to the ruling, disability rights advocates argued that, if the court ruled in favor of the district, schools would have an incentive not to identify a student as learning disabled. Having seen countless clients and friends forced to go outside the system for help when told by by school psychologists that their struggling children did not qualify for special education services, I can only hope this ruling encourages school personnel to actively collaborate with and support parents.

Despite the ruling, Ron Hager senior staff attorney at the National Disability Rights Network, recommends continued parental vigilance and cautions that:

• School districts have an obligation to locate and evaluate children to determine if they have a disability.
• If parents disagree with school evaluations, they have the right to an independent evaluation at the district’s expense.
• School districts tend to be overly narrow and restrictive in qualifying children for learning disabilities.
• Parents often assume the school is telling them the right thing and go away rather than persist.

A U.S. News and World Report article further clarifies Hager’s points for parent to keep in mind: Know Your Rights, Get Involved, Question the Evaluation, Be Wary of Narrow Criteria, and Don’t Wait to Take It to Court.

While a helpful time-saver for many, speech-to-text software can be a lifesaver for students with vision problems or non-verbal learning disabilities (NVLD).  For text-to-speech software, which scans content pages and reads them out loud, take a look at Kurzweil Educational Systems’ Kurzweill 3000.  Reviews are positive, but we would like to hear from any readers who have tried these systems.