Lonna Smith wrote: > but most do just fine. > > I think it's a disservice to stereotype students with learning disabilities. > Gary Probst replied: Possibly we are not talking about the same student. This is because there is no real definition of the term "learning disabled." I am talking about retarded students. These students cannot add, subtract, multiply and divide when entering college. They are driven to the college because they cannot drive. They cannot get a job. I think telling a person they are learning disabled is a disservice. It is like telling a person they are physical disabled but keep trying to make the football team. In order to help a student who has been labeled learning disabled, he (most are males) must be deprogrammed. The best way to do this is to diagnosis why they are having a learning program. Usually, it is because they never learned the basic vocabulary of the subject area. (Think for a minute -- What is the definition of candy? You probably do not know it. If you cannot define it, why is it you can recognize candy? The definition of candy will follow at the end.) For example, mathematics textbooks used in college developmental mathematics do not give a good definitions of the terms used in the textbook. Also, these books do not instruct the student how to apply a definition to solving problems. Most unsuccessful students never want to read the introductory information in a math chapter. They have found this to be a waste of time because it is impossible for them to understand this information. When students just want to work the problems in the exercises, this is because they do not know the definition of the terms used in the introductory material. Without knowing the definition of something, it is impossible to have a concept of it in you mind. You cannot solve a problem without a concept of the components of the problem in your mind. Just think of the definitions that are not learned in an English grammar course by the students. Many English instructors say you can teach writing by just having the students write. In order to understand the following, just think of all the vocabulary terms that must be known: Nouns and pronouns in the possessive case ordinarily serve as modifiers, but a few pronouns take the position of nouns and function as subjects, objects, and so on. HARBRACE COLLEGE HANDBOOK, ELEVENTH EDITION What is "and so on?" A good study for a graduate class paper would be to compare the content vocabulary knowledge of successful and unsuccessful students in developmental English and Math classes. Back to candy Candy is a confection made by confectioners. Are you learning disabled in candy if you do not know the definition of candy or confection. Now you know candy is classified as a confection do you know candy's identifying characteristics. You recognize candy by its location in checkouts or by signs that say "candy." You do not know the identifying characteristics that permit you to tell the difference between candy and concrete. This is similar to a student who recognizes a denominator in a fraction by its location. When a student can only recognize a denominator by its location in a fraction, he or she cannot tell in a word problem what number to use as a denominator. Sorry, I would like to give the difference between candy and concrete but I MUST get back to my work. Surf the net using the term "confection." You will find all kinds of good stuff.