The other reason, however, is that I've been processing the information from Natalee's evaluation meeting (which resulted in her eligibility for ECSE) and trying to decide how to record it here.
First and foremost, Natalee's meeting was handled very lovingly and professionally. I appreciated how sensitive but straightforward my co-workers were as they went over her testing results. As prepared as I thought I was it was still difficult to have all of Natalee's struggles laid out on the table. I handled the information regarding her motor skills way better than I did the behavior information and the language results. The short version is that Natalee was identified as a "gestalt" language learner. Most children are analytical language learners and I was very curious (after the tears were over...maybe 5 days after the meeting) to learn specifics about the differences in the 2 and start finding ways to help Natalee understand the world around her.
Our speech pathologist gave me some great hand-outs on understanding gestalt language learners and I've done some online research.
- Gestalt learners are typically considered "right brain" learners.
- Gestalt learners are descriptions of the same learning style. They see the ‘whole’ and then work with the parts of the whole.
- Gestalt learners are creative, mechanically inclined and do better in art and math. They may drift from their lessons and may or may not return to the assignment because their curiosity pulls their attention in another direction.
- The 40% of Right Brain learners have drifted in and out of their language lessons, creating remedial readers who suffer in every school subject requiring reading. They are also tagged as the ‘trouble makers’ because they drift from the reading lessons to pursue other interests and usually require some physical movement to stay on task, which distracts teacher and peers. {This makes me very sad for my students. It also makes me consider homeschooling in all seriousness because I see where Natalee could easily be marked as a trouble maker in school.}
- For Right Brain, kinesthetic and ESL learners to process lessons for decoding, they must have material present in three sets, all followed by practicing one lesson before moving to other lessons. Material must be: Seen and heard; Seen and repeated; Seen and used by the student.
- The following are basic characteristics of gestalt learners.
• But first, it is important to know that after all of the decoding skills are mastered; after reading stories are processed; and after academic subjects are tackled, there is one overriding skill (the most important ability needed for complete academic success); this is the ability to visualize what is read and what is heard (like seeing a picture or movie of the topic). This visualization skill comes naturally to about 50% of the population; the other 50% must practice the skill, if at all possible. Right Brain learners usually have the natural ability to visualize ideas and concepts. Logic or analytical learners have language skills and may need more instruction on visualization.
•Right Brain Gestalt Learners
If the Right Brain (Gestalt) is the dominant brain, it will process information much differently than the Left Brain learner. Right Brain learners process information from a whole concept to the individual parts of the topic. Therefore, they should be taught differently than a Left Brain dominant student. {Most schools teach to the majority...the "left brained analytical learner."}
Processing: From the whole to the pieces in a contextual manner. Through image, rhythm, movement, emotion, and intuition. In language – The Right Brain (Gestalt) provides the images, emotions, and dialect of language that guides comprehension. Right Brain learners have been referred to as creative because of their spontaneous and curious nature. If left eared dominant, a Right Brain (Gestalt) learner will prefer to listen to the overview, story, dialect and emotion of the information. Right Brain (Gestalt) learners tend to have good memories for faces, underlying meanings and emotions, and whole concepts. If right eared dominant, auditory access is limited during stress. Taking in new information by hearing it is difficult. Right Brain learners tend to be kinesthetically expressive. They communicate well with bodily gestures and like to engage in some slight physical action as they learn. Gestures and body language may be very expressive. When left hand dominant, a Right Brain (Gestalt) learner is kinesthetically able; even under stress they can communicate kinesthetically (by movement). Learns by manipulating objects and doing hands-on learning. Under stress, they are less able to use words to express themselves. All Right Brain (Gestalt) learners welcome movement to anchor learning. Movement and verbal communication are essential to anchoring new information. When dominant foot is on same side as Right Brain, person will have difficulty moving forward under stress. Prefers drawing and manipulation. Is a “now” oriented person. People-oriented. May lose track of time--forget to return to a task in class or does something else instead of homework. Free with feelings. Looks for similarities.
When Under Stress: Loses ability to reason well. Acts without thinking. Feels overwhelmed. Has trouble expressing self. Cannot remember details. May appear emotional or spaced out.
I find it refreshing, although a little nerve racking, to have something make sense to me when it comes to understanding how Natalee operates. All along I've know she's not autistic but autism was the closest thing I knew of that I could liken her behavior, language and functioning to....but researching this gestalt language learner helped me make much more sense of our world right now. Many children with autism are also gestalt language learners, but not all of them. I do believe Natalee also has some huge sensory defenses that we're going to have to work hard to curb, in addition to her being a gestalt language learner. I am glad, however, to be armed with this information, so that we can start praying about decisions we need to make for the future and begin to help Natalee use her special language abilities for the most benefit for her, as well as teach her new skills so that the world makes a little more sense to her.
Off we go to continue the journey...
No comments:
Post a Comment