Education

He always wanted to explain things.
But no one cared.
So he drew.
Sometimes he would draw,
and it wasn’t anything.
He wanted to carve it in stone
or write it in the sky,
and it would be only him and the sky and
the things inside him that needed saying.
It was after that he drew the picture.
It was a beautiful picture.
He kept it under his pillow
and would let no one see it.
He would look at it every night
and think about it.
When it was dark and his eyes were closed,
he could still see it.
When he started school,
he brought it with him,
not to show anyone,
just to have along like a friend.
It was funny about school.
He sat at a square, brown desk,
like all the other square, brown desks.
He thought it should be red.
And his room was a square, brown room,
like all the other rooms.
It was tight and close and stiff.
He hated to hold the pencil and chalk,
his arms stiff, his feet flat on the floor,
stiff,
the teacher watching and watching.
The teacher came and spoke to him.
She told him to war a tie
like all the other boys.
He said he didn’t like them.
She said it didn’t matter!
After that, they drew.
He drew all yellow.
It was the way he felt about morning,
and it was beautiful.
The teacher came and smiled at him.
“What’s this?” she said. “Why don’t you
draw something like Ken’s drawing?
Isn’t that beautiful?”
After that, his mother bought him a tie,
and he always drew airplanes and rocketships
like everyone else.
And he threw the old picture away.
And when he lay alone looking at the sky,
it was big and blue and all of everything,
but he wasn’t anymore.
He was square inside and brown,
and his hands were stiff.
He was like everyone else.
The things inside that needed saying
didn’t need it anymore.
It had stopped pushing,
It was crushed,
Stiff.
Like everything else.

This was written by a high school senior in Alton, Illinois, two weeks before he committed suicide…

Paul Cates, Ph.D.

The strength of this country has always been directly related to the vitality of the traditional family unit. The authority and responsibly to raise and nurture children has always been reserved for the parents. Regardless of personal religious beliefs, society has historically upheld the concept of parental and family preeminence. Notable among exceptions to this rule are those periods of history when a despot has feared a strong and cohesive community standing in opposition to a tyrannical government, i.e., Hitler, Stalin, etc. The process has been remarkably similar in execution…redefine the “traditional” family, separate children from parental morals and values, encourage civil and social disruption, and then offer to solve the resulting chaos.

The U.S. Supreme Court has accomplished the process of redefining traditional family and social values, and Congress has now come forward with the legislation “to solve the resulting dilemma.”

An example of our Congress and legislation “to solve the resulting dilemma” is “Parents as Teachers” (PAT). It was piloted in Missouri, and has the parents of the state in an uproar. The basic idea of this program is to identify “at-risk” children as soon as possible, which is probably why PAT initiated children and parents into the program before a child is born by recruiting pregnant women to prenatal clinics and private doctor’s offices. If they slip through the net there, the Department of Education of Missouri has a mandatory video tape advertising the program to new parents in the hospital before they take their baby home.

What determines “at-risk” children? Twelve computer code definitions which includes over-weight parents, adverse functioning family (death in family, loss of a job, moving to a new home, parent that travels frequently), family history of hearing loss and very few toys in home. There is no code for normal!

To summarize, if a child isn’t happy at school or acts up, talks to much or otherwise misbehaves, the “certified parent educator” may prescribe mental health services, or perhaps a drug like Ritalin. Missouri Division of Family Services states that one reason for a child abuse hotline call is “refusal to take recommended services.”

If the parent refuses the recommended service, the state can remove the child from the home, place him in a residential treatment center and force the parent to take psychological counseling for an indefinite period. Even if the child is allowed to return home, the state may choose to retain legal custody and control.

Another example of our Congress and legislation is Goals 2,000. It emphasizes more spending and regulation.

It allows Federal school-reform funds to be used for anything “reasonably related to reform.” It claims to allow public school choice, but the actual language merely promotes magnet schools. It allows Federal funds to be used for school-based clinics – coordination of health and social services. It allows Federal funds to be used for Outcome-Based Education, psychological testing and values manipulation. It promotes “parents as teachers” meddling, that is, invading the home to tell parents how to parent through Parental Information and Resource Centers. It potentially paves the way to race the norming of educational tests (Se 213 (f) (2) (B) (ii) and employment tests (Sec. 403 (d) (1) (B) (ii) (lll).

This bill allows no parental opt-out right. No Parental privacy provisions. It creates a new national school board, the National Educational Standards and Improvement Council (NESIC), to develop mandatory national opportunity to learn standards, set “voluntary” national curriculum content and performance standards, and devise national testing systems. We don’t need national curriculum content and performance standards. God made us as individuals, not with a cookie cutter or on a mass assembly line.

It creates a union-dominated National Skills Standards Board to develop “voluntary” national skills standards to be used by industries in hiring. the next step, will be “mandatory”. Although children that are home schooled or attend a private or religious non-funded school are exempt from this bill, it still is detrimental to those who must attend our “public” schools.

Another problem that is creeping up on many of us and we are unaware of it is the changes in requirements for teacher certification. Many of our colleges are going along with this “hook, line, and sinker.”

The National Board for Professional Teaching Standards was established in 1987 as an outgrowth of a Carnegie Corporation initiative. Teachers and others have wondered just exactly what standards and criteria would be used in judging qualification for teacher certification.

The independent national NBFTS board is made up of a majority of classroom teachers, but is not accountable to the voting public.

Another entity, the National Association of State Directors of Teacher Education and Certification (NASCTEC), has been working on the new “standards” for teaching being developed by the NBPTS. It is evident from a review of their literature that the teacher of the future will be measured and evaluated according to OBE standards. Predictably, teachers will be required to exhibit the politically correct attitudes and beliefs. More importantly, these attitudes and beliefs will be measured by the extent to which these teachers engage in politically correct behaviors in the classrooms.

The “mission of NASDTEC is to assist individual states in developing essential standards required for the initial professional teaching certificate and entry into the teaching profession.” This is stated clearly as “outcome-bases teacher education and certification.” In this process, NASDTEC “expects to respond to the needs of states” methods to measure the “knowledge, professional skills and attitudes” of prospective teachers. It is quite clear: O.B.E. for teachers will also require the “correct” attitudes just as it does for students.

To underscore this, the document states: “The focus is on what the beginning teacher should be able to do, think, and feel; not on what the prospective teacher should study.”

The “underlying assumptions” for teaching O.B.E. mirror those of Spady and Marshall (1991). According to this draft, “This means that curriculum content is no longer the grounding and defining element of outcomes (Spady and Marshall). NASDTEC outcomes are role performances derived from job analyses of beginning teachers…”

The child is referred to repeatedly throughout as the “Client.” This is a term that means teachers will be certified based on a model that the child is a “client-driven person… and he must fit the needs of the society that is using him… implementing this is part of teacher certification.” This is Hitler’s technique refined in 1994 terms.

Standards suggested from NASDTEC Annual Conference held June 1993 in Orlando, Florida are:

Standard 1.0: Readiness for High School means that “the beginning teacher must support all adolescent students as they assume greater responsibility for their own learning and planning career goals.” …To conduct research on the students to know who has the “characteristics” of dropouts. The teacher must identify students who have “negative self-concepts and peer relations.”

Standard 2.0: Student development requires the teacher to make accommodations for adolescents’” “intellectual, physical, emotional, psychological and social developmental characteristics,” which includes “attitudes towards learning” and conduct a survey of students to profile “their academic, social, recreational, and career needs.”

Standard 3.0: Curriculum brings in the “developmentally appropriate, culturally sensitive, higher order, challenging, and integrated subject matter” which includes some content like math, science and history, but also includes “healthy lifestyles.”

Standard 4.0: Instruction includes the same things listed above, but for the purpose of “responsible citizenship, employment in a global, knowledge-based economy, and lifelong learning.” The teacher must analyze “effective instructional strategies used in other countries.” She must “focus groups of student” to identify needs and organize teams of students to solve a real world problem.”

Standard 5.0: Assessment bring in “classroom, district, state, national, and international assessments.” The teacher is required to use portfolios, criterion-references tests and field-tested performance tasks on students.

Standard 6: School improvement asks the beginning high school teacher to identify, interpret, generate and measure group and individual student development data to improve “the school’s culture, climate, and mission.” The high school improvement plan of this teacher must be based on “shared values,” among other things. “Service learning activities” and “mentors” are suggested for the new teacher.

Standard 7.0: Home, school and community means that the teacher should engage in “home-school- community partnerships’ plans” and contribute to the ”social and emotional” needs of parents, as well as “fostering family involvement in adolescents’ education at home.” This requires a belief in “collaboration” between these three institutions. It is suggested that the teacher use a “parents needs survey instrument.”

Standard 8.0: Technology requires the teacher “to use technology as a motivation for higher order learning, and to produce computer-assisted solutions to real-world problems.” The teacher could make use of an “international information network” such as Internet.

Standard 9.0: Support services states that adolescents and their families need to “access discrete or integrated support services from health, social, juvenile, human resources, and other community agencies,” such as Planned Parenthood. Therefore, the teacher must recognize these needs and refer “students and their families to available in-school and community support service agencies.” Included in this is “in-school health clinics, counselors, and school-based assistance teams… multi- service centers, drug and pregnancy prevention progress, employee assistance services and recreation centers.” The teacher, it is suggested, could conduct a “survey of an in-school health clinic to determine levels of use and levels of student satisfaction with the services.”

Standard 10.0: Resource management means that the teacher will be competent and an effective manager of people, resources and community partners. One suggestion involves “relations to environmental problems.”

Standard 11.0: Youth Service is mandatory/voluntary community service for youth. The teacher is required to organize, operate, and continuously improve “a youth service program” for the purpose of developing “positive self concepts and an awareness of and concern for others and to become productive, caring and effective citizens” in the students. The teacher is supposed to develop “personal values, beliefs and strategies about service” and develop “empathy for people who could benefit from such activities.” The students are expected to gain a “sense of personal effectiveness” by doing this. One suggested activity is to guide “a student through a reflection activity (guided imagery) of what was accomplished in a service activity.”

Standard 12.0: Workplace know how requires the teacher to translate and align “classroom expectations, climate, and instructional practices with workplace competencies, skills, and personal qualities.” One sample portfolio entry, assessments, could require the teacher to analyze “student performances on local and state performance assessments.”

It is readily apparent from the above examples, after wading through the jargon, that teachers of the future will be required to fit the “role performance” in order to obtain and renew certification. This “role” may be odious to some teachers. They will be expected to go with the flow and fit the new mold of the reinvented school of education reformers’ dreams. They will be required to violate their conscience and convictions in numerous instances outlined above, such as demonstrating that they know how to refer their students to the local in-house or down-the street school-based sex clinic for condoms and abortion referrals.

Teachers will have to demonstrate by measurable behaviors exhibited in portfolios that they are going along with all of the outcomes for students and doing their best to implement them. They are required to analyze, survey, assess and respond to students’ personal values, beliefs, attitudes and behavior.

In the near future, teacher certification will not be possible for the true God-fearing, Bible believing Christians.

In part two of this article, I will cover the topics of The Ungraded Classrooms, Whole Language Approach and Year Round Schooling.

Consider your reply if you were asked to list the words most frequently missed in reading, spelling, and/or writing by the child with a learning disability. In spite of the fact that teachers are familiar with these words, authors have continued to record this information in various ways. These words have been printed on cards for the teacher to flash before the child’s eyes; others have included these words in “high-interest” stories for all age groups. The words “who”, “what”, “where”, “when”, “why”, and “how”, regardless of the presentation, remain an abstract language concept if the emphasis is continually placed upon the visual configuration of the words.

Nebulous hypotheses have been proposed and devised to “cure” a child of this strange phenomenon – the inability to read. By some miracle, a few are helped to continue their struggle with the visual code while many others are doomed to the label – a reading problem. In recent years, the list of possible approaches has become longer and more complicated. To mention a few – some advocate physical activities, such as crawling, walking a board, or swimming. If one must swim before he reads, then this author can assume that all excellent swimmers are fluent readers! Others recommend a visual approach, emphasizing the configuration of visual symbols. The recommendation for initial training consists of recognition of form, manipulation of puzzles, color clues to show relationship of the parts to the whole, reproduction of designs, and exercises to strengthen eye movements. If the academic subjects of reading, writing, and oral language are ignored, the child does not learn to read, write, or consider which part of the total program can be accredited with the final results. In isolation, neither eye exercises nor angels in the snow can teach Japanese or any other language to students.

This author is of the opinion that the abstract concepts of the language and the words that describe the child’s world and the world beyond him are the important factors that have been completely ignored by educators. Language can be learned if it is taught. The deaf child who learns the language has perfect perceptions of his world; the deaf child who does not learn the language could have the same difficulty as the hearing child who does not learn the language because he may have imperfect impressions of his world. The blind child can learn the language if he has been able to grow with intact perceptions of the environment; the blind child who has not been able to perceive the abstract conceptions of his world can be expected to have the same difficulty as the seeing child with a learning disability. This child with a learning disability must begin to learn the language as the normal child learns to speak.

Except for the disability of nominal aphasia (the approach will be the same) the words that are most easily understood are concrete – the “who” and “what” words. As an example, consider the first words the child learns. These are usually Ma-Ma and Da-Da. They are concrete; they are the “who” words within this child s experience. The vocabulary increases as the child gains experiences and is able to project himself out of his home environment to the world about him. His vocabulary increases to “what” words, such as dog, or he will point to the sky to identify the airplane. Very gradually discrimination begins to occur in the language as Ma-Ma can be used as I, mother, woman, teacher, she, and her – the ambiguities of the language are endless. The oral language becomes complicated and particularly so for the child with a learning disability. The teacher can only project these to the difficulties encountered with the printed and written word. These “who” and “what” words “do”. The language becomes even more complicated as the “do” words change form according to the time when “who” and “what” are involved in action.

The language is now dependent upon the child’s ability to analyze “when”. The child with a learning disability, who cannot discriminate between present, past, and future, is further inhibited with this lack of concept. Teaching the “do” words will be dependent upon concept of time.

The “where” words are as equally dependent upon the concept of spatial relations.

Everything must happen someplace! Note, the abstract concept that the child must be able to project to understand. The child’s weird perceptions of himself, the people around him, the things that are happening, and the places and times where they are happening cannot build perfect concepts of his world. How can we expect him to interpret letters on a page relating to the abstract world?

Let’s make it concrete for him. Let’s make his perceptions of the world concrete. Picture in your mind the totally impractical idea of the teacher who could bring a cow into her classroom. On the side is written these words:

• cow – what
  walk – do
  today – when
  in the classroom – where

These questions are then written for the child:

• What is in the classroom?
  What did the cow do?
  When did the cow come?
  Where did the cow go?

This is an example of a concrete experience for the child. Replicas of objects and, secondly, pictures can provide similar experiences for development of language. The importance of the material is secondary and not the primary concern for the teacher and the child.

The material used initially will be replicas of objects within the child’s experience – e.g. home, school, and community. After the initial ground work of language, printed word, and written words are established as labels for the child within his experience, then and only then will the child be able to use the transitional concrete models or pictures which will assure understanding in a vicarious or abstract setting.

The presenting of concrete materials is of utmost importance as well as the use of modality for learning. The symbol or visual code must be interpreted and reproduced first auditorally, secondly from the visual symbol, and finally reproduced to a visual code.

Simply stated the child learns to decode most readily auditorally initially.

Both types of disabilities need an auditory approach – the first type of disability to strengthen or integrate visual to auditory, and the second type of disability to integrate the visual to the auditory. The process is a reverse process of visual to auditory and opposite auditory to visual. In both cases the child is unable to code visually or to code auditorally; but, in both instances, the two processes of visual and auditory perception must be synthesized in order to complete the cycle of being able to understand spoken language, produce spoken language, read language, and write language.

In conclusion then, all problems for all these children are basically language problems based upon concept formation. It would seem that if we approached all learning disabilities from this approach, many confusions of different types of disabilitation would be clarified. Further emphasis should be placed upon the child who seemingly is without disability in visual areas; this child codes visually but encounters difficulty in math and/or social studies. It is this group of children who have fooled teachers for years. This is reflected in the stock answer, “but he reads well.” Many of us can “read” highly technical material with absolutely no understanding of the content. It is “parroting” visual code the same as the child that can parrot speech. Perception of the visual code or auditory code of language is only the first step to learning. The second is dependent upon the first. The second step must be comprehension, integration, association, and finally memory of the language so that the third step of reading with understanding, writing, and speaking will enable the child to communicate in his environment.

In contrast to a child without a learning problem, this child cannot learn incidentally but must be taught language concepts deliberately. They must be taught with concrete examples which are first taught auditorally and second visually. It must be concrete before the abstract symbols are conceptualized. Training through either the strong or weak auditory modality is the same for each type of disability.

The magic for learning is not contained on any printed page. Text-books have been written for the child who can advance in learning from 1 to page 200 and for the child who needs remediation on page 110. It is time we face up to the fact that remedial reading cannot be remedial if the child has no concept of the language upon which to base his reading. If remedial reading has worked, why do we still have the child with a reading problem? We, as teachers, have been spinning our wheels; the child has been practicing his mistakes!

This author challenges you to really observe a child with a reading disability in a classroom setting. He becomes withdrawn for his lack of communication and his face reflects the lack of communication in its mask-like countenance, or he learns to hide his concern with a perpetual grin that is more acceptable or more infuriating to those about him. In either case, he “covers up” for his lack of communication with people.

This author recalls experiencing a reversal problem while driving in the car. When approaching the street sign at an intersection, the sign read “spot” instead of “stop”. Past experiences and perfect concept would not allow letters to remain reversed, as the letters soon reverted to the proper message. Teaching would be simplified for the child if we could find the “cookbook” for dealing with such problems.

However, it remains that the teacher must bring the cow in the classroom, as it will be “for real.” The “real” is now for understanding and the basis for understanding the yesterday and the tomorrow. The direction problems, the sequence problems, the co-ordination problems, and the behavior he will learn to live with because, as with the blind or the deaf, they are his handicaps to live with the remainder of his life.

TWELVE TEACHING GUIDLINES FOR BASIC LINGUISTIC SKILLS

1. If the child has a problem in Auditory Reception, follow these rules:

a. Use short, one concept phrases.
b. Ask short questions.
c. Give visual clue whenever possible, i.e., gestures, written material, etc.
d. Use visual aids whenever possible.

2. If the child has a problem in Visual Reception, follow these rules:

a. Allow child to auditorize whenever possible.
b. Use phonic method of reading.
c. Check comprehension carefully, giving auditory clues.
d. Permit child to use records, tape-recorder, or other method of auditorizing materials to be learned.

3. If the child has a problem with Comprehension of Auditory Information, follow these rules:

a. Ask one concept question, eliciting several short answers.
b. Accept concrete answers.
c. Supply more abstract cues for him.
d. Provide visual cues where possible.
e. Give ample time for response.
f. Give child a written question to think about before answering.

4. If the child has a problem with Comprehension of Visual Information, follow these rules:

a. Permit him to trace correct responses first.
b. Provide an auditory cue.

5. If the child has a problem in Verbal Expression, follow these rules:

a. Provide opportunity and time for oral responses.
b. “Show and Tell” may require much help from teacher.
c. Give visual cue to help child describe events.
d. Encourage oral reports, but with use of notes permitted.

6. If the child has a problem in Motor Expression, follow these rules:

a. Do not insist on demonstration before class.
b. Let child express ideas verbally.

7. If the child has a problem in Grammatic Closure, follow these rules:

a. Encourage imitation of teacher s phrase.
b. Provide records to memorize (short poem).
c. Provide visual cues whenever possible.
d. Check sound-blending abilities before pressing phonics.
e. Work on sight vocabulary.
f. Check visual closure abilities.

8. If the child has a problem in Auditory-Sequencing, follow these rules:

a. Permit child to use visual cues.
b. Have him write as he memorizes.
c. Use short, one-concept sentences.
d. Use visual aids.

9. If the child has a problem in Visual-Sequencing, follow these rules:

a. Permit child to use an auditory cue.
b. Permit him to trace when possible.
c. Use audio-visual aids whenever possible.
d. Flash cards to be traced.

10. If the child has a problem in Visual Closure, follow these rules:

a. Check and teach part-whole concepts.
b. Give him time to examine pictures.
c. Ask questions leading to more detail.
d. Ask questions going beyond seen details.

11. If the child has a problem in Auditory Closure, follow these rules:

a. Teach blending.
b. Give ample time.
c. Teach progressively rapid word recognition skills.
d. Keep meaningfulness high.

12. If the child has a problem in Blending, follow these rules:

a. Teach composition of words.
b. Teach letter sounds.
c. Teach blending.
d. Keep meaningfulness high.
e. Teach vocabulary skills.

Welcome to the Home Schooling page. I hope you find your visits in the future here of real benefit to you and your family. We want to address topics here to help you in having the best home schooling program that is possible in preparing your children as they are being prepared to be the leaders of the next century. This should be an exciting time in your life. You have been entrusted by God to prepare the next generation of leadership that He will be using to be the “light” to a very dark world. We are the “salt” of the earth and we need to be that salt that affects everything in a positive way for the times that are ahead of us.

In this session, I would like us to take a look at a very important component of our home schooling program – reading. Reading is the foundation of how well our children do in all the other basic subjects.

I want us to begin to understand reading and what reading is and what reading is not.

I want us to realize what a total reading program is for our children and to evaluate whether we are providing a total reading program for them or not. I will be making curriculum recommendations so you can have a total reading program if you do not already have one.

There are seven major components to reading. All seven are essential for teaching reading whether to a pre-school child or to a high school child. There will be a break down somewhere in your home schooling program if all these seven components are not developed and taught. The seven components are: 1) Phonics. 2) Reading Comprehension. 3) Word Comprehension. 4) Vocabulary Development. 5) Listening Skills. 6) Oral Reading. 7) Silent Reading.

The first component is phonics. Phonics is the engine to reading. You cannot have a total reading program without having phonics as part of it. Phonics teaches us how to break down the English language and decode it so we can read. There are many programs that teach phonics. We will not list them all here but will mention a few of them.

Spalding: The only 100% phonetic approach to phonics — The Writing Road to Reading — Christ Centered Approach to Phonics — A-Beka Phonics — B.J. Phonics — Alpha Phonics — MCP Phonics — Victory Drill — Explode the Code — Starting Phonetically — Starting Visually

All these programs are excellent. The real job at this point is to find the best program for your child. To do this you need to discover how your child learns. Is he/she mainly a strong oral or visual learner. That is going to make a difference in which program will be the best match for your child.

Our children all are different. They develop differently. They develop at different levels and at different speeds. We must keep all this in mind when we begin to teach phonics to our children. One of the most important things to consider at this point is when is my child ready to learn how to read. One very important developmental step is his/her ability to discriminate different sounds. Especially different sounds that are associated with the various letters of the alphabet. If this ability has not developed then we need to spend time in a readiness activity called auditory discrimination. Readiness is very important in teaching any child to read. There are numerous activities that a child should be able to perform at the readiness level before we begin to teach him formally how to read. We will cover those areas in the next article.

In the spring of 1999, an estimated 850,000 students nationwide were being home schooled. This amounted to 1.7 percent of the U.S. students, ages 5 to 17, with a grade equivalent of kindergarten through grade 12. Four out of five homeschoolers were home schooled totally and one out of five homeschoolers were enrolled in public or private schools part time.

 

There has been continued growth in the parent-led home school movement and it parallels a simultaneous decline in the enrollment in other forms of education. About 1.5 to 1.9 million students in grades K-12 were home schooled during 2000-2001.

The key reasons for home educating their children are varied. These reasons included being able to give their child a better education at home, for religious reasons and because of a poor learning environment at school. Also some have gone this way because of special needs that their children have that are not being meet by other means of education – both public and private.  With the primary goal of homeschooling being to direct your child’s upbringing and help to shape their philosophy, theology, character, and world view.

Patricia Lines of the U.S. Department of Education concluded that home education families “…have not turned their backs on the broader social contract as understood at the time of the Founding of America. They are…asserting their historic individual rights so that they may form more meaningful bonds with family and community. In doing so, they are not abdicating from the American agreement. To the contrary, they are affirming it.”

Home educators and their families are not dependent on public, tax-funded resources. In fact they seem to be saving taxpayers at least $61 million per year. Neither do they, in general, have a strong desire for access to tax-funded resources.

Home educators children are learning well. They do not need or want regulation and will strongly oppose it. The parents will not likely be coaxed into more regulation by the lure of offered services. They want to be understood and treated as people and educators with a serious purpose and integrity.

Dr. Howard Richman and his colleagues have found that the home educated score on the average at the 86th percentile in reading and the 73rd percentile in math. The national average is 50th percentile. Repeatedly, across the nation, the home educated score as well as or better than those in conventional schools.

Dr. Larry Shyers observed children in free play and group interaction activities. Conventionally schooled children had significantly more problem behaviors than did the home educated. This is probably because the primary models of behavior for the home educated and their parents. Home educated children are more mature and better socialized than are those sent to school according to Thomas Smedley’s personal interaction and communications approach to understanding socialization. Dr. Gary Knowles, of the University of Michigan, explored adults who were home educated. None were unemployed and none were on welfare, 94% said home education prepared them to be independent person, 79% said it helped them interact with individuals from different levels or society, and they strongly supported the home education method.

A greater percentage of homeschoolers compared to non homeschoolers were white, non-Hispanic. At the same time, a smaller percentage of homeschoolers were black. These figures are changing though rapidly since 1999.

The household income of homeschoolers in 1999 was no different than non homeschoolers, However, parents of homeschoolers had higher levels of educational attainment than did the parents of non homeschoolers.

A much greater percentage of homeschoolers than non homeschoolers came from families with three or more children. 62 percent of home schooled students were part of families with three or more children compared to 44 percent of non homeschoolers. Homeschoolers were just as likely to be an only child as non homeschoolers and were less likely than non homeschoolers to have just one sibling.

In order to home school, parents may need to dedicated a significant amount of time to schooling their children. Because of the time required, HOME SCHOOLING usually involves two parents, one who home schools. Rudner in 1999 found that 97 percent of HOME SCHOOLING parents were married couples.

The household income of HOME SCHOOLING families was higher than the median household income of families with children nationwide. NHES in 1999 reported though that the household income of homeschoolers reported in ranges from less than $25,000 to over $75,000, is the same as the household income of non homeschoolers. The same percentage of home schooled and non home schooled students lived in household with annual incomes of $50,000 or less.

Parents’ highest educational attainment was clearly associated with HOME SCHOOLING. Parents of homeschoolers had higher levels of educational attainment than did parents of non homeschoolers. 37 percent of parents of non homeschoolers did not complete any schooling beyond highschool compared to 19 percent of parents of homeschoolers. Conversely, 25 percent of parents of homeschoolers attained bachelor’s degrees as their highest degree, compared to 16 percent of parents of non homeschoolers.

Urbanicity refers to the classification of households as urban or rural. The percentage of homeschoolers living in a city was about 9 percentage points lower than the percentage for non homeschoolers. There were non statistically significant differences between the percentages of homeschoolers and non homeschoolers living in towns or rural areas.

DETAILS ON PARENTS REASONS FOR HOME SCHOOLING: (percentages will not add to 100 percent because respondents could give more than one reason. – Source: U.S. Depart of Education, National Center for Education Statistics, Parent Survey of the National Household Education Surveys Program- 1999)

Can give child better education at home	48.9%
Religious reasons	38.4%
Poor learning environment at school	25.6%
Family reasons	16.8%
To develop character/ Morality	15.1%
Object to what school teaches	12.1%
School does not challenge child	11.6%
Other problems with available schools	11.5%
Student behavior problems at school	9.0%
Child has special needs/disability	8.2%
Transportation/ convenience	2.7%
Child not old enough to enter school	1.8%
Want private school but cannot afford it	1.7%
Parent’s career	1.5%
Could not get into desired school	1.5%

Public schools or school districts sometimes offer support for homeschoolers by providing parents with a curriculum, books and materials, places to meet, and the opportunity for home schooled children to attend classes and participate in extracurricular activities at the school. Research has found only a small percentage of homeschoolers enrolled in these classes and using these textbooks or libraries when they were made available by the public schools and that many homeschoolers did not want public support.

TYPES OF SUPPORT:	% AVAILABLE	%USED
Curriculum	12.4	8.1
Books/Materials	12.2	10.6
Place for parents to meet or get information	8.9	6.4
Extracurricular activities	21.5	6.4
Chance to attend some classes	16.5	2.8

I would like to thank the U.S. Department of Education, Office of Educational Research and Improvement – NCES 2001-033 for supplying much of the statistical information. I would also like to thank NCES for information from their work.

by Dr. Paul W. Cates, Ph.D.

From a Christian philosophy of education, thoughts and actions can be derived, implemented, and defended. The elements to be considered in developing a Christian philosophy of education range from theological and doctrinal to social and educational. The first step is the development of a Biblical base. The Bible becomes the skeleton on which the practical application of our philosophy can be arranged.

Under consideration in this paper on a Christian school’s educational philosophy shall be the Biblical base, implications for the teaching-learning process of the school, the role of the educator, and the role of the learner.

The Biblical Base

The importance of having a sound Biblical philosophy of education cannot be overemphasized. In referring to the importance of developing a distinctively Christian philosophy, more Christian educators are beginning to realize that to be truly Christian, the curriculum must be Bible integrated in theory and practice. By this the Bible is to provide more than theoretical guidance and generalization. It is to be a vital part of the content of the curriculum and integrated with all subject matter. The Bible should be the integrating factor around which all other subject matter is correlated and arranged, and provides the criterion by which all other subject matter is judged.

A God-centered pattern of education demands that the Christian educator spell out clearly the processes involved in the total structure of the curriculum. This means all procedures and processes must be based on a definite theory of knowledge.

Since education deals primarily with the communication of knowledge, the defining of knowledge of truth becomes important. Knowledge may be defined as an understanding or a clear perception of truth. The Biblical view of knowledge presupposes a source of all knowledge, for knowledge is dependent on truth; and truth, in turn, is dependent on God. All avenues of knowledge stem from God. God, Himself, is truth, and has chosen to reveal Himself through natural revelation and special revelation.

The implications of having a God-centered theory of knowledge as a base for the philosophy of education are clear. Since god is the source of all truth, then all truth is God’s truth.

For the Christian, then, the seat of truth is God’s revelation, contained primarily in the inspired Word, but manifest also in creation, and this truth, though on its highest level received by faith, can also be known through our reason, enlightened by the Holy Spirit. Any adequate basis for Christian education must, therefore, include God’s revelation in creation as well as in His written Word. Our human understanding of the book of nature must not be made the norm for acceptance of the other book, the Bible. All the time, however, the ultimate criterion of truth is found in the revealed Word, the Bible.

Since God is central in the universe and is the source of all truth, it follows that all subject matter is related to God. Thus, the revelation of God must become the heart of the subject matter curriculum. The Bible itself becomes the central subject in the school’ curriculum. It, as God’s primary revelation to man, must become the integrating and correlating factor in all that is thought and taught at the school. It is the basis by which all other channels of knowledge are evaluated and used. Through the bible the inter-relatedness of all other subjects and truths is made possible.

We may conclude therefore that the function of the bible in the subject matter curriculum is two-fold. First, it provides content of its own. Second, it provides a service function to the other subjects. The principles of Biblical truth should be applied to and in all other subjects. Claim to truth from other areas should be tested and evaluated by the philosophical and theological truths of the Word of God.

God’s Christian Schools are built on the premise that all truth is God’s truth and that the Word of God is to be the key factor in the communication of knowledge. It is important to note that any and all education that is received should have the word of God as its foundation. This is not to imply that the Bible is a textbook on anything and everything; but rather, that the Bible is to be the point of reference from which we can evaluate all other areas and sources of knowledge. What one learns from God’s natural revelation must be in harmony with what He has revealed in His Word. Since God is the author of both revelations it is reasonable that they would not contradict each other.

In summary some of the advantages of having a Biblical philosophy of education are as follows:

1. It co-ordinates the various spheres of life as a whole.
2. It relates knowledge systematically.
3. It examines the presuppositions, methods, and basic concepts of each discipline and group of disciplines.
4. It strives for coherence, the formulation of a worldview.
5. Its method is to consult data from the total experience.

The Implications for the Teaching-Learning Process

The implications of having a sound Biblical base for the educational process are many. The educative process is the process by which the communication of the foundational truth is accomplished, in other words, it is the process by which the Christian philosophy of education is implemented in the classroom.

A clear danger of not having a firm Biblical base is pointed out by lack of life and power and reality in some evangelical teaching. We have been content to borrow man-made systems of education instead of using God’s system. Secular educators do not give central place to the unique revelation of God’s Word. Our distinctive content calls for distinctive treatment.

The school’s foundation, the Word of God, reveals the characteristics of true Christian education as to purpose, method, and results. The purpose is to put the believer into right relationship with God, man, self, and his surroundings. The method is by the Spirit’s assistance in the appropriation of Biblical truth to the believer’s life. The result will be a maturing believer who is able to live a life that is in conformity with the Word of God. In essence, Christian education is a process of guided learning where the teacher and the Holy Spirit combine efforts to help the leaner to spiritually grow and mature, to more and more conform to the image of Christ.

The scope, or field of Christian education, though guided by Biblical truth, is not limited to Biblical exposition. A Christian School seeks to developing the learner a worldview, a perspective that enables him to understand, appreciate, and live a Christian life in the world in which God has placed him. The school’s education, hopefully, shall help the individual develop the ability to separate truth from error, not only in Bible doctrine, but also in the facts and issues of his everyday life.

The Role of the Educator

The Christian educator or teacher is to be a guide or resource person in the wonderful experience of learning. He is to be neither a drill sergeant nor a manipulator, but rather, a facilitator of learning. His learners must know that he cares about them. The educator must have experienced the reality of what his is attempting to teach or else he is just a blind man leading blind men.

“This is why the school or college that would develop a Christ-centered and Biblically grounded program must fly from its masthead this standard: ‘No Christian education without Christian teachers’, and must never, under any condition, pull its colors down. Compromise of this issue, always results in the progressive de-Christianizing of an institution.” 1

Footnote 1: (Frank Gabelein, The Pattern of God’s Truth , 1954, p 37).

The nature of the teaching process gives us some clues as to the function of the teacher. As a Christian educator the teacher must be both a Christian and an educator. As a Christian he has experienced the reality of God’s truth, and he has god’s Spirit to empower him and his teaching. As an educator he functions in accordance with the mandate of God to teach in accord with the educational principles contained in the Word of God. Educate means to change one’s behavior.

In the book of 1 Corinthians, Paul exhorts his readers to be followers of him as he is of Christ. This must be true of the teachers too, for as leaders they must exemplify what they are trying to teach. They must be sprit-filled men of God.

Six Qualifications for a Spirit-filled Teacher are:

1. The teacher is the communicator of truth, he must be openly and boldly a Christian.
2. Every teacher must know the bible. Because the Word of God is relevant to all subjects.
3. The Christian teacher must be committed in every aspect of his life and work, in all his being, to the truth.
4. The teacher must seek excellence. This is a seeking after intellectual excellence to the glory of God, and a Christian teacher should be content with nothing less than superiority in this area.
5. The Christian teacher must truly love his students, seeking their highest good even when at times the way may be hard. Not only should he love his students, he should genuinely like and understand them.
6. Finally, the Christian teacher should exercise complete submission to the one great teacher. Every teacher must listen to the Lord, and the Holy Spirit, for his lessons and never should he think that he does not need to be taught of Him.

A very helpful summary concerning the teaching role is give by Dr. Roy Zuck. His five points fairly well sum up what the Bible expects of its educators:

1. 1. Remember that Christian education is a supernatural task.-The presence of God’s Holy Spirit in teaching takes Christian education beyond mere programming, methodology, and techniques.
   2. A teacher is to rely on the Holy spirit.-Seen in light of the Spirit’s teaching ministry, Christian education demands you be submissive to the guidance and direction of the Spirit. Teachers must work with God, not against Him.
   3. Teachers are to relate God’s Word to the pupil’s experiences.-A proper understanding of the work of the Holy Spirit provides Christian teachers with a balanced, blended approach to the question of content and experience.
   4. Teachers are to rest satisfied with nothing less than spiritual results.-A teacher must constantly test his teaching to see if it’s resulting in spiritual growth on the part of his pupils.
   5. Teachers must recognize that, in the final sense, God, the Holy Spirit, is the teacher.-It is God who does the teaching, a teacher is merely a channel of His grace, an instrument doing the planting and watering. The spiritual effectiveness of a teacher’s work rests ultimately with the Holy Spirit.

 

 

The Role of the Learner

 

The learner represents the challenge to the Christian educational process. Each believer brings to class a personal set of needs, wants, and goals. Each is looking for fulfillment and growth in his own personal and spiritual life. Every learner starts with his own basic needs, thus the educator must seek to motivate the learner to discover and apply God’s provisions to his life. In Christian education true learning comes as the learner experiences the wonder of God’s truth applied to his life.

 

The pupil is to be considered as an individual, a person of worth, as god sees us as individuals. His personal experiences and knowledge have value. He is a responsible member of a learning group, having something to contribute and something to learn.

 

Footnote 2: (Zuck, The Holy Spirit in Your Teaching, 1963, pp 167-168).

 

The truth that is learned must not be finally imposed from without, but rather must be discovered by the pupil under the guidance and leadership of the teacher and the Holy Spirit.

 

To Summarize the Role of the Learner, LeBar states:

 

“A pupil’s growth is determined not by what he hears, but by what he does about what he hears. The important thing is what is happening inside the pupil. He may accept or he may reject whatever is going on outside. Learning is what the pupil does and what the outer forces do to him. Teachers can influence the inner factors only by properly using the outer factors. If a teacher will work with the Spirit of God, He can use him to effect the desired inner changes.”2

 

 

Therefore, it is the task of the teacher to help his pupils to know and to understand the principles of Scripture for their lines, and then to lead them to accept these principles as their own. The motivation would not remain outward, that is because the teacher says so, but rather, the pupil must be guided to the place where he can think through the issues and apply it to his life. Once the divine work of the Holy Spirit is accomplished, (John 16) God’s pre-determined principles become self-chosen goals.

 

The Place of Practical Teaching in the Philosophy of Christian Education

 

The Hebrew educational curriculum was amazingly balanced. True, the Law was the center of everything, but all other studies were related to the Law in parallel lines. For example, the agricultural system of the Hebrew society was an integrated part of the educational training of the child and adult. The planting of crops was correlated with the commandments of the Law; the sacrifice system was described by the Law. So therefore, the Hebrews not only were commanded to keep the Law, but also were taught by the Law.

 

Footnote 3: LeBar, Education That Is Christian, 1968, p. 136.

 

After the exile period, we noticed that there was a direct parallel between the secular studies of mathematics, astrology, etc., with the study of the Torah. They complemented one another. They were not separated, but integrated. From this emerges yet another educational principle: secular truth is God’s truth and should be integrated and seen as a cohesive whole.

 

Even within evangelical circles, the great gulf that often exists between the bible and everyday life and practice is all too apparent. A breakdown has occurred, intellectual schizophrenia if you please, with the result that business, science, and politics are almost totally unrelated to the Scriptures. As Schaeffer has so aptly put it:

 

“Today we have a weakness in our educational process in failing to understand the natural association between the disciplines. We tend to study all our disciplines in unrelated parallel limes. This tends to be true in both Christian and secular education. This is one of the reasons why evangelical Christians have been taken by surprise at the tremendous shift that has come in our generation.”3

 

 

To accomplish this integration is no easy task, but the Christian needs to understand that all truth is important and that Christian education needs to present a unified philosophy of life.

 

Footnote 4: Frances A. Schaefer, Escape From Reason (London: Inter-Varsity Fellowship Press, 1968); (page 12).

 

Biblical Foundations for Christian Education

 

 

• 1. God’s revelation is the basis for all truth. Luke 11:52; Proverbs 1:7
• Parental responsibility is the priority control. Deut. 6; Ephesians 6; Genesis 18:17-19
• The example of early Christians.-Acts
• Significance of the Holy Spirit in the life of the teacher. John 16:13; 1 John 5:19-21
• Christian Education is education for the whole man. Proverbs 22:6
• God’s education is always in contrast to man’s education. Colossians 2:8
• Biblical Education requires a submission of all intellect and will to the Lordship of Christ. 1 Cor. 1:18-31; 2 Cor. 10:5

 

 

 

I. What is Christian Education?
Acts 8:31:31; Jn. 16:13; 1 Tim. 4:6; Eph. 6:4; Prov. 22:6; Jn. 1:18; 2 Peter 3:18

 

A. Pattern of teaching involves:
1. Introduction: intrigues interest in investigation (Jn. 4-7).
2. Interpretation: defines in framework of known to unknown (Jn. 4:10-14)
3. Interaction: encourages participation deepening impressions (Jn. 4:15)
4. Integration: assimilates new truth into enlarged life (Jn. 4:29)
B. Manner of instruction is:
1. More than telling or showing; engaging in participation (Matt. 22:19).
2. Many times unconscious in effort as well conscious (Matt. 22:16).
3. Multiplied in various activities as worship, camp, play, etc. (Matt. 5:1; 21, 28).
4. Manifested by imparting, counseling, discussing, living! (Matt. 22;16)

 

II. The Student . . .
A. Personality with attitudes, desires, knowledge, skills, etc (Jn. 2:23-25).

 

 

• Created in the image of God (Gen. 1:27).
• Marred by sin (Rom. 3:23).
• Adorned with mental, physical, spiritual, social interests.

 

 

 

B. Learner, follower, disciple, endowed with: (Matt. 5:1-2)
1.Mind to discover, understand, perceive truth confronted (Rom. 1:14).
2. Heart to appreciate, desire truth made attractive (Phil. 1:8-10).
3. Will to appreciate, respond to truth and opportunity (Jn. 7:17).

 

III. Through Experiences . . .(Will to do His Will – Eph. 1:17).
A. Education involves a teacher-pupil-subject-relationship
1. Teacher introduces, interests, explains, encourages (Jn. 4:7, 14)
2. Pupil investigates, appreciates, assimilates, acts (Jn. 4-15)
3. Subject is truth around which this interaction revolves (Jn. 4:26)
B. Education takes place only when truth is:
1. Understood in the mind, not mere mental assent or repetition (Acts 8:30-35).
a. Related to previous experience or fragmentary (Matt. 4:19).
b. Related to life situation or artificial (Matt. 4:20).
2. Believed in the heart (the entire being) (Acts. 8:37; Roman 10:9-10).
3. Actualized into life (adopted by will) (Acts 8:38; Prov. 3:6)

 

IV. Of Truth . . .(Jn. 14:6; 17:17)
A. All truth is God’s truth, but received in portions (Col. 2:3; Heb. 1:1-2).
1. Expressed in nature, providence, Scriptures, Christ (Rom. 1:20; 2:15).
2. Received by intuition, experience, authority, reason, faith (Heb. 11:3).
B. Holy Spirit illuminates, providing super-rational truth (Jn. 16:13).

 

V. Into a Life . . .(Jn. 20:31)
A. Purpose of grace and truth is conformity (Jas. 1:22f; 2 Cor. 3:18).
B. Christ is not only truth but life (Jn. 10:10; 14:6)
C. Provision of truth is complete (Rom. 8;32)
1. Standard of measurement of maturity is Christ (Eph. 4:13).
2. Instructions are adequate in Scriptures (2 Tim. 3:16-17).
3. Power is provided in Gospel (Rom. 1;16).
D. Completed only when see Him and become like Him (1 Jn. 3:2)

 

VI. Of Service . . .(Rom. 12:1-2)
A. Meanwhile, God provides an outlet for love (2 Cor. 5:14).
B. And the world awaits its demonstration (Jn. 13:35).

 

VII. To the Glory of God! (1 Cor. 10:31)
A. That in all things He might have the preeminence (Col. 1:18).

 

---

 

Copyright (c) 1975 by
American Association of Christian Schools
and Dr. Paul W. Cates, Ph.D.

 

All rights reserved. NO part of this article may be reprinted or reproduced, or utilized in any form or by an electronic, mechanical, or other means, now known or hereafter invented, including any information storage and retrieval system, without permission in writing from the American Association of Christian Schools or Dr. Paul W. Cates, Ph.D.

 

American Association of Christian Schools
6601 N.W. 167th Street
Hialeah, Florida 33015

Please click here to view the pdf files.

Birmingham Vision Care. P. C.
280 N. Old Woodward o Lower Level o Birmingham, Michigan 48009 o
Dr. Harriet C. Pelton | Dr. Lloyd 1. Snider | Dr. Ronald S. Spalter Optometrists

VISUAL HYGIENE CLASSROOM SUGGESTIONS

A CHILD’S CLASSROOM ENVIRONMENT MUST BE COMFORTABLE. ALL SITUATIONS WHICH MAY CAUSE PHYSICAL STRESS MUST BE ELIMINATED. For More details on Visual Hygiene in the Classroom call 828-435-0670  .

CHALKBOARD – A green chalkboard with yellow chalk provides the best contrast.

 

DESK & CHAIR – Ideally desks and chairs should be adjustable because children come in different shapes and sizes. However, this is not always possible in today’s classrooms. If a child clasps her hands at chin level while sitting up straight, her elbows should just touch the desk surface. The proper chair height can be determined by having the child sit on the chair she is to use, with both feet on the floor. in this position, you should be able to barely slip your flat hand under her thighs just behind the knees.

SLOPED STUDY SURFACE – A child’s working surface should be slanted at a 20 degree tilt. This will provide a more equal working distance across the whole reading surface. It usually enables the child to work at a longer working distance than when the task is flat on the desk.

ROTATION OF WRITTEN WORK – When writing the student should rotate the paper approximately 45 degrees. This makes it easier for the child to have good posture and reduces fatigue.

DESK ARRANGEMENT – Ideally desks should be 6 meters (20 feet) from the chalkboard. Do not have children sitting, facing the wall. Windows should be at the sides of the desks, not behind them.

LIGHTING – The classroom should be sufficiently lit in both the horizontal and vertical planes. Light should be evenly distributed, with no or a minimum of reflections and shadows. Natural light through the windows is most important.

 

ADDITIONAL INSTRUCTIONS FOR VISUAL HYGIENE

1. Be AWARE of space between self and the page when reading. Also, be aware of things around and beyond the book.

2. When reading, occasionally look off at a specific distant object and LET its details come into focus. Maintain awareness of other objects and details surrounding it. Do this at least at the end of each page.

3. When studying, place a book mark 3 or 4 pages ahead. Get up and move around for at least one minute each time you reach the book mark.

4. Tilt the book up about 20 degrees (this slopes up about 4 inches). A tilt top for the desk can be made by screwing two door stops to the back of a piece of 1″ inch plywood or drawing board and attaching two rubber knobs to the front (near) edge so it does not slip off the desk. This can be used for reading, studying, writing. It usually enables working farther away from the task than when the task is flat on the desk.

5. When riding, avoid reading and other near activity. Encourage looking at sights in the distance for interest and identification.

6. Encourage outdoor play or sports activities that require seeing beyond arms length.

7. When outdoors, sight a distant object at about eye level. At the same time, be aware of where things are on all sides.

8. Walk with head up, eyes wide open and look TOWARDS, not at objects.

9. Become very conscious of the background of the objects you look TOWARDS, be it a person, print on a page, an electric sign, the TV, or any other object.

 

VISUALLY THERAPEUTIC TOYS & GAMES

Toy or Game	Visual Skills Area
Lite Brite	Fixation, Eye Hand Coordination, Form Perception
Lego	Eye Hand Coordination, Form Perception
Tinker Toys	Eye Hand Coordination, Form Perception
Jump Rope	Gross Motor
Stocks	Form Perception
Jacks	Eye Hand Coord., Ocuiomotor Skills
Simon	Visual Memory
Labyrinth	Ocuiomotor Skills, Eye Hand Coord
Mazes	Ocuiomotor Skills, Eye Hand Coord.
Bail Games, Balloons	Gross Motor. Eye Hand Coord., Spatial Concepts
Where’s Waldo	Figure Ground
Memory	Visual Memory
Concentration	Visual Memory
Tricky Fingers	Eye Hand Coord., Form Perception, Visual Motor Integration
Tangram	Form Perception, Visualization
Lincoln Logs	Eye Hand Coord., Form Perception
Bed Bugs	Fixation, Eye Hand Coord.
Operation	Fixation, Eye Hand Coord.
Toss Across	Eye Hand Coord., Spatial Concepts
String Beads	Fixation, Eye Hand Coord.

Birmingham Vision Care. P. C.
280 N. Old Woodward o Lower Level o Birmingham, Michigan 48009 o (248) 646-4777
Dr. Harriet C. Pelton | Dr. Lloyd 1. Snider | Dr. Ronald S. Spalter Optometrists

BEHAVIORAL SIGNS OF VISUAL PROBLEMS

Sometimes visual problems in children manifest themselves as behavioral problems, such as issues with focusing, reading skills, and eye hand coordination. For further information on testing your child, contact us today at 828-435-0670, or you may live chat with us, just click on the orange button on your screen. 

Eye Movement Abilities

 

1. Head turns as reads across the page
2. Loses place often during reading
3. Needs finger or marker to keep place
4. Displays short attention span in reading or copying
5. Too frequently omits words
6. Repeatedly omits “small” words
7. Writes up or downhill on paper
8. Rereads or skips lines unknowingly
9. Orients drawing poorly on the page

Eye Teaming Abilities

1. Complains of seeing double
2. Repeats letters within words
3. Omits letters, numbers or phrases
4. Misaligns digits in number columns
5. Squints, closes or covers one eye
6. Tilts head extremely while working at desk
7. Consistently shows gross postural deviations at all desk activities

 

Eye Hand Coordination

1. Must feel things to assist in any interpretation required
2. Eyes not used to “steer” hand movements (extreme lack of orientation, placement of words or drawings on page)
3. Writes crookedly, poorly spaced: cannot stay on ruled lines
4. Misaligns both horizontal and vertical series of numbers
5. Uses hands and fingers to keep place on page
6. Uses other hand as spacer to control spacing and alignment on page
7. Repeatedly confuses left-right directions

Focusing Abilities

1. Comprehension reduced as reading continued’, loses interest too quickly
2. Mispronounces similar words as continues reading
3. Blinks excessively at desk tasks and/or reading
4. Holds book too closely: face too close to desk surface
5. Avoids all possible near centered tasks
6. Complains of discomfort in tasks that demand visual interpretation
7. Closes or covers one eye when reading or doing desk work
8. Makes errors in copying from chalkboard to paper on desk
9. Makes errors in copying from reference book to notebook
10. Squints to see chalkboard, or requests to move nearer
11. Rubs eyes during or after short periods of visual activity
12. Fatigues easily; blinks to make chalkboard clear up after desk tasks

 

Visual Perception Abilities

1. Mistakes words with same or similar beginnings
2. Fails to recognize same word in next sentence
3. Reverses letters and/or words in writing and copying
4. Confuses likenesses and minor differences
5. Confuses same word in same sentence
6. Repeatedly confuses similar beginnings and endings of words
7. Fails to visualize what is read either silently or orally
8. Whispers to self for reinforcement while reading silently
9. Returns to “drawing with fingers” to decide likes and differences