DSM: Dislexia

From: Joe Jackson (shoeless@jazztbone.com)
Date: Sun Jan 27 2002 - 08:17:55 EST


> However, she was very worried about "W"
> still not reading and his "dyslexia". So he gets tutored in
> some special reading program.

I seem to remember reading somewhere that Dislexia has never been
diagnosed in a student at Sudbury Valley. Can anyone confirm that?

-Joe

  He hates it so much she has to
> buy him presents as rewards for putting up with it. The
> tutor also tries to get "W" to sit with
> his feet on the floor and stuff like that! UGH! I don't
> think this mother
> has even talked to anyone at school or read the school books.
> I did what I could and suggested the latter; but wouldn't
> it be better if these
> situations could be avoided and , if so, what would it take?
> The poor kid!
>
> Ann
> ----- Original Message -----
> From: "Scott David Gray" <sgray@aramis.sudval.org>
> To: <discuss-sudbury-model@sudval.org>
> Sent: Saturday, January 26, 2002 11:37 AM
> Subject: Re: DSM: students rights
>
>
> > Hi Ann,
> >
> > On Sat, 26 Jan 2002, Ann Ide wrote:
> >
> > > So, there's my story. I can't help but think that the
> more parents
> > > understood the model, the more supported the kids would
> be and the less
> > > stress around the issue there would be for everyone,
> staff included. I
> >
> > Maybe. Though I do think that one very important thing that most
> > alumni (myself included) take from the school is that "it takes all
> > kinds to make a world." It seems that the world needs
> people who are
> > interested in foremost in dancing or fixing aircraft, just
> as surely
> > as it needs philosophers like yourself or myself.
> >
> > As system administrator in the Internet Room, I don't care
> whether or
> > not the students who use the computers know why the library
> > corporation has a policy that one cannot install or use
> programs such
> > as Outlook Express. But if a student wants to know, or if
> a question
> > about the policy is raised in a Library Corporation meeting, I am
> > happy to explain the position that Outlook Express is a
> virus magnet
> > and that using it greatly increaces the liklihood of the Internet
> > being inaccesible from time to time while I work to get the
> > viruses off the computers.
> >
> > Likewise, as a proponent of the school, I don't have any
> problem with
> > people who enjoy the school for what it is without knowing the
> > philosophical underpinnings that make it that way. And obviously I
> > wouldn't maintain this list if I didn't also enjoy talking
> about the
> > philosophy with the DSM community.
> >
> > > think it would be a good idea to include a book in the application
> packet
> > > (up the price $10 to cover the cost) and request or require it be
> > > read before the interview.
> >
> > That's a question that has been discussed in school at some
> length.
> > The feeling of most people, after a lot of thought about the issue,
> > was that handing someone a book would send an unstated message that
> > "you should read this -- despite the fact that you've
> gotten a sense
> > of what the school would mean for you in the interview." Some fear
> > that this would make us appear to be endorsing a "pro SVS"
> curriculum
> > for the parents, and could thereby undermine our attempts to
> > communicate the most central aspect of the school -- that we
> > are pluralistic and have no curriculum!
> >
> > In addition, some people at SVS have the concern that things people
> > get "for free" are devalued in their minds. You can see this in
> > action with computer software -- many people would rather
> buy a piece
> > of software than use one that is maintained by the Free Software
> > Foundation under the Gnu Public License. I don't know that handing
> > books to people increaces the likelihood that they will read it any
> > more than the act of passing books out (like flyers on
> > windshields) makes people want to toss it in the trash.
> >
> > However, other Sudbury schools have chosen differently.
> > It's certainly a reasonable idea, but the school community
> > at SVS isn't motivated to try it at this time. It does
> seem that it
> > may do some good in smaller schools, where being handed a book may
> > have more the air of a personal decision than an institutional
> > decision.
> >
> > > Hope this is a help, Warren. I have a feeling what gets so many
> > > kids
> into
> > > SVS in spite of parental indifference,etc. is the discontent with
> > > the
> public
> > > schools. You can do "marketing" from that angle, of course.
> > >
> > > Ciao,
> > > Ann Ide
> > >
> > > ----- Original Message -----
> > > From: "Warren McMillan" <warren@bmts.com>
> > > To: <discuss-sudbury-model@sudval.org>
> > > Sent: Friday, January 25, 2002 8:27 PM
> > > Subject: Re: DSM: students rights
> > >
> > >
> > > > Hi Joe, Travis et al. If I can jump in here with an
> observation
> > > > that
> > > seems
> > > > relevant. This is a subject to which I have given some
> thought.
> > > > My observation was the first thing that came to my mind when I
> > > > first
> stepped
> > > > onto the grounds of the Sudbury Valley school last summer. My
> > > > thought
> > > was,
> > > > who wouldn't want to send their child here? It
> occurred to me, at
> that
> > > > time, that it wouldn't matter much what the philosophy
> was, if I
> > > > could afford to send my child to a private school, what more
> > > > beautiful place
> > > would
> > > > there be than this? And if I sent my child and he/she was happy
> there,
> > > > well, as a parent that might be enough for me. This thought was
> > > reinforced
> > > > by my experience at the short-lived attempt at a Sudbury school
> > > > that
> was
> > > the
> > > > Indian River school. Prior to opening the school, from
> last April
> through
> > > > to August, I held regular information meetings for prospective
> > > > parents
> in
> > > > which I went over and over the basic philosophy and tried to
> > > > impress
> on
> > > them
> > > > the importance of understanding and agreeing with the philosophy
> before
> > > they
> > > > made a decision to enrol their children. In spite of
> this, by the
> time
> > > the
> > > > school closed its doors, it was very clear to me that virtually
> > > > none
> of
> > > the
> > > > parents really understood the philosophy, with one
> exception being
> > > > a
> staff
> > > > member as well as a parent. Moreover, as I got to know them, I
> realized
> > > > that it didn't really matter to them. Each saw in the school a
> quality
> > > that
> > > > suited their own purposes quite apart from the stated
> philosophy.
> Now, it
> > > > might have been that I did not effectively convey the
> philosophy
> > > > in
> the
> > > > first place but I just wonder how much it would have
> mattered to
> > > > them anyway. Now I hope this doesn't throw a wrench into this
> > > > thread and, if it
> does,
> > > > just ignore this and carry on as you were, otherwise, I would be
> > > interested
> > > > in what people, perhaps especially Sudbury parents,
> think about
> > > > this.
> > > That
> > > > is, how important, to parents, is the philosophy of the
> school?
> > > > And
> which
> > > > is most important to parents: that my child be free?
> that my child
> > > > be
> > > happy?
> > > > that the school is a beautiful place to be?
> > > > The reason I am interested in this is that I am thinking about
> > > > trying
> > > again
> > > > to start a Sudbury school and the answers to these
> questions would
> have a
> > > > bearing on how I approach parents next time around.
> > > > I should make one thing clear and that is that I have
> absolutely
> > > > no
> doubt
> > > in
> > > > my mind about the importance of the philosophy for
> _children_ but
> > > > it
> is
> > > the
> > > > parents I must reach in order to get enrollment hence
> the need to
> focus on
> > > > their perceptions.
> > > >
> > > > Warren
> > > >
> > > >
> > > > ----- Original Message -----
> > > > From: Joe Jackson <shoeless@jazztbone.com>
> > > > To: <discuss-sudbury-model@sudval.org>
> > > > Sent: Friday, January 25, 2002 7:10 PM
> > > > Subject: RE: DSM: students rights
> > > >
> > > >
> > > > > Hi, Travis. You wrote:
> > > > >
> > > > > > we say that ideally (it would)! it
> > > > > > would be a good
> > > > > > think if parents were not initiating overly
> coercive measurers
> > > > > > within the home environment. Sadly, as with so many other
> > > > > > things in life, this is not a
> > > > > > realistic estimation. Indeed, more then anyone, if I had my
> > > > > > way, we would
> > > > > > throw all of these people out. But then we would be
> losing an
> > > > > > extremely
> > > > > > substantial portion of our school.
> > > > >
> > > > > And
> > > > >
> > > > >
> > > > > > the number of parents who, forget about
> > > > > > agreeing with the philosophy, are indifferent to it
> is minimal
> > > > > > enough! Based on my limited observations, right
> now, you are
> > > > > > LUCKY if your parents, such as
> > > > > > mine, have a general indifference to the school and are
> > > > > > simply glad that
> > > > > > their kids are happy.
> > > > >
> > > > > Are you saying that in your estimation the vast
> majority of the
> parents
> > > > > at Sudbury Valley are there in spite of the fact that
> they are
> > > > > in disagreement with the philosophy? I find that a little
> > > > > shocking,
> and I
> > > > > hope, in the interest of the welfare of Sudbury
> Valley School,
> > > > > that
> your
> > > > > estimation is off!
> > > > >
> > > > > Thanks for giving your time to this list - your
> perspectives are
> very
> > > > > welcome.
> > > > >
> > > > > -Joe Jackson
> > > > >
> > > > >
> > > > > ===========
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> >
> > --
> >
> > --Scott David Gray
> > reply to: sgray@sudval.org
> > http://www.unseelie.org/
> > ============================================================
> > It has continually struck us that there is no element in
> modern life
> > that is more lamentable than the fact that the modern man
> has to seek
> > all artistic existence in a sedentary state. If he wishes to float
> > into fairyland, he reads a book; if he wishes to dash into
> the thick
> > of battle, he reads a book; if he wishes to soar into
> heaven, he reads
> > a book; if he wishes to slide down the banisters, he reads a
> > book. We give him these visions, but we give him exercise
> > at the same time, the necessity of leaping from wall to
> > wall, of fighting strange gentlemen, of running down long
> > streets from pursuers -- all healthy and pleasant exercises.
> > We give him a glimpse of that great morning world of Robin
> > Hood or the Knights Errant, when one great game was played
> > under the splendid sky. We give him back his childhood,
> > that godlike time when we can act stories, be our own
> > heroes, and at the same instant dance and dream.
> >
> > -- G. K. Chesterton, 1905, The Club of Queer Trades.
> > ============================================================
> >
> >
> > ===========
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