DSM: *Dyslexia*!!!!! (please correct my previous subject if you respond)

From: Joe Jackson (shoeless@jazztbone.com)
Date: Sun Jan 27 2002 - 08:33:37 EST


"Dyslexia", not "dislexia"!

Sorry, I have had a very hard week. ;)

-Joe

> -----Original Message-----
> From: owner-discuss-sudbury-model@sudval.org
> [mailto:owner-discuss-sudbury-model@sudval.org] On Behalf Of
> Joe Jackson
> Sent: Sunday, January 27, 2002 8:18 AM
> To: discuss-sudbury-model@sudval.org
> Subject: DSM: Dislexia
>
>
>
> > 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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