From Learning Disabled to Special Learner--Proven Method: Learning Disability Help, #2

From Learning Disabled to Special Learner---Proven Method

By Jon Van Loon

Smashwords Edition

Copyright 2012 Jon Van Loon

Preface

(This is a revised version with updates-03/09/13)

Conventional Learning Methods Don't Work!

This book was hived off from the book ‘Learning Disabled are really Special Learners-Here’s Proof’ which is also available as a free download eBook on these sites, because although this new eBook provides the general guidelines for becoming a special learner it depends heavily on my own approaches. Since special learners must discover their own strategies I felt I could only stress this important point by making this division.

A dichotomy exists in conventional schooling. Those students who have been identified as severely learning disabled find it difficult if not impossible to learn in the conventional classroom environment using the normal strategies. Yet in most school systems although part time withdrawal from such classes for special assistance in remediating learning skills and special help with the required subject matter is available, such an approach is of limited effectiveness.

In order for a person with a learning disability to become an effective special learner and hence achieve their ultimate potential, each individual must find a learning style that works for them. In the withdrawal classroom environment mentioned above learning specialists are available to assist with remedial learning strategies. Unfortunately these specialists though well trained and motivated are in large part not themselves learning disabled and hence cannot fully understand an individual student’s required learning style requirements. The individual themselves must identify and learn these skills.

This book is written by a severely learning disabled individual, also bipolar, who became an unpredicted success in Academia (earned a PhD in Chemistry and became a Full Professor at the University of Toronto) by becoming special learner. Herein I will outline my own learning strategies, in detail; but in recognizing that every individual must compile their own formula I will provide as much general comment on achieving individual approaches as possible. Some of the following approaches to learning that I will outline are standard methods today, but in the 1950’s and 60’s when I was a student I had to discover them on my own. This fact alone stresses the importance of reading my material and the strategies used to acquire these.

The reader is cautioned to use this book only as a guideline to developing their own version of special learning. The reason I believe intensely that this book will be of important value is that it comes not from a specialist in learning disabilities but from an actual learning disabled individual who was a proven success in developing his own special learning technique.

Every time I see/hear the term learning disability I cringe. It immediately creates feelings of negativism, severe difficulty, flawed learning capability and abnormality. Just because an appreciable percentage of the population learns by conventional ways outlined in the conventional syllabus is no reason that the content there-in cannot be acquired in a different manner. These different approaches, combined with normal methodology is the subject of this chapter.

In comparing my learning capabilities with those of my colleagues it becomes abundantly clear that the main difference lies in the methods and often ease of learning. I have achieved the same level of scientific proficiency as any of those in my field of research and even better than some. How could this have happened if my potential perceptual capabilities had been ultimately flawed?

I know I cannot learn properly using entirely the conventional methods. In the face of these realizations would it not be possible to call us special learners? I have myself resisted making this change in this dissertation to avoid placing any confusion in the mind of the reader. But what about the so-called normal learners would my learning system be of any help to them? Although they may find no need of some parts of such an approach, my experience with the comments of conventional learners suggests that many techniques herein outlined would be an aid to any learner. Computers are changing education but the outlines below are still relevant.

Chapter1 Secrets to Success

Secrets to Success

1. Motivation

2. Self-discipline

3. Use as many senses as possible, but emphasize your strengths for learning

(a) auditory

(b) visual

4. Work in concentrated intervals (thirty to sixty minutes) separated by breaks (ten minutes).

5. Develop hobbies, music, physical fitness.

6. Abandon negative thinking. Stop crying over your misfortune and get on with the challenge.

7. Develop advantages over normal learners (a) better study habits and methods

(b) better organization

(c) read more efficiently

(d) take the examination challenge

(e) better writing capabilities

The educational system in Brazil in the 1980’s, like that in most of the world's developing nations (over 80% of the world's population) caters mainly to the rich. When I become depressed and curse the injustice and difficulties that result from my learning disability, I try to think of my sojourns in Brazil. The average citizen (more than 80% of the population in countries such as Brazil when I was working there) had little hope of acquiring more than a very rudimentary formal education. For the learning disabled, even if he was rich, his chances of acquiring a very useful education there were exceedingly small. This means that for the learning disabled in countries comprising 80% of the world's population there is almost no hope of academic achievement and hence of obtaining real vocation-related satisfaction.

Those of us living here in North America, whether learning disabled or not, are among the chosen few. I have a learning disability, but I also have a good education. Where is that injustice now! How can I possibly be depressed by my relatively minor problems?

In elementary school I was always the poorest learner among my immediate friends. Even by Grade 13 in high school, out of twelve friends, I was still the poorest. Of this group, four were Ontario Scholars (they had overall percentages over 80). However, beginning with first year university the tide began to turn – with my special learner skills I was beginning to climb in my learning capability. At the end of first year, five of my friends had not obtained sufficient standing to enter second year. Surprisingly, two of the five were Ontario Scholars. How could this be?

These five had been receiving good marks until then by reading material through on the night before examinations. They were such adept learners and it came so easily that they didn't even have to make much of an effort. On the other hand, I had to work exceptionally hard, often spending long hours many nights before examinations reading and always writing down important points into course summaries. I also read the summaries out loud so I could learn by hearing. Of course, at university, even gifted students who learn relatively easily must change their ways. The material is too voluminous and too complex to be learned well enough by a simple reading. The important points must always be removed from the forest of other information.

The student who has never had to acquire good study habits is now in a bad position. His assignments are poorly done and are handed in late. Even if he is smart, he begins to have examination difficulties due to poor learning technique. Often students of this type, facing such troubles, begin to give up because they lack the motivation and self-discipline essential to acquire a successful approach. In this way, I started to move up in my group. By the third year I was near the top of what was now a group of seven who had survived in our specialty discipline. (I hasten to point out that several of the failures actually did finish undergraduate work, but it took them much longer). Finally in the fourth year I got four As and a B, which put me at the top of my class. In fact, by the fourth year I looked forward to exams because I had learned tricks to performing well. I had learned how to excel at exams. This did not mean I retained much of what I learned. A week later I might be back at square one. The question then is: Do I have any real knowledge of this material? Because of my poor memory the straight answer is undoubtedly only a little. However, I do have my summary cards (today these are in computer files), which I can use at any time to re-acquire this material. Therefore, I have the advantage in the longer term of having summaries that allow me to relearn the material very efficiently.

Pragmatically speaking, I had done what was essential. I obtained excellent marks at university and graduated with honours. Even though I had not committed to long term memory a large body of information in my chosen field, I did have a diploma, which meant it would likely be me who would obtain a top job. This is despite the fact that some of my friends who failed might have memorized a greater store of material in this area than I did. Again, despite some gaps in acquired factual material, it was also likely that I would achieve greater success in the profession. This is because of my better motivation, self-discipline and a better all round approach to difficult tasks.

An important lesson can be derived from all this. Mechanisms have evolved in the real world for charting progress. Many of these, like conventional systems of evaluation within universities, are far from ideal. From a practical standpoint, however, it is essential to maximize your chances of scoring highly within the evaluation scheme. Without such measured achievement, progress in any field will be slowed or even blocked. I have known several scientists in my field who, despite knowledge and performance that are superior to mine, have never achieved high level scientific positions. In these cases it is simply that they lacked the Ph.D. diploma. How unfair, you might say and I agree strongly. But such is life.

Gaining recognition as a scientist is a difficult task. I had the very good fortune of doing my Ph.D. under Professor Fredrick E. Beamish, in his time the world authority in the analytical chemistry of precious metals. Thus, anything published with Beamish gave me instant recognition.

We wrote two books together (more honestly I should say Beamish wrote two books to which I contributed a small amount, but for which he gave me co-author status). In this way I instantly acquired a high profile in the field. Beamish died when I was only a few years into my research career. As a result of my association with him, I was instantly pursued as an authoritative speaker at conferences and symposia throughout the world. Fortunately Beamish, because of his command of the subject and his excellent teaching skills, had imparted to me the most important considerations. I had acquired knowledge in his field and was able to fulfill these engagements with credibility.

My real love, however, was environmental pollution research, an area in which I had no experience. The prospect of establishing myself and, in particular, gaining a worthwhile profile in this field, was a frightening challenge. I soon learned that by establishing myself as a chemist in the difficult precious metals field I obtained a boost up in anything else I wished to undertake involving related chemistry. I used this strength to build my career in environmental studies. Within a relatively short period I was again receiving invitations to speak internationally, but this time on· environmental topics.

I have many weaknesses. If I dwelt on these (as I sometimes do in periods of depression) I would make slow, if any, progress. Success for me depends greatly on an efficient utilization of my strengths. I have learned to blot out