Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h55K4IC00186; Thu, 5 Jun 2003 16:04:18 -0400 (EDT) Date: Thu, 5 Jun 2003 16:04:18 -0400 (EDT) Message-Id: <000401c32b9d$4add9000$92e15244@DC66VD11> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: Sherry Royce/C <sjroyce@comcast.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:727] RE: Re:ESE, Attention Deficit Disorder, X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=us-ascii X-Mailer: Microsoft Outlook, Build 10.0.2627 Status: O Content-Length: 2504 Lines: 68 Nick: I know exactly what you are talking about. Two citations - personal - none with music, however. This happens with the gifted as well as learners we "label" as impaired. I personnally have experienced the need to distract part of the brain in order to concentrate and went through high school and college knitting in class to keep my brain from wandering and graduated cum laude. I have followed this coping device all my life and applied it to others. For example, when asked to teach speed reading to gifted high school children on Friday afternoons and 2:00 p.m., I immediately told them they could do their homework in class as long as they kept up with what we were doing. They enjoyed the opportunity and the class and so did I. There is a narrow line between ADD and gifted students and we must always be careful about labels and coping skills that seem unusual to us. Sherry Royce Dr. Sherry Royce Royce & Royce, Inc. 1938 Crooked Oak Drive Lancaster, PA 17601 Tel: 717-569-1663 email: sjroyce@comcast.net -----Original Message----- From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov] On Behalf Of Nixon S. Griffis Sent: Thursday, June 05, 2003 12:47 PM To: Multiple recipients of list Subject: [NIFL-FOBASICS:722] RE: Re:ESE, Attention Deficit Disorder, and Listening To Music List Members, I am an ABE/GED teacher. Lately, there has been a movement to recognize the huge majority of ESE (Learning Impaired) students in our classes. This has been moderated a bit by the in flow of ESOL students who are ready for our course, but have different needs than our ESE students. I am interested in starting a strand here on ESE solutions that our members have found helpful in dealing with the challenge of servicing this population. I also am interested in studies and information. Has anyone any information on studies done or anecdotal evidence on students who say they listen to music while they study because it helps them concentrate? These students seem to recognize that they have Attention Deficit Disorder or some type of ESE. I would like to know more about the effectiveness of someone blasting music in their ears correlated with an increased ability to concentrate. I would be interested if different kinds of music were more effective than others. I feel that teachers should at least be informed about this question in order to direct their students based on sound data. Nick Griffis Adult Education Inlet Grove H.S. Riviera Beach, FL 561-882-9967
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