Reflection on the webinar (5)
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| source: https://katahdingroup.com/melissasblog/2015/9/14/8cc8ysylm067e0irepa6qfo1febkd2 |
Yesterday, me and my colleagues had a chance to attend another webinar. This time it was a lecture about executive functions conducted by Mr. Ben Shifrin. The presenter is a headmaster of Jemicy School, set in Maryland. Its goal is to educate students with learning differences, including dyslexia. Mr. Shifrin has experience as a special education administrator and engages in various organisations, such as Learning Disabilities Association and National Association of Independent Schools.
The presenter started the webinar by explaining the connections between neuroscience and learning. He also briefly introduced dyslexia and dyscalculia. While talking about executive functions, he first listed some of the most important ones, cognitive processes needed for them to work correctly. Then, he described the development of EFs and how and which EFs contribute to building reading skills. Mr. Shifrin spent some time talking about ADHD and its connections with executive functions. Then, he listed deficits kids with ADHD usually have. At the end, there was time for questions or comments from the audience.
What I found especially admirable was the sheer engagement Mr Shrifrin has when it comes to helping students with learning differences. When he was answering questions and talking about his motives for helping children, I really felt how much he cares about it. I would gladly listen to him at least one more time, as there’s clearly much more to the topic.
I spend some time thinking about the danger of perceiving the students as ones with learning difficulties. Nowadays, many children get diagnosed with ADHD, dyslexia or autism. While those should be helpful to both teacher and a child, it creates a danger of labelling a child. Then, a teacher sees mostly challenges and can easily forget about the strengths of said pupil. Apart from misdiagnosis, which is unsuitable and creates a false picture of the child, diagnosis should give advice and help build on what the child is good at, instead of focusing on his or her difficulties.
Overally, this webinar was very useful and full of knowledge. I am grateful that Mr Shifrin agreed to spend this time explaining to us some of the terms and sharing his experiences based on years of working with students with learning differences. Though there wasn’t much time and the amount of knowledge seemed to be overwhelming, it was definitely beneficial to listen to the presenter.
The presenter started the webinar by explaining the connections between neuroscience and learning. He also briefly introduced dyslexia and dyscalculia. While talking about executive functions, he first listed some of the most important ones, cognitive processes needed for them to work correctly. Then, he described the development of EFs and how and which EFs contribute to building reading skills. Mr. Shifrin spent some time talking about ADHD and its connections with executive functions. Then, he listed deficits kids with ADHD usually have. At the end, there was time for questions or comments from the audience.
What I found especially admirable was the sheer engagement Mr Shrifrin has when it comes to helping students with learning differences. When he was answering questions and talking about his motives for helping children, I really felt how much he cares about it. I would gladly listen to him at least one more time, as there’s clearly much more to the topic.
I spend some time thinking about the danger of perceiving the students as ones with learning difficulties. Nowadays, many children get diagnosed with ADHD, dyslexia or autism. While those should be helpful to both teacher and a child, it creates a danger of labelling a child. Then, a teacher sees mostly challenges and can easily forget about the strengths of said pupil. Apart from misdiagnosis, which is unsuitable and creates a false picture of the child, diagnosis should give advice and help build on what the child is good at, instead of focusing on his or her difficulties.
Overally, this webinar was very useful and full of knowledge. I am grateful that Mr Shifrin agreed to spend this time explaining to us some of the terms and sharing his experiences based on years of working with students with learning differences. Though there wasn’t much time and the amount of knowledge seemed to be overwhelming, it was definitely beneficial to listen to the presenter.
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