What are “Learning Differences”?

Administrator September 12th, 2007

What are “Learning Differences” and why did Dr. Mel Levine, a pediatrician, and financier Charles Schwab decide to translate the latest research on how children learn into programs, products, and services that help students who are struggling in school become successful learners? In 1995 they created All Kids of Minds, an Institute whose mission is to help students measurably improve their success in school—and in life—by providing programs that integrate educational, scientific, and clinical expertise.

According to the U.S. National Institutes of Health, as many as one in five Americans has a learning disability. Children who struggle with differences in learning comprise a much larger segment of the population. Research has shown that children who cannot overcome their learning difficulties are far more likely to under-perform in school, develop low self-esteem and engage in serious negative behaviors with devastating consequences to themselves and to society.

  • More than 35% of students who struggle with learning drop out of high school – twice the rate of their peers.
  • Over 31% of academically struggling adolescents will be arrested 3-5 years out of high school.
  • Greater than 50% of young women with learning struggles will be mothers within 3-5 years of leaving high school.
  • No less than 50% of incarcerated juveniles have been found to have undiagnosed learning difficulties.
  • Up to 60% of adolescents in treatment for substance abuse have had trouble with learning.

Central Carolina Community Foundation recently spoke with Mary-Dean Barringer, CEO of All Kinds of Minds, to learn a little about All Kinds of Minds and the Schools Attuned Project that the State Department of Education is planning to bring to South Carolina. Listen in on the conversation here:

(download link)

We would like to hear about your experiences, your challenges and your triumphs with students who learn differently. Please post your comments and questions here and become part of the Community Dialogue.

And we’d like you to join us for a special presentation by Dr. Mel Levine on Monday, September 24 at 4:00pm at the Breed Leadership Center on the campus of Columbia College.

To register for this event, call Kerrie Newell at 803-254-5601, ext.327, or e-mail your reservation to kerrie@yourfoundation.org.

  • Comments(7)

7 Responses to “What are “Learning Differences”?”

  1. # jjmon 17 Sep 2007 at 7:42 pm

    Thank you for providing this great audiocast! This is a tremendous way to help the larger community begin to ask more informed questions.

    I am familiar with the work of Dr. Levine. I am also familiar with the work of the Center for Applied Special Technology (CAST) http://www.CAST.org in Massachusetts which has had great success in implementing a similar program called Universal Design for Learning (UDL). I am curious to know from Dr. Barringer, what the differences between the two program are, and why Columbia College has chosen All Kinds of Minds rather than Universal Design for Learning. A second question is to what extent does All Kinds of Mines integrate educational technology in the development of learning curriculum?
    A third question is what is the cost and time required to train teachers on bringing the All Kinds of Minds Curriculum to schools in SC? Is this plan integrated with the State Professional Development Plan?

    Thanks again for providing the opportunity to begin a discussion.

  2. # beccaon 25 Sep 2007 at 11:41 am

    The talk by Dr. Levine last night was amazing! I was so inspired to use his thought process when teaching, and I really want to be trained in the Schools Attuned program now! Thank you s much to the CCCF and the funder who deemed it beneficial to invite Dr. Levine to Columbia!

  3. # tpearsonon 02 Oct 2007 at 2:33 pm

    We contacted All Kinds of Minds regarding the questions jjm posted on September 17. Below are the answers.

     

    Question: What are the differences between the two programs and why Columbia College has chosen AKOM over UDL?

    Response: Schools Attuned and Universal Design for Learning represent two approaches for thinking about teaching and learning toward the goal of increased success for students. Based on the core belief that students learn differently and that students bring unique strengths and weaknesses to the learning experience, both programs provide educators with knowledge and tools to better understand and meet the diverse needs of learners.

     

    Schools Attuned is a strengths-based program founded on a core philosophy and a neurodevelopmental framework that provides a lens for understanding learning and learners. Based on research from the educational and scientific fields, this framework describes eight neurodevelopmental Constructs and their associated Functions that affect school performance. By using this lens to understand their curriculum, instruction, and student’s learning profiles, Schools Attuned teachers are prepared to make decisions about the accommodations and interventions needed for students to succeed.

     

    Universal Design for Learning provides teachers with a framework for using assistive technology to increase opportunities for learning by eliminating barriers for all students, especially those with disabilities. This research-based approach describes three interconnected networks across which learning is distributed - the recognition, strategic and affective networks. Through the use of flexible curriculum methods and materials, UDL prepares teachers to develop classwide learning goals, create individualized approaches based on student need for reaching those goals, and effectively measure student progress.

     

    While these two programs share many features, they differ in focus and level of specificity. Schools Attuned provides a specific framework for describing learning that enables teachers to make decisions about curriculum and instruction and how to meet the needs of struggling learners. The principles of Universal Design for Learning are focused on using technology to create classroom environments that maximize opportunities for learning, particularly those with disabilities.

    Question: What extent does All Kinds of Minds integrate educational technology in the development of learning curriculum?

    Response: Because we understand that learners learn best in different ways, when teachers participate in the Schools Attuned Program, we integrate many different types of classroom and post-course experiences. It’s carefully mixed to appeal to different learning profiles and to keep the participants engaged. Some of the curriculum makes use of technology, while some of it employs the various ways that adults learn in face-to-face settings. As an example, online course modules are available covering a number of different topics that the participant can match to the needs of the school or his/her needs as a classroom teacher. These online modules incorporate reading, sound, and a number of other techniques that make the online work interesting.

     

    We will soon launch a professional learning community, which relies on the Internet to connect Schools Attuned participants from around the globe. This use of technology facilitates the sharing of experiences with our program and peer-to-peer learning on topics that the participants choose, and is intended to augment program sustainability and support the notion of lifelong learning about learning.

     

    There are a number of ways we plan to use technology to enhance learning, with new tools and services already under development.

    Question: What is the cost and time required to train teachers on bringing the All Kinds of Minds Curriculum to schools in SC? Is this plan integrated with the State Professional Development Plan?

    Response: The Schools Attuned Program requires educators to attend a 35 hour course and then approximately 10 hours Schools Attuned in Practice. Due to an appropriation from the State of South Carolina, selected South Carolina public educators will be able to attend the program for a $100 registration fee. Educators will receive 60 renewal credits for completion of the Schools Attuned Program.

  4. # jjmon 10 Oct 2007 at 11:12 pm

    Thanks so much for the detailed response. I have a few more questions:

    Who pays the $100 training fee - the district? individual teachers? or outside funders?

    What has been the experience of getting teacher “by-in” on either the building-by-building or even district level. Has there ever been a district-wide implementation of the model, and if so, can you describe the power challenges that were involved. We know that new programs can meet with resistance from teachers and union representatives, especially if the new programs seem threatening. What would you suggest to a school superintendent if he or she wanted to implement the program district-wide?

  5. # JLarryon 20 Nov 2007 at 3:44 pm

    Regarding Who pays the $100 training fee - the district, individual teachers or outside funders? Beth Roach at All Kinds Of Minds replies:

    “The $100 training fee per participant may be paid either by the teacher, the school or the district. The remainder of the fee is covered by the legislative appropriation from the state of SC. The $100 fee helps to ensure “buy-in” from all parties. ”

    Beth also said that with respect to a district-wide implementation of the model:

    “Yes, Schools Attuned can be seen in several district-wide implementations around the country and in Canada. You raised a good point regarding “power struggles,” however, the best way to avoid this is to ensure that the program is “person proof.” In other words, we encourage any district that adopts the program to ensure that adoption is not solely driven by 1 person. The program should be voluntary and blessed by the Superintendent as well as various other administrators in both the district office and at the building level. For the superintendent who wishes to start a district initiative we might suggest allowing the All Kinds of Minds staff to come in and do a presentation for a key group of administrators and lead teachers. Once these lead teachers “buy-in” the superintendent’s job of adopting the program district-wide becomes easy. The educators will voluntarily choose to go and typically become advocates for the program at the grass roots level. Another strategy that has worked extremely well is to set up an application for those who wish to attend the training. This ensures that only the teachers who really want to be there go and in-turn will then create energy around the program. In some of our school districts teacher incentives (administrative promotion, CEUs, and merit raises) have been incorporated into the district’s philosophy and processes.”

    For those who would like to learn more about these ideas, we are happy to relay the questions. But if you’d like a more personal answer, please feel free to call All Kinds of Minds directly at 919.933.8082 extension 2135 or 2231.

  6. # jjmon 03 Dec 2007 at 9:26 pm

    Does anyone know if there are KIPP schools in the Richland I or Richland II districts? They seem to have remarkable success no matter where they are functioning. How would South Carolina react to introducing a KIPP charter school into one of the poorest performing districts?

  7. # jjmon 03 Dec 2007 at 9:29 pm

    By the way, KIPP stands for Knowledge is Power Program http://www.kipp.org/

    Do a search for KIPP schools on YouTube and check out the series done by Hedrick Smith on alternative schools. Is Columbia ready for change?

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