[senco-forum] Developinglistening skillsinsecondarypupils-Eddie'sCD

Hi Eddie and all on this thread.

Dear Eddie

You are obviously not aware of what APD is and how it affects those who have
APD.
I would suggest you begin to research the following web pages before making
such ridiculous comments, obviously you have your own private motivation for
this. I am clinically diagnosed as having APD, as are two of my sons, and
you are talking twaddle about their disability, and your statements are pure
disability discrimination to sell you point personal interests. You have
even admitted in times past that you know nothing about APD, well you keep
on proving it.

Please research the following web page, if you want to learn about APD and
improve your understanding of a recognised disability.
ASHA (C)APD Technical Report 2005 
http://www.asha.org/NR/rdonlyres/8404EA5B-8710-4636-B8C4-8A292E0761E0/0/v2TR
_CAPD.pdf 
MRC Institute of Hearing Research 
http://www.ihr.mrc.ac.uk/products/leaflets.php#apd

and regarding APD and attention
http://www.homestead.com/agertner/HOMEPAGE.html 
and specifically
http://www.homestead.com/agertner/page5.html 
also at
http://apd.apduk.org/atten_mem_and_apd.htm 

I am clinically diagnosed as having APD and much of your last post is total
nonsense and only demonstrates you total lack of understanding of a
disability that affects up to 10% of the population including those who
suffer from Glue ear.

And |I thought you were beginning to learn about these important issues.

Best wishes

Graeme
dolfrog
dolfrog at apduk.org
http://www.apduk.org
dolfrog at dolfrog.com
http://www.dolfrog.com
http://www.ldlinks.org.uk 
-----Original Message-----
From: Eddie Carron [mailto:eddiecarron at btconnect.com] 
Sent: Monday, August 28, 2006 3:04 PM
To: dolfrog; 'Gillian Clayton'; Olanys at aol.com
Cc: senco-forum at lists.becta.org.uk
Subject: Re: [senco-forum] Developinglistening
skillsinsecondarypupils-Eddie'sCD

Graeme

You write: 'Those who have poor listening skills or listening problems have 
auditory
processing problems.  Auditory Processing is the medical term for 
listening.'

If a child has poor listening skills and is nevertheless able to follow a 
sequence of oral instructions then it is unlikely that APD is the problem. I

think it much more likely that some degeee of attention deficit is present. 
Attention seeking behaviour also frequently comes to the fore when 
instruction is oral.

If a poor reader who appears to be unwilling or unable to listen for any 
significant period of time, undergoes a course of short daily experiences of

listening and his/her general literacy skills improve as a consequency of 
this - what does it matter what label is placed on their difficulty?  What 
should matter to a teacher is that their general literacy skills were 
boosted. Suppose this particular child took a test for APD which indicated a

theorectical possibility that some degree of APD was present, are you really

saying that this child should not have been given this remedial course which

significantly improved their literacy skills?

If this were my child and a school reported that they would not use an 
approach known to be successful because my child might have APD - I would 
sue them!

Eddie C.

----- Original Message ----- 
From: "dolfrog" <dolfrog at tiscali.co.uk>
To: "'Eddie Carron'" <eddiecarron at btconnect.com>; "'Gillian Clayton'" 
<jillclayton at mac.com>; <Olanys at aol.com>
Cc: <senco-forum at lists.becta.org.uk>
Sent: Monday, August 28, 2006 2:19 PM
Subject: RE: [senco-forum] Developinglistening 
skillsinsecondarypupils-Eddie'sCD

> Hi Eddie and all on this thread.
>
> Those who have poor listening skills or listening problems have auditory
> processing problems.  Auditory Processing is the medical term for 
> listening.
>
> Dilys Treharne of the Sheffield University Human Communications Faculty 
> has
> researched these issues for many years, and was instrumental in the first
> Statement for a child with APD issues.
>
> You may find a summary of her Presentation "The Management of Auditory
> processing Disorders" worth reading. Dilys outline many of the most useful
> programs that may be found to be beneficial in this area including Toe by
> Toe.
>
> The summary of Dilys' presentation can be found at various locations on 
> the
> APDUK web site.
> http://apd.apduk.org/managapd.htm
> http://resources.apduk.org/manage_apd.htm
> http://www.infosheets.apduk.org/manage_apd.htm
> These pages have proved to be amongst the most popular from our web site
> selection and average about 300 hits a month mainly from the USA , which 
> is
> surprising as they are supposed to know more about APD than us here in the
> UK.
>
> Best wishes
>
> Graeme
> dolfrog
> dolfrog at apduk.org
> http://www.apduk.org
> dolfrog at dolfrog.com
> http://www.dolfrog.com
> http://www.ldlinks.org.uk
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Eddie Carron
> Sent: Sunday, August 27, 2006 11:14 PM
> To: Gillian Clayton; Olanys at aol.com
> Cc: senco-forum at lists.becta.org.uk
> Subject: Re: [senco-forum] Developinglistening
> skillsinsecondarypupils-Eddie'sCD
>
> Claire and ALy
>
> Someone started this thread with a question about responding to the needs 
> of
>
> children who lacked listening skills. I, and a couple of others, responded
> with positive contributions which that initial enquirer appeared to find
> useful. That would have ended the thread as far as I was concerned until 
> Aly
>
> intervened with a blanket condemnation of the use of approaches like mine
> because they did not involve an examination of the possibilty that any of
> these children had APD.
>
> There are many people who do not agree with me and who find my responses
> irritating - that is their undoubted right. By the same token there are 
> many
>
> contributors whose views I find unbelievably crass and ill-informed. The
> strategy I use in these cases is to press the delete button when I see 
> their
>
> names. I only open a tiny fraction of the mails I receive and I assume 
> that
> others do the same. I believe there is a psychological label for people 
> who
> are drawn to read the views of those whose view they find 'unacceptable' 
> or
> distasteful. I dont know whether this label is helpful or not. My own
> personal strategy is simply to delete them unread and it really works for
> me.
>
> Aly describes my approach as 'hit and miss' with no way of knowing why 
> they
> work.That does deserve a response and I will not shy away from providing
> one. My approach is the very opposite of 'hit and miss' It is about very
> precisely targeting of specific, identified deficit. If a poor reader is
> unable to segment complex words into two or three simpler segemnts, I 
> teach
> that child in a way that ensures that segmenting becomes a reflex reaction
> to complex words, secure in the knowledge that his or her reading skills 
> wll
>
> inevitably and significantly improve when this very specific problem has
> been resolved, And I know exacly why their reading has improved - nothing
> hit or miss there!
>
> During the current hols, I have been working with a 6 year old child whose
> reading was not taking off' His distraught parents had paid privately for 
> an
>
> EdPsych evaluation which provided only some very general advice - 'read to
> the child every night - make reading fun - etc (which the parents had 
> always
>
> done anyway) I taught the parents how to use Keda Cowlings Toe by Toe on a
> daily basis and provided a short, daily skills boosting programme of my 
> own
> devising. I only visited them once a week. The parents are now ecstatic
> about the child's reading after only four weeks. They know that he is on 
> the
>
> way to becoming a reader - certainly not because I gave his difficulty a
> label but possibly because I declined to do so. I am happy to let other
> apply labels.
>
> Listening is a skill. If a poor reader is deficient in that skill, I 
> believe
>
> it reasonable to assume that some degree of attention deficit is at least 
> a
> contributing factor in the child's failure to make normal progress in
> reading. If I am able to exercise the child's ability to maintain focus on
> auditory information, that can only improve his or her chances of becoming

> a
>
> literate individual - whatever label is applied to their deficit. No more
> than that - but also no less than that!
>
> Eddie C.
>
> ----- Original Message ----- 
> From: "Gillian Clayton" <jillclayton at mac.com>
> To: <Olanys at aol.com>
> Cc: <senco-forum at lists.becta.org.uk>
> Sent: Sunday, August 27, 2006 9:17 PM
> Subject: Re: [senco-forum] Developinglistening
> skillsinsecondarypupils-Eddie's CD
>
>
>> Eddie,  Aly,  You are approaching the problems faced by early readers  in
>> different ways.  Aly is looking for a first cause,  Eddie giving 
>> practice
>
>> in skills.  Surely,  we need people to do both.  You are  highly valued
>> members of the forum - but this squabbling and snarling  will be losing
>> Forum members.  We have politicians to tell us that we  are doing
>> everything all wrong,  all the time,  whatever we do.  We  really don't
>> need to start in on each other.
>> I'm sorry if this comes over as pretentious and patronising.  Jill
>> On 27 Aug 2006, at 20:59, Olanys at aol.com wrote:
>>
>>> But literacy skills deficits do not have general causes, they have  very
>>> specific causes and yours is a very hit and miss approach, which,  if it
>>> works at
>>> all you claim as success but have no idea why!
>>>
>>>
>>>
>>> Best wishes,
>>> Aly
>>>
>>> Chair Auditory  Processing Disorder in the UK/APDUK
>>> www.lacewingmultimedia.com/APD.htm
>>> www.apduk.org
>>>
>>
>>
>
>
> 