Tag Archives: professional development

Term of Art: Specific Learning Disability

“specific learning disability: A legal term that plays a central role legislation governing learning disabilities. As described in Public Law 94-142 (amended by PL 101-76), ‘specific learning disability’ means a disorder on one or more of the basic psychological processes involved in understanding or in using spoken or written language. This may manifest itself in an imperfect ability to listen, think, speak, read, spell, or do mathematical calculations.

The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children whose conditions are primarily caused by visual hearing, or motor problems; mental retardation; emotional disturbance; or due to environmental, cultural, or economic disadvantage.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Matt Ritchel and Michel Martin on the Adolescent Mental Health Crisis in the United States

[This post appears to have drawn a lot of attention, so I’m moving it to the top of the site for another week so it’s easy to find.]

Last Friday evening, as I am wont to do at the end of the week, I was watching the week’s YouTube clips on the shows I follow. I stumbled across this clip from Amanpour and Company featuring Michel Martin and Matt Richtel discussing the adolescent mental health crisis in the United States. It served as a bracing reminder to me (which I seriously needed) of what young people have endured, and continue to experience, during the pandemic and after. Mr. Richtel, a winner of the Pulitzer Prize, has been researching and writing on the inner experiences of contemporary teenagers in a series in the The New York Times headlined “The Inner Pandemic.” If you’re dealing in any capacity with adolescents, I can say with considerable confidence that you won’t regret the twenty-minute or so investment of time this video requires.

“Manner of,” “Style of”

“’Manner of,’ ‘Style of’: In describing a work of art, ‘in the manner/style of’ refers to stylistic similarity to the artist named, but not necessarily direct influence. Compare ‘follower of,’ ‘circle of,’ ‘school,’ ‘workshop.'”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

The Doubter’s Companion: A Big Mac

“A Big Mac: The communion wafer of consumption. Not really food but the promise of food. Whatever it tastes like, whatever it is made of, once it touches lips A Big Mac is transubstantiated into the mythological hamburger.

It is, along with Perrier, one of the sacred objects of the leading philosophical school of the late-twentieth century public relations. Cynics often unjustly suggest that this school favors superficial appearances over content. Had this been the case, PR would have failed. Most people, after all, can easily recognize the difference between appearances and reality.

A Big Mac, for example, is not big. It doesn’t taste of much. It isn’t good for you. And it seems sweet. Why does it seem sweet if, as the company says, it isn’t laced with sugar?

What the philosophy of PR proposes is theoretical content (such as sex appeal, fun, individualism, sophistication, the rejection of sophistication) in the place of actual content (banal carbonated water and a mediocre hamburger). This is modern metaphysics.

Because public relations are built on illusion, they tend to eliminate choice. This is an important characteristic of contemporary capitalism. A Big Mac, like so many creations of PR, is a symbol of passive conformity. As Mac McDonald put it: ‘If you gave people a choice, there would be chaos.’”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Term of Art: Teacher-Proof Curriculum

“teacher-proof curriculum: A curriculum that is presumably so well designed and so carefully scripted that it cannot be ruined by a mediocre teacher. Some curriculum designers have pinned their hopes on computer-programmed instruction as a possible teacher-proof curriculum that cannot be distorted even by poor teaching. Understandably, teachers find such curricula to be offensive and condescending. See also programmed learning.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Character Sketch

“Character Sketch (noun): A brief descriptive portrait in writing of an individual, usually with close observation of his or her distinctive traits.

‘In 1928 a private press published her character sketch of the Sapphic poetess Renee Vivien, born Pauline Tern, in London, of an English father and an American mother, a fragile neurotic figure who spent most of her short, self-destructive life in Paris, maintained in mysterious semi-Oriental elegance and living on spiced foods and alcohol in a garden apartment by chance next to Colette’s, near the Bois de Boulogne.’ Janet Flanner, Janet Flanner’s World”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Oscar Wilde on Journalism

“There is much to be said in favor of modern journalism. By giving us the opinions of the uneducated, it keeps us in touch with the ignorance of the community.”

Oscar Wilde

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Term of Art: Spatial Sequencing

“spatial sequencing: Refers to the ability to recognize and organize objects in a pattern. For example, spatial sequencing is demanded in the copying of block patterns. Later, spatial sequencing is demanded in reading, in recognizing and interpreting the sequence of letters in words and the spaces between words. At this last level, the skill may be considered cognitive.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

The Doubter’s Companion: Abasement

“Abasement: In a society of courtiers or corporatists, the question is not whether to abase or to be abased, but whether a favorable balance can be struck between the two.

Simple folk may have some difficulty mastering the skills involved, but the sophisticated innately understand how the pleasure of abasing others can be heightened by being abased themselves.

The illusion among the most skilled is that they can achieve ultimate pleasure through a type of ambition or drive, which they call competence. This causes them to rise higher, and so to win ever-greater power. But what is the value of this status in a highly structured society devoid of any particular purpose except the right, for a limited time, to give more orders than are received? Courtiers used to scurry around palace corridors with much the same illusion of importance.

When the time comes to retire from the functions of power, many collapse into a psychic crisis. They feel as if they have been ejected into a void. This is because society has not been rewarding them for their competence or their knowledge, but for their occupation of positions of power. Their very success has required a disembodied abasement of the individual. And when they leave power, the agreeable sense of purpose which it conveyed simply withers away.

Of course, power must be wielded or there is no civilization. But in a society so devoted to power and run by hierarchies of expertise, the elites are unconsciously addicted to an abstract form of sadomasochism. This may explain why success so often translates into triumphalism and constant complaints about the incompetence of others. The underlying assumption of most civilizations, including our own, is the exact opposite. Success is supposed to produce a flowering of modesty and concern for others.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Term of Art: Soft Neurological Signs

“soft neurological signs: Any of a number of minor abnormalities that emerge in childhood and are used as diagnostic indicators of minimal brain damage.

Soft signs are subtle and difficult to detect reliably; they tend to run their developmental course with no clear cause and are not regarded as indicators of any specific neurological disease. The soft in the term comes from the difficulties of interpretation and the uncertain association with structural brain damage.

Certain soft signs, like those related to fine and gross motor sills, may be used to help diagnose learning disabilities. Neuropsychological evaluations and psychological evaluations for learning disabilities typically include soft signs assessments such as the ability to walk a straight line, the ability to tell left from right, and the ability to track objects horizontally and vertically.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.