by Richard Selznick Ph.D. | Oct 1, 2017 | Dyslexia/Reading & Learning Disabilities
“Identifying a label for student’s type of learning disability is not the key issue. Use of the label dyslexia may not even be necessary. Describing the phenomena observed in the child should be the goal of the diagnostic assessment, especially in an area as muddled...
by Richard Selznick Ph.D. | Jan 15, 2016 | Assessment
There are many mythologies out there in the land of struggling children. Many of the mythologies reside in the assessment corner of the universe. One of the problems with both dyslexia (and ADHD, for that matter) assessment is there is no agreed upon test, no gold...
by Richard Selznick Ph.D. | Jan 8, 2016 | School/Special Education Misc
The following is a letter from nine year old Cassie transcribed from her hand-written letter to a relative: Dear Uncl mic: I had a grate time at the lunch/diner. Wer are you getting mered? Haw are you dowing? I love you . Plese rite back (ar you aksw tell ant emmy to...
by Richard Selznick Ph.D. | Jun 14, 2010 | Assessment, Modern Childhood
"It was six men of Indostan To learning much inclined, Who went to see the Elephant Though all of them were blind, That each by observation Might satisfy his mind." The above comes from the parable of the Blind Men and the Elephant. A group of blind (or men...
