 
# From Learning Disabled to Special Learner---Proven Method

By Jon Van Loon

Smashwords Edition

Copyright 2012 Jon Van Loon

# Preface

(This is a revised version with updates-03/09/13)

Conventional Learning Methods Don't Work!

This book was hived off from the book ' **Learning Disabled are really Special Learners-Here's Proof'** which is also available as a free download eBook on these sites, because although this new eBook provides the general guidelines for becoming a special learner it depends heavily on my own approaches. Since special learners must discover their own strategies I felt I could only stress this important point by making this division.

A dichotomy exists in conventional schooling. Those students who have been identified as severely learning disabled find it difficult if not impossible to learn in the conventional classroom environment using the normal strategies. Yet in most school systems although part time withdrawal from such classes for special assistance in remediating learning skills and special help with the required subject matter is available, such an approach is of limited effectiveness.

In order for a person with a learning disability to become an effective special learner and hence achieve their ultimate potential, each individual must find a learning style that works for them. In the withdrawal classroom environment mentioned above learning specialists are available to assist with remedial learning strategies. Unfortunately these specialists though well trained and motivated are in large part not themselves learning disabled and hence cannot fully understand an individual student's required learning style requirements. The individual themselves must identify and learn these skills.

This book is written by a severely learning disabled individual, also bipolar, who became an unpredicted success in Academia (earned a PhD in Chemistry and became a Full Professor at the University of Toronto) by becoming special learner. Herein I will outline my own learning strategies, in detail; but in recognizing that every individual must compile their own formula I will provide as much general comment on achieving individual approaches as possible. Some of the following approaches to learning that I will outline are standard methods today, but in the 1950's and 60's when I was a student I had to discover them on my own. This fact alone stresses the importance of reading my material and the strategies used to acquire these.

The reader is cautioned to use this book only as a guideline to developing their own version of special learning. The reason I believe intensely that this book will be of important value is that it comes not from a specialist in learning disabilities but from an actual learning disabled individual who was a proven success in developing his own special learning technique.

Every time I see/hear the term "learning disability" I cringe. It immediately creates feelings of negativism, severe difficulty, flawed learning capability and abnormality. Just because an appreciable percentage of the population learns by "conventional" ways outlined in the "conventional" syllabus is no reason that the content there-in cannot be acquired in a "different manner". These "different approaches", combined with normal methodology is the subject of this chapter.

In comparing my learning capabilities with those of my colleagues it becomes abundantly clear that the main difference lies in the methods and often ease of learning. I have achieved the same level of scientific proficiency as any of those in my field of research and even better than some. How could this have happened if my potential perceptual capabilities had been ultimately flawed?

I know I cannot learn properly using entirely the conventional methods. In the face of these realizations would it not be possible to call us "special learners"? I have myself resisted making this change in this dissertation to avoid placing any confusion in the mind of the reader. But what about the so-called "normal learners" would my learning system be of any help to them? Although they may find no need of some parts of such an approach, my experience with the comments of conventional learners suggests that many techniques herein outlined would be an aid to any learner. Computers are changing education but the outlines below are still relevant.

# Chapter1 Secrets to Success

## Secrets to Success

1. Motivation

2. Self-discipline

3. Use as many senses as possible, but emphasize your strengths for learning

(a) auditory

(b) visual

4. Work in concentrated intervals (thirty to sixty minutes) separated by breaks (ten minutes).

5. Develop hobbies, music, physical fitness.

6. Abandon negative thinking. Stop crying over your misfortune and get on with the challenge.

7. Develop advantages over normal learners (a) better study habits and methods

(b) better organization

(c) read more efficiently

(d) take the examination challenge

(e) better writing capabilities

The educational system in Brazil in the 1980's, like that in most of the world's developing nations (over 80% of the world's population) caters mainly to the rich. When I become depressed and curse the injustice and difficulties that result from my learning disability, I try to think of my sojourns in Brazil. The average citizen (more than 80% of the population in countries such as Brazil when I was working there) had little hope of acquiring more than a very rudimentary formal education. For the learning disabled, even if he was rich, his chances of acquiring a very useful education there were exceedingly small. This means that for the learning disabled in countries comprising 80% of the world's population there is almost no hope of academic achievement and hence of obtaining real vocation-related satisfaction.

Those of us living here in North America, whether learning disabled or not, are among the "chosen few". I have a learning disability, but I also have a good education. Where is that injustice now! How can I possibly be depressed by my relatively minor problems?

In elementary school I was always the poorest learner among my immediate friends. Even by Grade 13 in high school, out of twelve friends, I was still the poorest. Of this group, four were Ontario Scholars (they had overall percentages over 80). However, beginning with first year university the tide began to turn – with my special learner skills I was beginning to climb in my learning capability. At the end of first year, five of my friends had not obtained sufficient standing to enter second year. Surprisingly, two of the five were Ontario Scholars. How could this be?

These five had been receiving good marks until then by reading material through on the night before examinations. They were such adept learners and it came so easily that they didn't even have to make much of an effort. On the other hand, I had to work exceptionally hard, often spending long hours many nights before examinations reading and always writing down important points into course summaries. I also read the summaries out loud so I could learn by hearing. Of course, at university, even gifted students who learn relatively easily must change their ways. The material is too voluminous and too complex to be learned well enough by a simple reading. The important points must always be removed from the forest of other information.

The student who has never had to acquire good study habits is now in a bad position. His assignments are poorly done and are handed in late. Even if he is smart, he begins to have examination difficulties due to poor learning technique. Often students of this type, facing such troubles, begin to give up because they lack the motivation and self-discipline essential to acquire a successful approach. In this way, I started to move up in my group. By the third year I was near the top of what was now a group of seven who had survived in our specialty discipline. (I hasten to point out that several of the "failures" actually did finish undergraduate work, but it took them much longer). Finally in the fourth year I got four As and a B, which put me at the top of my class. In fact, by the fourth year I looked forward to exams because I had learned "tricks" to performing well. I had learned how to excel at exams. This did not mean I retained much of what I learned. A week later I might be back at square one. The question then is: "Do I have any real knowledge of this material?" Because of my poor memory the straight answer is undoubtedly "only a little". However, I do have my summary cards (today these are in computer files), which I can use at any time to re-acquire this material. Therefore, I have the advantage in the longer term of having summaries that allow me to relearn the material very efficiently.

Pragmatically speaking, I had done what was essential. I obtained excellent marks at university and graduated with honours. Even though I had not committed to long term memory a large body of information in my chosen field, I did have a diploma, which meant it would likely be me who would obtain a top job. This is despite the fact that some of my friends who "failed" might have memorized a greater store of material in this area than I did. Again, despite some gaps in acquired factual material, it was also likely that I would achieve greater success in the profession. This is because of my better motivation, self-discipline and a better all round approach to difficult tasks.

An important lesson can be derived from all this. Mechanisms have evolved in the real world for charting progress. Many of these, like conventional systems of evaluation within universities, are far from ideal. From a practical standpoint, however, it is essential to maximize your chances of scoring highly within the evaluation scheme. Without such measured achievement, progress in any field will be slowed or even blocked. I have known several scientists in my field who, despite knowledge and performance that are superior to mine, have never achieved high level scientific positions. In these cases it is simply that they lacked the Ph.D. diploma. How unfair, you might say and I agree strongly. But such is life.

Gaining recognition as a scientist is a difficult task. I had the very good fortune of doing my Ph.D. under Professor Fredrick E. Beamish, in his time the world authority in the analytical chemistry of precious metals. Thus, anything published with Beamish gave me instant recognition.

We wrote two books together (more honestly I should say Beamish wrote two books to which I contributed a small amount, but for which he gave me co-author status). In this way I instantly acquired a high profile in the field. Beamish died when I was only a few years into my research career. As a result of my association with him, I was instantly pursued as an authoritative speaker at conferences and symposia throughout the world. Fortunately Beamish, because of his command of the subject and his excellent teaching skills, had imparted to me the most important considerations. I had acquired knowledge in his field and was able to fulfill these engagements with credibility.

My real love, however, was environmental pollution research, an area in which I had no experience. The prospect of establishing myself and, in particular, gaining a worthwhile profile in this field, was a frightening challenge. I soon learned that by establishing myself as a chemist in the difficult precious metals field I obtained a boost up in anything else I wished to undertake involving related chemistry. I used this strength to build my career in environmental studies. Within a relatively short period I was again receiving invitations to speak internationally, but this time on· environmental topics.

I have many weaknesses. If I dwelt on these (as I sometimes do in periods of depression) I would make slow, if any, progress. Success for me depends greatly on an efficient utilization of my strengths. I have learned to blot out of my memory most of my weaknesses, much of the time. Then I try to engage in those pursuits that emphasize my strengths. Contrary to what this may suggest, I do attempt projects that I find troublesome. My writings are a good example of modest achievement in an area I find extremely difficult. I always use my strengths to improve my ability to deal with any task. To be successful I must work very efficiently. My learning disability means my attention span is short, and hence I become frustrated after only short periods of intensive work. This is a very serious added hindrance to success in difficult undertakings.

## Breaking the Chain of Frustration

It was white with brown markings but, incredibly, was almost invisible against the summer foliage of the arctic tundra. Quite the opposite to the misconception of many, the summer arctic is ablaze with {lowering plants. The ptarmigan I was chasing, however, escaped my notice several times before I successfully captured it on film.

I was in the arctic in June, to help establish a small chemistry laboratory associated with a gold mine. It was important for me to arrive, complete my work and leave in three days. Few planes came to the mine and the only one expected in the near future was in three days. This then would mean concentrated work, an approach that I would not be able to adhere to without chancing severe frustration and inefficiency. However, I successfully accomplished the task by:

* Working long hours (only five hours sleep each night), and

* Using half to one-hour intervals of concentrated work, broken up by fifteen-minute intervals for intensive relaxation

The laboratory was a small building, fifteen by twenty feet in floor space. The front door spilled out onto a plush carpet of wild flowers, and small flowering bushes embedded in mosses. In the air there was a cacophony of bird songs. I worked intensively for an interval and then put down my equipment at a convenient spot (often when some reaction or evaporation was proceeding). Instead of standing, worrying about the success of the work and the next step, I ventured into the surrounding area. With bird book in hand I tracked down nesting birds, identifying them in the book margins, collecting typical flora to bring back to my office for mounting in a frame. Such active recreation completely swept the concerns about my research aside at frequent intervals and sent me back to the laboratory with a vigour that is characteristic of a person who newly undertakes a task. In this manner I was able to outwork even the seasoned laboratory personnel \- those who are used to performing continuously under the adverse and frustrating conditions of a field laboratory.

For the problem learner, the pursuit of success can be fraught with severe problems. It is so very easy to become dominated by depression, to be devoid of pleasant thoughts and unable to perceive a future in anything but the most pessimistic and bleak terms. Tasks that are so easy for others become a seemingly unending sequence of frustrating and impossible prospects. This chain must be (and can be) broken.

Each one of us has interests that could be developed into hobbies and leisure time pursuits. I can remember during times of severe depression that, when unused, these interests seemed to wane almost to nothing. I have learned that development of this facet of my life can serve an important purpose in expediting work activities. I also know people who are dominated by their leisure pursuits. They become so involved in hobbies that work becomes secondary. This extreme must also be avoided. Here, self-discipline is the answer. But a problem learner can use an involvement in hobbies as a safety valve against the frustrations and depressions of work.

My youngest daughter came second in the figure skating club competition in 1984 and qualified for inter-club competition. This was the first time in ten years of intensive skating that she had achieved such a success. In two other competitions she had done well in figures, but had had problems with free style. On that day everything went well. Figure skating is an exacting and precise sport. It is perhaps, at first thought, a poor choice as a hobby for someone needing a break from academic frustration. But she became an accomplished skater and it was, at the very least, something she did better than any of her school friends.

Disaster struck in the inter-club competition when she fell three times during the free skating competition. Luckily in the end the frustration and tears of this mishap did not detract from the exhilaration of competition, and the very significant accomplishment of finishing eighth in a field of fifteen.

## Play the "Learning Game"

Perhaps it is becoming clear, but I will strongly emphasize my overall approach. What I am doing in the learning process is critically evaluating what is needed and then planning the best way to carry this out within my own limitations. In this way, I make a game of learning, a game of exam taking. I am pitting my cunning against the writer and the examiner. I have succeeded because I have won the game - I have acquired an advantage.

Life itself is really just a game we play for a relatively short period. A few of the players set the rules and these are governed by the way a human being operates. It is obvious to me that some people play the game of life more effectively than others. It is also clear that career success is to some degree dependent on intelligence, but there are many other factors involved. In fact, these other factors often supersede intelligence in importance. To run these down would involve a boring discussion of the pluses and minuses of human nature. Setting aside impediments such as dishonesty and greed, how can a person who wants to achieve in an ethical manner, possibly succeed in such a world?

My Ph.D. supervisor used to say, when I complained about others getting ahead by devious means, that you can't keep a "good man" down. At the time I was mystified by the phrase "good man", but he obviously meant to include "good" in an altruistic sense. At this stage in my life I have come to believe strongly in his view. To me a "good" person is one who is highly motivated, self-disciplined, and ethical and one who has studied, worked hard and learned to play the game of life well. He is equal to his peers in many respects, but in important aspects he has acquired an upper hand.

What of the learning disabled - can they develop this eminence? The answer is of course, yes. "Normal's" very seldom seem to find it necessary to improve on their learning performance. It is a mystery to me why not. After having lectured to hundreds of students at all levels in the university, I am convinced that few are highly motivated to want to vastly improve their performance. They seem resigned to, or content with, their present level of performance. Even if they express a desire for improvement, they seldom have the necessary self-discipline to persist. So, the learning disabled are the natural candidates to develop this mastery. For this purpose, they must have the motivation. They can develop the self-discipline and they can acquire the methodology.

I frequently hear the learning disabled say, "I've tried so hard, but I still can't do this. My teacher is against me, my parents don't care, my boss is against me," and so on. I say to this person, "You certainly are correct in one thing. You can't do it." Then I say, "Do you know why this is? It's not because of the boss; it's not because of a parent or a teacher. It's because you've convinced yourself you can't do it. Only you can let someone or something beat you."

There are two important ways of improving our storehouse of knowledge:

Auditorily \- traditionally from teachers and professors,

Visually \- traditionally by reading.

Learning can be made into a game - a competition. In this regard it was essential for me to break the game down into its rules. Okay, so I needed to improve my techniques within both of the above perceptual areas. I first thought this wouldn't be easy because the traditional approaches were too well ensconced. This reflective process occurred before I knew I had a learning disability and before the advent of such techniques as speed reading. In the following sections I outline the fruits of my reflections. These are my methods or "tricks".

## The "Tricks" to Learning

###### Physical Fitness

Whether we like it or not, appearance affects the way we are treated. Good looking people often obtain preferential attention, not only socially, but in the working environment. In this way they have an edge. Although we can do little to change our basic physical attributes (without expensive cosmetic surgery) there are ways that almost anyone can obtain a physical edge.

Obviously the way one dresses or uses make-up sets the tone of physical appearance. More important, however, is being physically fit. Fitness not only has a positive effect on appearance, but will also give you a mental edge and a feeling of well- being.

I definitely do not recommend you take physical fitness to the extremes that I do. It seems I can never do anything half-way.

Some years ago during my late thirties I was in hospital recovering from depression. The doctor decided to do a series of biochemical tests. When the results came back he told me I was a prime candidate for heart trouble. I weighed 198 pounds and looked something like a plump Christmas turkey. My heart raced after even the least expenditure of physical activity (probably due mainly to the long convalescence). I had high blood pressure. The triglyceride levels in my blood were so high that fatty deposits filling one-quarter of the blood vial settled out in a short period. It was frightening!

Ten or twenty years ago, despite my best efforts to the contrary, I suffered periods of deep depression during which thoughts of suicide pervaded my mind. These feelings had become as common as putting on clothes in the morning. Strangely, however, I found myself to be truly frightened of dying when brought face to face with the sudden death possibility described by the doctor. In retrospect, I think I used thoughts of suicide only as a safety valve when times got toughest. Never intending to really do the job, I felt better in the knowledge that there was an ultimate solution, a final peace. Moreover, this sense of relative well-being could be magnified by the development of elaborate and skillful plans for accomplishing the feat. In this regard, as a research chemist, I brought to the contemplation of suicide a new dimension of ingenious scheming. Most importantly, I had ultimate control. Death would occur only if and when I decided.

Faced now, however, with a real possibility, even probability, of a death beyond my control, I panicked. For this reason I resolved to regain control. The doctor and I sat down and discussed what could be done. Three avenues for improvement were suggested: medication, special diet and exercise. As exercise, he prescribed walking with intermittent jogging for distances increasing gradually to one mile. Over the years I had engaged in periods of jogging, but these were followed by long intervals of inactivity. My strong capabilities for self-discipline drove me into a regime of strict adherence to the doctor's orders, at least in two of the three categories. I reasoned that medication and physical fitness, coupled with a reasoned approach to eating, would see me through. Indeed, after only one-and-a-half years I had lost thirty pounds and felt much better, not only physically but mentally as well.

Herein, however, lays a weakness. Even though I was making excellent progress I was far from satisfied. It seemed probable to me that if one mile of jogging and walking was helping, one mile of total jogging would mean an even greater improvement. After achieving this plateau and feeling great, I reasoned that two and then three and then more miles of jogging would take me to much loftier heights. With this reasoning and at the end of a six-year span I found myself routinely running up to twelve miles a day and entering races. I weighed 153 pounds, a loss of 45 pounds! I felt great! (My family said I looked anorectic).

Most importantly, I approached life and its daily problems in a vastly more positive frame of mind. My energy level is many times what it was before. I bound in to work each day. Although I still sometimes wonder how I will face what normal's consider simple tasks, I usually complete the required work.

It is always wise to consult a doctor before undertaking new programs of medication, diet and physical exercise. It is appalling to see the lack of physical fitness in the general "healthy" population. Many of my teenaged students pant and wheeze after climbing the three flights of stairs to my laboratory. Then, slumped over desks, propped up against laboratory benches and stifling yawns they try to work. I think back only a few years ago and I remember the feeling well. I know I now have an edge!

###### Organization

Many people work inefficiently because they are not organized. I know that efficient organization has been an important factor giving me an advantage over other people. Each day I wasted valuable time looking for items in my office. Finding letters caused me the most trouble.

It should have been very simple; the letter was on my desk. The trouble was that so was almost everything else in my office. Material was piled in sloping, precarious piles over flowing the top and sides of the desk. Almost nothing was in files. From time to time the piles became too tall and material fell off Sometimes I found, to my horror that it fluttered directly' into the waste basket.

I had been working this way for years because I was unable to organize a proper filing system. Oh, I could make up files all right - folders with names to contain the material. But then I forgot where I filed things and was unable to make a logical system. Much of what was filed was lost forever, as surely as if it had been thrown away. My salvation in this matter was to have someone come in to design and construct a proper system. The new scheme consisted of coloured files with simple headings. My efficiency went up immediately. Still my desk remains topped by a series of piles across the back and down the sides, but at least now these are smaller and more compact. Seldom does anything fall into the waste basket and I rarely lose anything - at least not permanently.

I am sure there would still be a pile of clean laundry in the middle of my bedroom floor if my mother had not labeled each of my bureau and closet drawers with the items to be placed therein. She put labels such as underwear, socks, shirts, pajamas on the proper drawers and all I had to do was to match the correct item with the correct drawer.

Organization is a difficult and frustrating task for the learning disabled, but it is crucially important. Don't be afraid to ask for help (parents, siblings, friends and co-workers) because it will give you an edge if you become well organized.

###### Set Realistic Goals

Setting goals is an important factor in the proper organization of our lives. This is especially true for the learning disabled. It is very common for a person to be unable to see any progress in his job or school work. Often this is more apparent than real. Unless progress can be measured easily, it is natural to feel uncertain about your advancement. In this regard the setting of goals can be very helpful.

A mistake people commonly make is to set goals that are either too high or too low. When defining goals it is important to be realistic. For the learning disabled, who continuously are subjected to criticism and failure, it is especially important to set goals that are attainable. At the beginning there is nothing wrong with setting goals in the lower difficulty range. As a pattern of success is developed, the goals can then be made more difficult. It is important to set both long- and short-term goals.

For example, in 1978 I decided to run in the Toronto marathon by 1982 (long-term fitness goal). In the shorter time period I proposed to achieve an average of nine-minute miles over three miles by the end of 1979. I achieved both of these goals. (In fact I could do eight minute thirty second miles over three miles by the end of 1979). My performance in the Toronto marathon of 1982 was humorous at best. I set a goal of finishing in less than four hours. In the euphoria and excitement at the start of the race I began at a pace that was much too fast. (I had poorly organized my race plan). By the half-way point I knew I was tiring badly. In fact, as we turned around the midway point to come back, I could barely see that prominent Toronto landmark, the CN Tower, in the distance. I knew I had to pass this tower before reaching the finish. As a result I almost gave up at that point. At about the three-quarter mark, one of my shoe laces became untied. I sat down on a low fence post to rectify this problem. When I tried to get back up I felt dizzy and almost fell down. In what must have been a comical shuffling gait, I continued. From this point to the finish I remember very little. When my time was posted it was three hours, 59 minutes and 58 seconds, just barely within my goal of running the race in under four hours!

###### Schedule Time Effectively

I realized that one of my problems in preparing for examinations was not having enough time to do the studying while trying to keep up with the other tasks that were essential. My required study time was depleted by inefficient attempts to finish other important tasks. I began to organize my tasks into categories of importance. There were those that:

-had to be done immediately,

-had to be done today,

-should be done today,

-had to be done this week,

-should be done this week, and so on.

I set up a period for crucial tasks in prime time each day. I carefully itemized tasks (must always write them down!) and assigned time intervals. Periods for other essential work were planned and tasks were again assigned times. Of equal importance, I planned time for leisure, family and friends. Then there were periods I spent on buses, subways, at lunch, and so on, when I could be handle less demanding tasks (reading of marginally important material). In this way the important tasks always got done under the best conditions and even those items of marginal necessity could be attempted. Through scheduling, never were marginally important tasks allowed to interfere with prime time critical work and my wasted time was minimized. I had developed another edge.

I stress that work periods for the learning disabled should be relatively short followed by brief breaks. Initially I failed to recognize this need in my own schedule. Work intervals can then be sequenced one after the other as long as a break occurs after each one. I also find it necessary to change frequently the subject on which I am working, since long periods of concentration on anyone topic produce frustration and inefficiency.

###### Tips for Organization of Time

1. Do a time log assessment of present daily activities and critically evaluate it.

2. Set up a new time schedule.

(a) Work in both long- and short-term goals.

(b) Write down every task.

(c) Divide work into categories of importance.

(d) Make work periods of relatively short duration (e.g. thirty to forty minutes followed by a short break of ten minutes). (e) Include leisure and family activities.

Sometimes scheduling can get out of hand. For example, I realized I needed a better overall plan to enable me to deal with all the components of my day. These include:

-meals, bedtime

-letter writing

-manuscript writing

-teaching

-lecture preparation

-administrative duties

-reading journals

-doing research

-meeting with graduate and undergraduate students

-family

-travel to and from work

-leisure

In my usual way, I began by assessing my present approach. I needed more time than my colleagues did to complete work. I also had to do more than they did just to survive. I found that although I didn't seem to have time left in my "busy" day for anything more, when I did a critical minute-by-minute time assessment (in table form), it turned out there were gaps that could be filled fruitfully and other intervals that could be used more efficiently.

Initially I created a schedule for work and living that was so tightly structured that if something went wrong and a delay occurred, it fouled up the whole schedule for that day. This, plus the fact that I was doing research at both the University and in my home led to overwork, mental fatigue and finally a breakdown. My schedule was so full that I sometimes found it necessary to do important journal reading on the subway on the way home. If there was too much noise on the subway on a particular day and I failed to complete the job, I got angry. So you can see why I developed problems caused by stress.

After I became established at the University, I abandoned such silly schedules in favour of something more realistic. But the fact remains that I might not have been able to survive as a university faculty member without such an intensive approach during my early vocational years.

###### Write it Down

I learned through bitter experience to write everything of importance down. In this way I am at ease and I function more efficiently. This means carrying a pencil and paper at all times. I keep a pad and pencil with me even on the bus, usually while I jog and beside my bed at night. If I wake up and think of something important I will not be able to get back to sleep unless I write it down. Once I do that, the pressure is off.

Jogging seems to stimulate my memory and many times I find myself thinking of important material that suddenly and inexplicably pops from the recesses of my mind. Without pencil and paper I would have to phrase these in an efficient and catching way and then repeat them continuously until I got home. Now, better prepared, I can write them down, slip back into a mental quiescence and return home mentally refreshed, instead of frazzled.

###### Use Your Total Sensory Package

As I look back over my rather up and down academic career, I can recognize certain intervals during which success in learning was more likely than at others. These typically were times when learning was dominated by auditory aspects.

The air could be cut with a knife. It was a typical London fog filled with brown fumes and sulfurous gases to the point where even a healthy person gagged. This was the early

1960s before conversion from coal burning had become widespread. Foolishly, I stepped from my room at University College, London, into the street and began jogging. It was late and traffic was almost nil. Apart from the fact that I could hardly see three feet in front of my face, each breath was laboured. Even at the beginning I was out of breath. I was sucking and wheezing like an old man with emphysema. I began to cough and tears filled my stinging eyes, further impeding my vision. I was now navigating mainly by ear.

Jogging in the centre of London was dangerous even under the best of conditions, but with my keen sense of hearing I found myself at least able to navigate acceptably, or so I thought. One advantage for a North American using his ear to navigate is that he is not as likely to be killed as he would be by looking the wrong way when entering traffic (which flows down the left side of the road). I felt I was doing exceptionally well, considering conditions, when BANG. I felt a crushing blow to the stomach followed by a crunch to the forehead ... then nothing, When consciousness slowly returned, I was lying in the hospital on a cart. A nurse loomed suddenly over me, "Crazy Canadians sure are lucky," she admonished. "They found you draped over the guard rail swinging precariously out over the Thames."

I had reached Victoria Embankment, but failed to turn as I approached the river. I bumped into the railing and ricocheted off the base of a light standard. In this case, emphasizing my best sense (hearing) was far from enough and it nearly got me killed. Here, as in learning, it is essential to use a multi-sensory package.

Suddenly I realized I was covered with large red Brazilian ants crawling up my legs, underneath my pants, into my underwear and onto my chest and back, When provoked they bit ferociously. The total effect of dozens of biting ants was like a fire slowly enveloping my entire body. The more I jumped, squirmed and swatted, the worse the biting became. But these were reflex actions and it took me several minutes to control myself and realize this was the worst approach to the problem. The only solution was to strip and pick them off one by one, which I did, helped by a friend and his wife.

In Brazil, unlike Canada, a step from a roadway can be an unexpected adventure. This incident occurred during a bird watching trip in the rural areas adjacent to the city of Campinas, Sao Paulo State, Brazil. It was not a trip to the wild jungles, simply a Sunday drive along country roads.

As we drove through the countryside, except for the presence of bright red lateritic soils, I could easily imagine I was in the hills just north of Toronto. Looking closely, though, I realized that what might be mistaken for grain crops was young sugar cane and that the hills were covered with dark-leaved coffee bushes. We came to a small, lightly wooded break on a hillside and descended to observe hummingbirds careening through the air and feeding from a profusion of local flowering shrubs To get a better look I stepped from the road into tall grass. Hummingbirds are notoriously hard to identify and Brazil has some 200 species. They often differ in appearance only in subtle shadings of green and iridescent purple. Females are sometimes impossible to distinguish. For this reason, a close look is important. I was aware, during my short walk in this ditch, of an odd, pungent, acidic smell in the air. But Brazil is a country of a million odours where one's sense of smell tends to be knocked into submission. This smell, had I taken time to let it register, would have warned of the presence of ants. I had smelled it many times near red ant colonies at my cottage. Instead, I rushed unheeding into the fiery trap. Strangely, in recollection, the smell almost outweighs the feeling of the bites in my memory.

Experiences such as these graphically illustrate the importance of the total sensory package to our perceptions. Just as motivation and self-discipline are the cornerstones of achieving and maintaining success, using the senses efficiently is essential to the success strategy. It is crucially important to use as many senses as possible in learning.

You might argue that book pages and notes, apart from being somewhat musty in odour, bland to the taste, smooth to the touch and rustling softly when crinkled, have little to impart to our sense of smell, taste, feel and hearing. How then can a person be expected to use these senses when learning through reading? Would it not be even harder to conceptualize methodology for using the other senses?

Hearing is, of course, easy to use. When reading one simply reads out loud. In addition, the reading can be recorded and played back later. I frequently read out loud when learning in my office at the University. I am sure this behaviour puzzled students and colleagues who approach my door. Likely many have gone away without knocking. Apart from the learning advantage of such an approach I have probably also avoided many hours of time-wasting conversations. Reading my notes and books aloud is crucial to me because of my average auditory memory and my very poor visual memory.

What about smell, taste and feel? Granted, I find these of much less use. While reading I use my finger to trace my way down a page. I have trained myself to "feel out" key words and phrases that are triggered by my eye. In this way, I imprint the idea more strongly in my mind. In a similar way, this senses a page. I have trained myself to "feel out" key words and phrases that are triggered by my eye. In this way, I imprint the idea more strongly in my mind. In a similar way, the senses of smell and taste can be used as additional imprinting techniques. All this takes practice, but is well worth the effort. As initial guidelines I suggest associating very familiar smells and tastes with key words and phrases. Then practice the generation of these in the imagination as they are encountered in the reading.

Sooner or later important segments will become associated with their own characteristic odours and tastes. Using my senses to advantage gives me another edge.

## Reading

I was fast approaching a four-fold major arterial intersection in downtown Melbourne. Driving on the left-hand side of the road was enough of a challenge, but now I was being tailgated by a large lorry. There were no traffic lights or stop signs at this intersection and the only driving rule I had grasped was to give way to the vehicle on the right. A comment I had heard at a recent party flashed into my mind. Someone, remarking on the treacherous nature of Melbourne driving, suggested the safest way to negotiate such an intersection was to close your eyes and push the accelerator to the floor. Despite my inexperience with Australian city driving, I did successfully negotiate this nightmare. A few days later, speaking to Sir Alan Walsh, my Melbourne mentor, I commented somewhat in frustration, "I've read the Victoria State Driver's Manual, but I can't seem to make sense of all the rules. Those that I do understand, I can't remember."

Without even the hint of a smile Sir Alan replied, "Don't worry about it. There is really only one driving rule here and that is: Give way to lorries!"

For three-quarters of my life I avoided facing the fact that I was unable to learn from books in a normal way. After the discovery of my learning disability it was easier to convince myself to admit this fact.

On the bookshelf in my home office sits a row of textbooks from my undergraduate and graduate school days at university. These represent some of the required books for the courses I took. A skimming of these recently reminded me again how little they had been used. A mathematics book, in particular, was of interest. It was the text for a course I had failed in second year. The professor had presided over open discussions in class, instead of giving lectures. These discussions were based on difficulties students had encountered in learning the course by reading assigned sections in the text before each "lecture" period. Throughout the margins of this book cryptic, often vulgar, comments abounded. Although I had forgotten about my frustrations with this course, the comments brought these feelings rushing back. In response to this reaction I could feel a slight dampness developing in the corners of my eyes, the closest I usually come to actually crying. At times like this I have to fight the impulse to feel sorry for myself. I know how silly this must sound, considering all the advantages I have compared to others, despite my problem.

The telephone rang, interrupting my reading momentarily. I had turned the book face down on the desk to preserve my place. Returning to the task, my first reaction was that I had never seen the material before. In fact, when I scanned back over the preceding two pages, the contents also seemed new.

It was quite possible I had misplaced my position because pages could easily have /Zipped before the book was firmly on the desk. Recognizing this, I began reading the previous material. After two pages of reading I came suddenly to a familiar heading.

The problem of unknowingly reading the same material twice is a frequent occurrence. It serves to jolt me back to the reality that I cannot learn by reading in the normal way. Although I have developed a more useful approach to reading, I often find myself slipping back to a more conventional pattern.

###### How I Read

Oh, come now! A university professor who reads books and articles written for children to obtain important information? How could this be? Authors of articles for children are usually gifted at explaining topics in very simple terms. Before tackling more advanced treatments, I often read material from the children's section of a library to garner a simple, clear arid ,concise overview of a subject.

It is impossible for me to read sentence after sentence in the order they appear in an article. I divide the article into sections, speculating on where the important information-bearing material will be found. Usually much, if not most, of an article is filler or repetition. Typically the middle sections contain the least concise information. As one might expect, after all this mumbo-jumbo, writers worry whether they have made their points and so they frequently have a concluding paragraph containing most of the important data in a highly condensed form. For this reason, I read the opening abstract and concluding parts of an article first.

###### Reading Techniques Summarized

1. Paragraphs, phrases, words. Divide article into sections (look at weights of headings) -

2. Identify important sections, Read children's book account of the topic of interest.

3. Read conclusion and abstract (if they can be found) first.

4. Read other important sections next.

5. Read for ideas.

6. Give special attention to first and last sentences in a paragraph.

7. Read out loud.

8. Turn headings into questions (then look for the answers). 9. Write down important points while reading.

9. Summarize the important points:

(a) on cards or sheets of paper (use your own words), (b) on a tape recorder. (c) in computer files

10. Repeat the important material in an article again and again.

Nowadays, small abstracts of the important findings in an article commonly appear italicized under the title. If this is present I read it first. After reading such small amounts of the commentary, I typically know more than 50% of what is important in the document. It remains simply to flesh out the informational root stock. This can be done by quickly scanning the article looking for key words. These are often in headings or at the beginning or ending of paragraphs. These I highlight in different colors for different types of information and then the material is summarized. Summaries containing the "selected" facts are the only guarantee that each time all the important facts will be selected. I find, however, that with practice over the years, I have optimized my abilities to choose the most important material.

It is often difficult to break up an article that you are reading into manageable, learnable, segments. In many writings the author will help by providing headings. Moreover, if a heading is used solely to divide an article and inform as to type of contents, some of its usefulness is lost. The reader will be more likely to look for the important information if the heading appears as a question. In an article on sugar the heading, "Sugar's Successful By-Product," would more efficiently inveigle the reader's interest if it were rephrased, "What is Sugar's Successful By- Product?" Writers will seldom formulate headings as questions, but the reader can do this for himself. If an article is written without headings, as often is the case, I find it useful to provide my own after the first reading. This forces me to understand what a segment within an article is all about while making it easier to read in ensuing attempts.

"A picture is worth a thousand words," is an often-stated truism for most people. If I can mentally construct a picture of what I am reading it is easier to remember the contents. A mental picture is much like a good summary. Also, the process required to construct an accurate mental picture leads to a better understanding of the components of an article. It is even better if I can relate the mental picture to something within my own experience.

It is the important components of an article and their interrelationships that the reader must identify and then commit to memory. Such a piece of writing can be viewed as a mystery to be unlocked. It is important to read for ideas. These ideas or important parts can best be uncovered using the techniques outlined above.

Learning occurs through both sight and hearing. I found early in my struggles that if I mouthed what I was reading, at even a very low volume level, I improved my retention. I resort to this procedure particularly when I am experiencing difficulties in understanding or in concentration.

Anything that I wish to learn must be written down concisely so I can read it and write it time and time again. I do this after having withdrawn the facts from the filler. This has two benefits: (1) I achieve an efficient outline of the facts, and (2) in order to obtain the concise facts, I must understand what I am reading. In other words I often read words, but when pressed for what is really being said I cannot respond. If, however, I am forced to extract the meaning before writing it down, then I have understood what has been said.

Frequently, when sentences are long, complicated or have words I don't recognize, I must simplify these before extracting the data. Long sentences can often be broken into two or more parts and then read separately. Sometimes, I understand a view espoused in a sentence only after I have explained it to myself or argued with myself silently or out loud about the meaning. Some of my best arguments have been with me.

## Learning by Listening

In the above section on reading I have highlighted an auditory component. It is important to emphasize all your perceptual strengths in learning and that is why I use auditory approaches as much as possible.

I benefit greatly if I can hear a concept espoused as opposed to seeing it only in print. Because of this, I never skipped classes. Even today, I always attend lectures by colleagues whenever possible. It is also important for me to try to obtain permission to record such sessions.

I record many of my summaries on tapes. These can be replayed when the summaries are reread. I must admit to not having as much need for such auditory ploys as I once did: I ,don't think I learn any more easily, it's just that I have optimized my other approaches.

The nasal "honk" of the Japanese crow is louder and much more dominant than that of any crow I have heard elsewhere around the world. Jogging in much of Tokyo is a difficult task because of the traffic. In order to jog, it was necessary to do so at times when the traffic was lightest. In Ropongi, where I was living, this was between about 2:30 and 4:30 a.m. Each morning it became my habit to arise at 3:00 a.m. for a one-hour jog. But Ropongi, known in Tokyo as "the poor man's Ginza", never really sleeps and I was greeted frequently by the nasal renditions of the neighbourhood crows that, in spite of the darkness, were often disturbed by the sounds of the abundant nightlife. But the crows were not the only interesting living forms flitting about the darkened parks and the other by-ways of Ropongi.

One morning, as I jogged by the "Purple Onion Cafe", now devoid of the crowds of beautiful people of Tokyo who jam its floors to overflowing each evening, I heard the pitter-patter of running feet behind me. Sensing a race, I quickened my pace. The runners likewise picked up speed. As we flashed by the Ropongi subway station. I increased speed again and once more this was matched by the ghostly footsteps behind. Suddenly I heard a volley of giggles. Looking back, the most bizarre and unexpected sight greeted my eyes. I was being pursued by a few of Ropongi's ladies of the evening. I thought to myself, business really must be bad if they must pursue each potential customer in this manner. It must have presented quite a comical picture - the "virile" Canadian, jogging at top speed, being matched step-for-step by Tokyo's finest "ladies" decked out in their business clothes, including high-heeled boots. The end to this story must be left to the reader's imagination because I refuse to divulge the final outcome of the race.

I came to Tokyo to give an invited talk at an international scientific conference and to work with a colleague at the University of Tokyo. It was during the latter period that I became startlingly aware of the importance of listening and note taking in my learning process. For twenty-five years I have laboured to understand the theory in my research area.

Because of my inability to learn the bulk of this theory, I had to slant my work, very strongly, to applied problems. Attempts to understand the theory have involved the reading of a number of books and the perusal of dozens of review articles. In most cases, I gave up after a few pages, because I could not remember material prerequisite to the more difficult concepts. This was even true in spite of using as many "tricks" of summarizing as I could devise. I remained for years in this state of theoretical oblivion. This was a matter of severe concern because many times I would be embarrassed in in-depth discussions with colleagues.

While in Tokyo, I heard an excellent' lecture by a brilliant American scientist and colleague, Dr. Jim Winefordner. Jim was lecturing to the fourth-year chemistry class at the University of Tokyo at the same time I was there. Suddenly, the lights came on and for the first time I achieved an insight into the bulk of the basic theory of my specialty.

How had Jim succeeded in penetrating the theory phobic recesses of my mind? Why, suddenly, was this material clear when all previous attempts had failed? Jim's flair for presentation of well summarized material in a format that only a learning disabled person could fully appreciate was the answer. Because my main problem is visual and my auditory processes are at least average, this oral presentation maximized my chances for success. As a backup and to ensure a suitable record of the material, I obtained Jim's lecture notes for copying.

###### Listen for 'a Skeletal Summary

Many teachers give a topic-by-topic summary of the material covered. This is provided either at the beginning or the end of a presentation. Such a summary is of great help to the student in organization of notes after the class. If given beforehand, the summary can help to key important material during the talk.

###### Tips for Listening and Note Taking

It is important to mention here that students often use computers to take notes in a lecture and this is excellent. Unfortunately this was not possible for me. (see section on computers below)

1. Listen for the skeletal summary of material being presented (often given at beginning or end)

2. Listen for key and important content. The teacher may say for example. This is important... This may be on the exam... Three important results are...

3. If you can't keep up with the lecturer, then take down important words and ask for help to fill in the blanks later.

4. Practice listening to yourself. This helps sharpen listening to others and helps teach yourself.

5. Practice ignoring background noise and hearing only the important material.

6. Ask questions for clarification.

###### Listen for Key Words and Phrases

The English announcements at Rio de Janeiro International airport were surprisingly clear. I should not have had any difficulty in connecting with my flight to New York. A woman's voice announced the arrivals and departures and any other important information in a slow, almost artificially precise, English phraseology. Word came that my flight was delayed and that further information would be available soon. At frequent intervals the expected time of departure was updated and this went on for such a long time that I began listening only in a very casual way.

My Varig Airlines flight was now to leave at 10:10 p.m. Unfortunately, a Pan Am flight with a closely similar flight number, also regularly scheduled to New York, was to depart a few minutes later at 10:25. Somehow, through a lack of at tention to detail, (picking up the key word, Varig) I had become locked in to the departure information on the Pan Am flight. It was only through my penchant for boarding flights , at the earliest possible time and my jogging capabilities that I didn't miss the Varig flight. I arrived casually at the gate for the first boarding call of the Pan Am airplane, only to be told by the attendant that I had the wrong flight and that the last call for my flight had just been given. I had to sprint through the crowded departure area to a location several gates away. From there I bolted down the galley way to the plane to find the door was already partially closed. Fortunately, my breathless but noisy approach alerted the flight personnel and they let me on "board.

This is a rather vivid illustration of how important key words can be in establishing the correct perception. It is crucial to identify key words and phrases in a talk and to record these accurately. Phrases commonly used by speakers, such as the following, help identify important material:

-This is important ...

-A key point is ...

-This will be on the exam ...

-Three principal conclusions are ...

-Take Accurate Notes

Because of my perceptual problems I do not take notes as quickly and accurately as most students. I remember one particular geology lecturer at the university, who went so fast it was impossible for me to take down most of the material. When this occurs, I try to put down the key words and phrases and ask for the speaker's help to fill in the blanks. I bugged the professor so much for assistance that it had the beneficial effect of slowing his lecturing pace. If the teacher is uncooperative, the student can often borrow notes from classmates to help flesh out his own notes.

My daughter sometimes requested my help in her high school science, one subject where I stand a good chance of really helping. At times I cannot understand her notes. She swears she has taken things down exactly as stated by the teacher.

Still they make no sense. What has happened of course is that she has taken material down as she thought she heard it. It is crucially important, therefore, for the problem learner to check the accuracy of notes. Nothing is more frustrating than laboriously learning the wrong information.

Undoubtedly you have heard people out in public talking to themselves. Frequently the first reaction is, "They must be crazy." Probably we have been conditioned this way because talking to oneself can be an indication of mental illness. Thus I may have difficulty in convincing you to adopt the following advice. I improve my ability to learn from others if I practice listening to myself. Not only is this good practice in listening, it also helps me teach myself through my auditory processes.

Distractions from spurious background noise are a particular problem for the learning disabled. Trying to take lecture notes in a typical class of today, where other students continually talk among themselves, can be a severe frustration. This difficulty was obviated to some degree in my case, by practice.

One year I lived in a university residence that was an old house. The bedroom I was assigned turned out to be the largest. Crammed into all the available space were five students with five beds, five dressers and five desks. There was no time during study periods when this room was quiet. This gave me plenty of practice in optimizing my ability to extract and commit to memory important material under adverse conditions. Needless to say, I also spent long hours in library stacks, especially during pre-examination times. For the learning disabled there is no substitute for excellent environmental working conditions. These should be sought actively. Any auditory distraction can be fatal to the accurate recording of spoken or written material.

## Writing

Voice recognition software is available and several of my doctors use this to produce the report of a visit or examination. I say use this at your peril. My experience suggests that unless you can afford the most expensive version this technique is prone to errors. I have never had the opportunity to use the high priced versions.

###### Fleshing Out the Skeleton

We rattled thunderously down the pock-marked highway, stopping only now and then at the governmental check points between the abundant districts in this part of India. The many people walking, bicycling or traveling by ox cart, were sent leaping from the path of our onrushing vehicle. I was just marveling at how well the driver managed to avoid hitting anyone when there was a sudden jolt followed by two bumps as the car hit and either killed or injured a dog.

The driver swore under his breath and didn't even slow down. Up ahead I could see a cloud of black vultures circling languidly against the bright blue sky. As we came closer, the flock seemed to be spiraling down through a building with no roof. Coming abreast of the structure it was obvious this edifice had been designed with no roof. A sudden twist in the road took us momentarily along a small open section in the wall, a sickening taste crept up into my throat. I was gazing at piles of human carcasses being quickly de-fleshed by a mass of ugly black vultures. Here and there the white sheen of the bones reflected the brilliant sunlight that pervaded the scene. Within hours this pile of lifeless humanity would be nothing but skeletons bleaching in the sun.

The human skeleton, of course, is the structural member of the body on which is hung the flesh and other bodily organs. In writing, a similar approach can be taken. First, produce the skeleton and then garnish this framework with "flesh". The "skeleton" consists of the various sections of the article outlined in point form under headings. The "flesh" is the contents recast in the form of sentences and paragraphs. For all but the most seasoned authors it is impossible to write well by initially stringing together words in a grammatically acceptable manner.

###### Apply the Stimuli

Despite completion of six books and over 150 scientific research papers, I find each writing assignment extremely difficult. If I am to succeed in completing particularly the large projects, a high degree of motivation and psyching up is essential.

For this purpose I can employ a number of positive and negative stimuli. The use of positive forces is easily understood. However, in my case it can be equally helpful to employ negative factors. The best of these, for me, is to become contractually obligated during the euphoria of the early planning stage when I am still uncertain of my ability to complete the project. Once this occurs I am forced, come hell or high water, to at least begin. Another ploy is to announce my early plans to bosses, students and associates in a manner that leaves little room for backing out later when the going gets tough.

Once the decision to begin has been made I write the easiest sections first. In this way completion of some segments of the project will impart momentum that can help catapult me into, and then through, the more difficult quagmire that awaits.

###### Tips for Writing Technique

1. Skeleton - decide on the section divisions (headings).

2. Sketch the article using single words and phrases.

3. Using separate sheets for each section, write out each section in rough in point form.

4. Do "easiest" parts first.

5. Now write each section in sentences and paragraphs.

6. If you have trouble with sentences or paragraphs, say what you are trying to write into a tape recorder and write this down during a reply (many people say things better than they write them).

7. Use short, uncomplicated sentences.

8. Now do revisions:

Rearrange material, if necessary improve spelling, sentence structure and paragraph structure

again, review material, particularly breaking up unwieldy sentences and paragraphs

9. Give material to someone else to read and correct.

When I have finished approximately one-third or more of a project, it becomes impossible not to continue. To this end I leave the completed sections in a pile on my desk where their presence becomes a constant irritation and reminder of the task still at hand.

Many readers may never tackle writing projects as large as a book, a short story or a magazine article. However, no matter how small the commitment, stimuli such as those mentioned above, can be useful.

As a poor reader I am constantly frustrated by the work of many modern day newspaper and magazine journalists. Their articles are frequently obtuse, filled with anecdotes and distantly related aphorisms that for me obscure the most important points. It is as though they were setting out to write a book rather than a informative article.

Movie reviews provide a good illustration of the problem and an excellent solution. I enjoy reading movie commentaries. In the past few years, however, I have found it increasingly difficult to ferret out the critics' actual rating of the movie from the jargon and filler material. The movie review took on a new dimension for me when a local newspaper introduced a pictorial rating system. Now the commentary is accompanied by a numerical rating (from one to ten) in a box together with the sketch of a smiling or scowling face. This picture and number in the box clearly tell problem readers, like myself, what we most want to know. We are then spared the necessity of plowing through the word jungle of confusion that today often passes for a movie critique.

The problem writer must bear this point in mind. It is of first importance to cover the facts in a concise and easily understandable fashion. Any literary embellishments that are added must not confuse the material. If, as I have recommended, the writing is initiated using a skeletal, point-form format there is less chance that the important ideas will become obscured in the fabric of the finished tapestry. When I write, important ideas that are not necessarily related to the section I am currently writing constantly flash through my mind. If I do not immediately record these they will be forgotten and lost forever. This is another good reason for initial use of point form. In this way, such fleeting information can be quickly and concisely inscribed.

###### The Writer's Tools

The following are the essential tools for the problem writer: All are available on the internet.

-A good dictionary with relatively large print,

-A concisely written book summarizing rules of grammar and punctuation (but further summarize these rules on cards),

-A good Thesaurus (or book of synonyms),

Frequently, while composing, I find myself unable to express in writing what I wish to communicate. A very helpful approach, and one that I find works almost every time, is to say what I want to express out loud. I do this as though I am telling someone else. Then I write it down exactly as it was said. A tape recorder can be very helpful in this technique.

Great authors such as Charles Dickens expressed their ideas beautifully in intricate sentences. However, the normal writer, and particularly the problem writer, will find that clarity suffers as sentence length and complexity increase. It is a good rule of thumb always to cut out unnecessary words and phrases. Keep sentences short and to the point.

Use active rather than passive verbs wherever possible. For example: "The water skier was pulled by a 9O-horsepower outboard motorboat." becomes, "A 9O-horsepower outboard motorboat pulled the water skier."

Here, not only is the method of expression more straightforward, but the number of words has been decreased by two.

Those readers who, like myself, have visual difficulties may find the following helpful. Instead of writing the first draft, I often put the material directly onto tape. This helps produce clearer, more concise sentences. It helps me "hear" how my writing sounds.

Writing can be a pressure-filled experience. Frequently, after about one hour I begin to work less efficiently. At this point, it is important to set the writing job aside and take a short break. During the "breaks" it is possible to interweave other, less demanding work. For example, I make phone calls, open mail, reply to letters, sort lecture slides.

Many days I find, due to fatigue, distractions, lack of proper motivation and other factors, I am unable to write well. On days such as these, I can accomplish other essential, less challenging tasks. Good writing requires a high degree of motivation and excellent environmental conditions. It is a waste of time for me to attempt important writing projects on any but the best days.

My former colleague, Dick Beamish, had written the first manuscript on our acid rain research. It was filled with excellent scientific detail knitted together in a flowing style. The reviewers were full of praise. Dick had covered the biological aspects of the work and now it was my turn to detail the chemical results in a second paper.

Chemical aspects of the acid rain problem are supposedly within my area of expertise, so it was my job to record the material. I wrote this paper, one of my early writing jobs, making liberal use of Dick's phraseology. It was a labour of many days, protracted unduly by what appeared, at times, to be a unique and insular layer in my brain. As a result, what should have been a free flow of material was cut to an intermittent dribble. After the rough copy the paper was dissected, critically appraised, polished several times and sent to the journal for review. Some weeks later a bulky envelope arrived from the journal. It seemed obvious without opening the package that my manuscript had been rejected and returned. The reviewer's comments were immediately on top as I opened the wrapper. These comments were four pages long, about one third the length of my entire manuscript! His comments ran me through the gamut of my fragile emotions.

To my great surprise, although rejected in its initial form, ultimate rejection had been avoided. The helpful and dedicated reviewer had instead attempted to suggest how to rewrite the paper in an acceptable manner. His first comment cut me to the core. He stated, "This research is scientifically very worthwhile, but it has been carelessly presented and is full of errors in spelling and syntax. If possible Van Loon should hire a professional writer." I was crushed. For weeks I was unable to put pen to paper.

Now, many years later, with much practice and use of the suggestions above, my scientific writing has become at least acceptable and competitive with that of my colleagues.

## Studying

Study is a part of our existence whether or not we are in school. We are commonly required to read or listen to material that requires our deliberation and comment. This may be as trite as an advertising brochure or a sales pitch on TV. In such cases it is important to assimilate the facts, process these in a logical way and then produce a useful decision.

The anguished cry of the Kiskadee blasted in through my Brazilian hotel window. Its early morning voice is strikingly different from the clear melodious whistle that it gives after the sun has risen. In fact you might be forgiven for wondering if some frustrated sleeper has caught the bird by the throat causing it to utter such tormented sounds.

The Kiskadee is a large black and yellow Central and South American flycatcher. It is commonly found in towns and cities inhabiting trees in parks and backyards much as the robin, blue jay and cardinal do here in North America. Its mournful, early morning rendition, given in the darkness just before dawn, was my signal that it was time to arise for my Jog.

I was staying in a typical, old-style European hotel. It rose six stories above a narrow street in the main shopping and business district of Campinas in Sao Paulo State, Brazil. The rooms were distributed in a circular fashion about a central stairwell and elevator shaft. Because there were no fire doors, the central hallway of the building formed an excellent chimney. This would cause the hotel to burn to the ground in minutes if a fire ever erupted on the lower floors. Since I was on the fifth floor and terribly nervous of fire I slept with one foot on the floor and one ear open. I was always ready to flee at the first indication of a problem.

This part of Campinas was alive throughout the night and I learned to identify amidst the general hubbub those sounds that indicated all was well in the hotel. These included the squeaking of the bed from the prostitute's room next door and the soft cooing of the pigeons on my balcony that continued all day and night.

The general din of the evenings and nights had a very negative effect. The braying of "musical" car horns and the noise from poorly muffled engines typical of Brazilian vehicles made it impossible to concentrate at any hour of the day or night. To avoid being inundated upon my return to Toronto I had brought with me work that I was depending on studying in my spare time. Because of these adverse conditions, this exercise was a complete failure and I simply had the aggravation of carrying a heavy load of papers to and from Brazil.

###### Do's and Don'ts of Study

Good study requires excellent environmental conditions. Any distractions add immeasurably to the length of time required to process written material. I never cease to be amazed at the success rate of the average teenager. Success is obtained despite study conditions that would make my Brazilian hotel room seem as silent as the grave.

My son, for example, lies in the middle of the bed propped up carelessly by pillows. A sea of cassette cases and the latest rock magazines cover the bed, moving up and down in waves to the beat of the music. The walls are papered with posters so that it is impossible to gaze up for a moment without being carried away in a daydream by a gesticulating rock star. Excited by all this noise, his pet cockatiel flies back and forth from cage to nearby bookshelf. All this and he is "studying" for an exam!

Don't listen to loud music. If you obey this rule your work will be done sooner and better. There will be plenty of time left to catch up on music. On the other hand some say soft soothing music may be okay but my in my view it is better to work in silence.

Do study in intervals with breaks in between. The length of a study interval will be determined by the concentration powers of the individual. (People with learning disabilities have great difficulty with concentration). I find that between thirty and sixty minutes is a good length of time for me, followed by a ten to fifteen-minute break.

###### Study Technique Summary

1. Don't cram.

2. Don't listen to music or radio at the same time.

3. Don't become too relaxed.

4. Do study in thirty- to sixty-minute intervals followed by fifteen to twenty-minute breaks.

5. Do have plenty of good light and fresh air.

Do not become too relaxed. A bed is for sleeping. Attempts to study while reclining will be rewarded with somnolence that unduly protracts the study period. Do have good light and plenty of fresh air. Activities in diminished light are for bats and other nocturnal species. Fresh air maximizes alertness. The elevated temperatures commonly found in modern centrally heated homes in winter are not conducive to efficient study. I try to keep my office at a temperature not greater than about 19°C, much to the consternation of my co-workers.

###### What to Study

To optimize the study process it is first crucial to know the boundaries of the material to be covered. This is particularly important for the problem learner.

I was giving the first course in analytical, atomic spectrometry ever to be attempted at the University of Campinas in Brazil. It was a relatively large and eager group who turned up for the first lecture. Portuguese is the official language of Brazil, but all science students must acquire a working knowledge of English. This is so they are able to communicate and study using the predominantly English-language scientific literature. As a result I was allowed to lecture in English. I was implored to go slowly and speak clearly and this I felt I was doing. My contention was-supported, I surmised, by the smiles and pleasant comments I was confronted with at each class. (Brazilian students are very respectful). You will then imagine my consternation when, after the final lecture, one of the regularly attending students in the front row stated in broken English something approximating the following: "Professor Van Loon, could you please tell me what to study for the exam? I was unable to understand any of your lectures." There was a general nodding of heads indicating that most of the class was in a similar predicament. To say the least, I felt obliged to narrow the exam topics to those that could be readily covered from available text books.

It is a good rule to ask the teacher what material is to be covered on the exam. You can lose nothing and you may be surprised to find that your own views on the extent and particulars of material to be covered differ greatly from the teacher's.

Next, enquire of the teacher what material is most important. This is particularly crucial information for the problem learner. Time may not permit a complete coverage of all course topics. The student should already have some good ideas on this because of hints that are generally forthcoming throughout the course. The teacher will have made statements such as, "This is important so listen carefully ... ", "Some important conclusions are ... ", "I would like to emphasize the following ... ". Whenever I heard these comments or phrases I wrote the initials N.B. (from the Latin nota bene, meaning note well) boldly in the margin of my notes.

###### Tips for Discovering What to Study

1. Ask teachers what will be on the exam

2. Ask teachers

(a) what is important (b) what can be omitted

(c) material that is to be covered by exam (e.g. notes, textbooks, etc.).

3. Get copies of old exams (also use returned tests and exams).

4. Identify important material in margins (to easily identify what to study).

One good method of flagging important material is to identify it in the margins of notes and books. It is crucial that such material literally leaps from the page when read, so underlining or highlighting with coloured markers can also be useful. (Use different colours to indicate different topics). A few words of summary in the margins can help highlight important ideas.

Copies of old exam papers and tests are useful sources of what to study. Recurring questions indicate important topics and emphasis should be given to these subjects. (One teacher I had in high school asked the same question every second year!) In addition, returned tests and examination papers can be used to correct mistaken views and facts that may have occurred in study notes.

On the other side of the coin, it is likely that some of the course material is not of sufficient importance to warrant emphasis. The teacher may indicate sections that can be omitted.

In many courses, reading assignments are given in addition to material covered by the lectures. It is important to know whether the teacher expects this material to be learned in detail.

Having a grasp of what is important can make all the difference. It is crucial to pay attention to any hints in this regard and to augment such information by asking direct questions. There have been startling instances in my life where failure to assimilate clearly preferred information has resulted in a gross distortion of what is important. The following is a good example.

It seemed to me that on a bird-watching trip the most important information would be a thorough knowledge of the species of birds likely to be encountered. For this reason, in

order to know what material to study, I had carefully quizzed my Brazilian hosts. I wanted to know what types of birds were likely to be found on the proposed birding expedition around the Campinas area of southeastern Sao Paulo state. There are over thirty species of flycatcher in this area alone. Many differ only in the colouring around the eye or in the presence or absence of banding.

I remember being particularly annoyed, therefore, by Sandra's interruption as I attempted to commit these to memory. She was babbling something about wanting to take a "rake" in the

back seat of their Volkswagen. I barely heard the comment and being particularly aware of the need for complete concentration while observing or studying I had tuned her out.

Soon we were gyrating along the back roads near Campinas. Sandra and Tom were up front and I was ensconced in the back seat of the "Beetle" jammed against the telescope, bags containing bird books, notebooks and a variety of paraphernalia from the American school where they taught science. On top of the pile was a large burlap bag on which I rested my arm to prevent the lot from toppling into my lap. Under its folds I felt what appeared to be a heavy coil of thick hose. I wasn't surprised when after our first stop the burlap bag had tipped onto my seat. I quickly but laboriously threw the heavy bag back on the top of the mound. This occasioned a slight hissing sound and I hoped no damage had been done to the contents.

The problem repeated itself several times during the expedition and each time I rudely threw the package back on the pile. Imagine my horror, therefore, near the end of the day when Tom recovered the burlap bag from the back seat. He opened it a few feet from where I stood quietly observing a hummingbird, and a somewhat angry six-foot anaconda slithered menacingly into the marsh. The snake had been in a collection at school and had become too large to keep safely. Tom, being unable to kill the snake, was giving it its freedom. Sandra had tried to solicit my permission to place the "snake" with me in the back of the car. This word, in my trance-like studying state, I had heard as "rake". Here was a clear indication that complete and careful attention to studies can be dangerous to one's health!

###### How to Study

One of the important "tricks" that I employ to give me an advantage over normal learners is to use as many of my senses as efficiently as possible. Most students simply employ visual processes when studying. Because of my poor visual memory this would be for me a frustrating and non-optimal approach.

We jerked down the runway in the C47 (a World War II air- . ,craft). The landing strip was no more than a carelessly bulldozed patch in the tundra covered with debris from the mine. Because of this, here and there, boulders jutted dangerously from the surface. As we were rolling down the strip for takeoff the pilot suddenly turned to the co-pilot and said, "Why don't you take it?" No sooner had transfer of control taken place than we hit a rock and the plane became prematurely airborne. Without sufficient air speed it twisted sharply and the pilot, now back at the controls, fought to bring us down safely. He then taxied slowly back for another try. My only thoughts, amidst feelings of fear of imminent death, were how to get off!

I was sitting in a makeshift seat behind the flight deck. The cargo bay just to my rear was filled to over flowing with several tons of dynamite. I had been given poorly operating earphones, mostly to help deaden the constant roar of the engines, which filled the cabin. There was no way to communicate with the pilots and in any case the only other way out of this part of the Arctic was a a 1000 mile walk. This was an alternative I must admit I considered seriously.

On the second attempt I was greatly relieved to find we made a fine take-off. Up we sailed into a crystal clear twilight sky. A few minutes later I found myself actually enjoying the flight, my ears filled with the garbled and mindless chatter going on between pilot and co-pilot. Suddenly, about thirty minutes into the flight, I was pitched violently forward in the seat accompanied by a zinging sound from the straining seat belt. One of our two engines had quit. This had an effect not unlike slamming on the brakes of a speeding car. With little comment and no alarm the pilot simply feathered the engine and then restarted. Good, I thought, we'll go back to the mine and I can get out and begin walking. But no such luck. On we flew. Each time the engine stopped, and this happened three more times, I had visions of the plane spiraling into the earth, my body disintegrating into atoms in the ensuing dynamite-aided holocaust. Surely this would be the first time in the history of mankind that a soul would actually fail to escape bodily destruction! (One of the more useless bits of information I retrieved later was that the dynamite would not have exploded on impact because it lacked a detonator.

Another event in this flight of terror illustrates graphically the importance of a clear multi-sensory approach to perception. Despite the hissing and wheezing from the earphones, I was aware of a frightening trend in the conversation. I was pretty certain the pilot had asked the co-pilot whether he could see where we were and that the answer had been no. This occurred as they furtively scanned a map supported between them. This question was asked several times with an identical reply. I foolishly took this to mean we were lost. If I'd taken the time to carefully scan the instrument panel glowing brightly before me I would quickly have been aware that we had a number of the latest navigational aids and that all these were working perfectly. In addition, if I had studied the map, which was also clearly visible to me, I could have seen that they were carefully plotting our progress and that this was leading in a relatively straight-line fashion to our destination.

What actually had occurred was trivial. From time to time the flight crew had lost visual contact with landmarks, which normally help them verify visually our position on the map.

The perceptual enhancement that is obtained through a multisensory approach can be further emphasized by another example from the same trip. Anyone who has been in the north during spring and summer may relate somewhat to this illustration.

During my late June 1980 stay in the Arctic a plague of mosquitoes and black flies was occurring. The insects were so numerous they appeared as blackish clouds in front of our faces. Because of their large numbers the mosquitoes' familiar buzzing sound was loud indeed. Both the mosquito and the black fly bites were painful and itchy. Now whenever I even hear a mosquito it conjures up a vivid "sight" of clouds of insects and I can even "feel" their bites before they attack.

A multi-sensory approach enhances learning. While studying, employ both auditory and visual processes.

###### Multi Sensory Studying Summary

1. Read study material out loud.

2. Read study material into a tape recorder.

3. Summarize material concisely on cards and on tape.

4. Can you devise ways that may work for you involving other senses?

5. Include the internet when sourcing and summarize in files if possible.

6. Obtain any tape recordings, which are available commercially or from libraries, of material being studied. More and more study materials are being tape recorded commercially. A good source of such material can be compilations prepared for the blind.

###### Make a Study Schedule

Most people study in a relatively disorganized fashion. To obtain another significant advantage, prepare a study schedule, and organize your study time.

Work hard while working and play hard while playing. In this way you will achieve the best advantage out of each activity. A good break is as important in efficient study as good working habits during the study period. The problem learner has difficulty with concentration over protracted periods. I find a ten to fifteen-minute break each time is sufficient to clear my brain.

A break from study does not necessarily need to mean a break from work. Sometimes I find a shift to a different type of mental work is a useful study rest. However, activities not related to intensive use of mental powers are generally better breaks. For example, I take a break to feed my collection of birds or to transplant some seedlings in my plant collection.

Some psychologists believe that in constructing a work schedule it is more efficient to study the same subject at the same time each day. I cannot vouch for the effectiveness of this approach, but I use it just in case.

###### Study Summaries

The most important single success "trick" that I use revolves around the construction and use of study summaries. I am firmly convinced that without these I could not have reached university, let alone obtained a Ph.D. It was during the interval when I developed excellent study summary cards that my marks went from near failures to Ns and B's. But study summaries are indispensable to me even now. Without them I would have incurred innumerable career disasters.

###### Basics of How to Study

1. Use both auditory and visual senses.

2. Make a study schedule.

3. Summarize all material (also make summary of summary), using a computer if desirable.

4. How do you remember best?

diagrams

categories

colours

similarities and differences

tables

5. Use short forms and symbols. Also use point form, putting

material into your own words.

6. Always write out the material being studied.

7. Read out loud while studying.

8. Put study summaries on audio tape.

9. Change important material into questions and answers.

10. Explain difficult material to yourself out loud and argue with yourself.

11. Repetition is important.

Note that in summarizing it is important to employ symbols and short forms. Leave unnecessary words out.

Pictorially the summary can be constructed so that it is easier to see the weighting of topics and subject, for example:

###### Study Summary

1. Important Topic

(a) Important subjects:

-points

-points

-points

(b) Next important subject:

-points

-points

-points

2. Next Important Topic (a) Important subjects: ... and so on.

How do you remember best? Recall your experience, and for those items of a scholastic nature that you remember best, try to remember why this is. I find that diagrams, "flow charts, and simple tables make things easier to remember. Develop a "form" that best suits your learning capabilities. The liberal use of colour is also helpful. If I underline or highlight very important topics in red and important subjects in yellow this helps me get the weighting in my mind. Be careful to choose carefully topics to highlighted or almost the whole article can have colour and this is useless. Colour can further be used to single out the more important points. It can be used to highlight the flow of charts and diagrams. Do this to achieve a "mental picture".

Categorizing material is helpful in memorizing. Listing material with respect to similarities and differences can also be useful. A common exam question begins with the words, "Contrast and compare ... ". For this reason, points on related topics can be summarized in a manner in which it is easy to contrast and compare.

When using the summaries to study it is important not simply to read the material. The student must continually be writing down (words, phrases, etc,) as the summary is used. As emphasized earlier, reading out loud is very helpful. I transcribe my summaries onto audio tape and use these with study cards. When you come to difficult material while studying try explaining it to yourself out loud. Do this as though you are explaining it to someone else. I find this greatly hastens my understanding. In addition this may help in rewriting the material in a less confusing form.

Sometimes it is possible to transcribe difficult material into a picture. If you like pastoral scenes, use the contents of such a scene to represent different points (for example, five geese indicate five important subjects).

If you are studying for an exam, convert important material into questions and answers (l was amazed by how many questions that I actually made up, appeared word for word on exams). In this way you set yourself up to answer questions and you get your answers as complete as possible with the aid of your notes. All that is then necessary is to transfer the material to the exam book.

Finally, repetition is the crucial factor in learning. The more times you are able to repeat the study cards the better. This point cannot be over emphasized. Because of my disability it takes me from forty to sixty repetitions of each card.

## Homework

Miss Jones was an elderly lady who carried about her the musty odour that I had grown to associate with old age. She shuffled about the classroom, her short spindly legs splayed sideways from being forced to support a much too plump body. But if her gait was slow, her mind was just the opposite. She nearly always smiled and was very firm but kindly towards students. It was easy to ask for extra help after school and during the noon hour because Miss Jones received such requests with enthusiasm. She was my Grade 11 French teacher and although I failed this subject the first time, she very carefully guided me through to a successful finish the next year.

It is important to ask for extra help in subjects where you are having difficulty. It is my experience that most teachers will gladly help hard-working- students. Many teachers, like Miss J ones, go out of their way to make time available for help during lunch periods and after school

Homework is one of the important integral aspects of acquiring a formal education. It is equally as important as classroom studies. I found it helpful to do "difficult" homework in the study room at school. In this way, if a big problem occurred, I could usually obtain assistance from a teacher.

###### Make Homework a Regular Habit

After obtaining the correct instructions and accurate information, organizing your homework is the next most important factor. Frequently, there are assignments that require several nights for completion. To avoid problems it is crucial that a notation covering work on this assignment appear in the schedule each day. In organizing my work at home I prepare a number of sheets in the following format:

FEBRUARY 2-9

Ongoing

1. Science fair until Feb. 15 (Sf)

2. Book report due Feb. 12 (BR)

3. Study French (S)

Daily Specifics

Subject Mon. Tues. Wed. Thurs. Fri. Sat. Sun.

Science 3:30

Math 4:40

English 6:30 (Example using Monday only)

French 8:30

Each period is fifty minutes plus a ten-minute break. (Note that some work will take more than one period).

Monday is detailed above. A two-hour period is allocated for science fair - 3:30 to 5:30. A ten-minute break is allowed after each fifty-minute interval. The 3:30 to 4:30 portion can be done at school if necessary, so difficult material should be handled at that time. This will allow full use of school facilities, including teachers and library. Supper is from 5:30 to 6:30, followed by English. In this case, the English homework involves the long-term goal of a book report plus a regular assignment. Again, a two-hour slot is assigned, which means two fifty minute work periods plus two ten-minute breaks. It is crucial to begin studying for exams at an early stage, so each day should include some study. On the above schedule, even though there is no formal homework in French, a study period is given.

Note also that the homework is scheduled as early as possible.

This is to maximize the chance of doing your work while you are freshest. It is also a good habit to do the most difficult work first.

My son would tell me, "Dad, I have no homework." I found this hard to believe, but I had no real evidence to the contrary. Then one day we received a letter from his French teacher. In part it said, "Your son is failing French. I don't think he studied for the last two exams in which he received 18 out of 40, and 40 out of 100." I made enquiries and I found out that for the past two weeks there had been no formal French homework assignment. Instead, the teacher expected the students to study each night for a major French test. On the eve of the French test he had rushed through the material, but by then it was too late.

###### Tips for Doing Homework

1. Have correct instruction and background information.

2. Organize your homework time.

3. Leave time each night in your timetable for study.

4. Work in thirty to sixty-minute intervals (including about a ten-minute break).

5. Do the most difficult work early (it may be essential to do this

at school with help).

6. Do homework under good environmental conditions.

7. Private tutoring (or even private schooling) may be essential.

8. Do rough copy in point form and then form sentences (dictating onto tape may help improve writing).

9. Have material checked by parent, tutor, or teacher before the final copy.

One of the most difficult points to get an average student to understand is the futility of cramming. A few smart students with above average learning capabilities exist in each class. This group can get away with a cramming session the night before. But all students should consider nightly study as an integral part of a well-balanced homework schedule.

I almost cry in frustration every time I hear my learning disabled child say, "Well, so-and-so only studied half an hour last night and got 80%. Yet I studied for three evenings and only got 65%. It isn't fair!" Indeed, it doesn't seem fair at first, but with more careful thought it becomes obvious that this is one of the clearest signs of the developing "advantage". The "crammer" learns no self discipline and has little motivation. On the other hand the hard-studying problem learner is developing working skills that will guarantee at least modest success. When the going gets tough in university or in a vocation, the disciplined problem learner is able to stick with a task, no matter how difficult, and see it through to fruition. The "crammer" has fallen by the wayside unless by a miracle some vestige of good work habits has been developed.

###### A Good Homework Environment is Crucial

Below is just example of a good environment in which to do homework yours will differ.

I had a homework buddy. Sometimes he would sit on my shoulder and talk incessantly right into my ear as I worked at my desk trying to complete my homework. I would then lift him on my finger and place him on the top edge of the distant aquarium where he watched intently as the fish swam dizzily round and round. Frequently, he would take a drink and sometimes even tried to take a bath. This was Chris, my budgie. His vocabulary consisted of three or four well-learned phrases. I used to think that if bird-brained Chris could learn eight or ten words, even a stupid human like me should be able to acquire a useful vocabulary. Each time Chris mumbled pretty bird ... pretty bird ... pretty bird, it would jolt me back to the task at hand.

My room was ideal for homework. It consisted of a bed, a chest of drawers, a closet and a long desk I made myself - no frills. There were bright west-facing, well-screened, windows covering one large wall. These could be opened easily. Chris resided in a cage near the window. I had a few tropical fish in an aquarium on the far corner of the desk. The remainder of the desk top was covered with a jumble of books and papers, always in disarray. On a small shelf hung on the wall above the bed was a lamp and a small radio from which spewed' a tangle of wires. The dangling wires were due to a crude modification I had made to the radio to allow it to be used as an amplifier in a two-station communications system between my bedroom and a friend's down the street. This radio was burned indelibly into my memory one night when it fell from the shelf onto my stomach while I was sleeping, jolting me with 110 volts of electricity. I remember awakening to what seemed like sparks shooting between my teeth!

It is important to have the proper conditions for homework. There should be a minimum of distractions. (Chris was my only diversion.) A good, large desk should be available. But unlike mine, it should be kept neat and tidy. The room should be bright and airy. I used to leave the window slightly ajar while studying even on the coldest days. During my university years, my dad built a small, one-room, uninsulated, cabin on the edge of the ravine in our back yard. I used to study here during March and April for the final exams, wrapped in a warm coat and with a roaring fire in the small wood stove.

###### Tutoring May Be Necessary

There are many tutoring sources today both private and commercial. The choice is personal.

For me, extra help from teachers was not enough; outside tutoring was essential. During my high school days I had two tutors, both elderly women.

A half-darkened hallway of polished walnut led to a small study filled with plants. Even with two outside walls filled with windows, the room remained almost as dark as the hallway, in spring, summer and fall. During winter, especially on sunny days, the study seemed almost bright. This was because of the abundance of tall deciduous shrubs and trees that bordered the house on two sides. The indoor plants were never in bloom because of the preponderance of darkness. Straggling gloxinias stretched upward toward the window begging for whatever sunlight filtered through the underbrush. A tiny desk and chair sat against the window and as we worked I gazed frequently into the leafless back of a gigantic wegelia bush that pressed up against the window pane.

Continual complaints about the mistakes and inaccuracies in my French notes were Mrs. Brown's hallmark. From this material she struggled to understand what I was being asked to do for homework. In rebuttal I would protest that I took the material right from the blackboard. My high school French teacher wrote everything in French, even the detailed instructions for the homework (fortunately she accompanied this with general oral instructions in English or it would have been hopeless). I couldn't understand the problem - I had copied everything down exactly as it had appeared on the blackboard. Then why couldn't Mrs. Brown understand what I had to do? Couldn't she read good French? ''What a fraud," I thought.

Of course, I now understand the problem. I have been through it myself with my own daughter. You write down what you think you see on the blackboard and this sometimes varies greatly from what actually was there. Words, phrases and even full lines are left out during the transcription. Some words are misspelled and word endings become modified. Words and letter orders are reversed. This is the disaster that befalls the learning handicapped. Obviously, it is impossible to do homework correctly if you have inaccurate information and instructions. Thus, the first and most important advice is to have the teacher verify the correctness of material in your notebook. This will help you avoid much frustration. One evening I laboriously wrote all the numbers in French from 1 to 1,000. Next day I found out the instructions actually said, "In your notebooks write the numbers as you count by tens from 1 to 1,000."

If you have learning problems it will be difficult, if not impossible, to really remain abreast of school work without some extra help. There are a variety of sources for such assistance, the best of which will be relatively costly. But this will be cash well spent.

In Ontario, the public school system must provide assistance for those requiring special education, so special classes are available. These classes provide special instruction and tutoring assistance. The idea is to keep the special education students as much as possible in the "mainstream" of the school. Personally, if the option were available to me, I would choose

to be separated from the "mainstream" to avoid the minute-by minute ridicule from fellow students, which is often the fate of a learning disabled student like me.

Fortunately, the private sector now offers a wide choice of programs. These consist of full schools, clinics and tutoring, all especially designed by experts to aid problem learners.

Private tutors are also available. (This was the only help in my day). Private tutors are not always visible and must often be sought out. Private schools and local universities can often be sources of assistance. University graduate students will often be anxious to supplement their incomes in this way. Retired public and high school teachers may also provide this service.

Many of the "tricks" for completing homework projects successfully have already been covered under Reading and Writing earlier in this book. It is important to emphasize the need for the stepwise approach toward written material. A rough copy (or often copies) should be done in point form. Subsequently, points are converted into sentences and paragraphs. Keep these as concise as possible. Again, many people find that a good "trick" for obtaining better written material is to say what you want to write into a tape recorder and then write down what is on the tape. An important step in completing an assignment is to have a parent or tutor read the nearly finalized copy to help make final corrections.

## The Examination Game

Professor Green was saying, "All right then, what is a bimolecular reaction?" A terrible panicky feeling encompassed me as I realized I was beginning to lose control of the situation. Up to this stage in my Ph.D. oral examination, I had guided the questioning within the narrow bounds of my field of expertise. The examination committee was supposed to keep the questions within the general area of my research investigation. They were permitted, however, to ask peripheral questions as long as these were related in some way to my research. Because of my learning difficulties I had been unable to master a great volume of subject matter. Thus I prayed that the questions would relate as closely as possible to the centre of my research topic. Most committee members were not very conversant with the material comprising my research. Because members of oral committees feel uncomfortable away from their own fields of specialization, they tend to drift, if allowed, toward their own areas of expertise. This can be fatal to the candidate.

In answering a previous question I had unwittingly volunteered the term "bimolecular reaction" and so had given Professor Green a chance to slide more closely to his own area of expertise (a difficult subject not related to my work). If we were to banter a great deal on this subject I would be in trouble because my knowledge of such material was minimal.

It was now two hours into the examination. I was tired, confused and my legs felt rubbery. Green was the third of four examiners and the examination seemed to go on forever. I had heard stories from other candidates that if the exam goes well it is normally over in two hours. If it goes not so well, questions can drag on for three hours or more. The longer the exam, the less chance there was of passing. At the two-hour mark they seemed, at best, to be only two-thirds finished. A feeling of panic developed and I struggled to retain my composure.

After three-and-a-half hours of the ordeal, the fourth examiner was just reaching full stride. At this stage I was having problems even with simple questions, dead centre of my research "expertise". It was often necessary to use the blackboard for answers. Much of my scribbling was illegible and nearly incomprehensible. I began worrying whether I would soon go completely blank. The committee seemed to have sucked every morsel of information from my mental data banks.

Suddenly it dawned on the examiners that the beginning of lunch time had passed by three-quarters of an hour and that chances of obtaining a good meal would vanish after 1:00 p.m. So, after three and three-quarter hours, the torture ended. I was unceremoniously dismissed to wait in the hall while a decision was discussed. I stumbled clumsily to the far end of the corridor and then wheeled to come back. Unexpectedly, the committee had already come out. Such a short deliberation surely meant disaster, I hypothesized. Shuffling back toward my doom, I could see smiles on their faces. Sadistic, I thought. How could anyone enjoy such a result? Then, congratulations were babbled into my unbelieving ears. It was so unexpected! "An excellent oral," Beamish was telling me.

And so, after twenty years of formal education I had reached 'the pinnacle. But what did I have to show for the struggle in a concrete way? I could, of course, count several large boxes of study cards. This included about 2,500 cards for my Ph.D. oral alone. I had three research publications in a good journal and a thesis. I also had a rapidly vanishing, high level of technical facts and figures crammed into my brain. Because of memory problems, my only real data bank lay in the summary cards. To be honest, although I had achieved a Ph.D., I felt anything but accomplished. However, the fact remained that in spite of my learning difficulties, I had become the master of examinations.

A Ph.D. oral is an ordeal, but for me, so is any examination. There are many good arguments that suggest that examinations do not necessarily measure, in a truly effective way, the knowledge of the student. But it is a good bet, at least for the foreseeable future, that academic progress will continue to be judged largely by written examination. We must learn to survive this evaluation process.

It was during my early university years that I finally came to grips with this fact (too bad this realization had not come earlier). Aware now that my future depended on examination performance, I sat back, as I always do at such times, to plot a more efficient course of action. Several factors were clear

1. Examinations had a particular pattern.

2. A student was required to recall course material from memory.

3. This material often came straight from course notes.

4. The student was required to comment critically on facts and to compare different theories.

5. Examinations stressed memory work with an ability to do manipulations and calculations.

With these conclusions in mind, how do we optimize examination performance? In other words, how do we play the examination game? Obviously, we must commit the facts to memory, to be recalled where necessary on the exam. This means extracting the facts in a concise way and then learning them for effective recall. Finally, give thought to the arrangement of the facts in some "contrast or compare" format.

The weakest and most difficult step for me is the memorization step. How then could I improve on attempts to commit facts to memory? Fortunately, there are a variety of audio and visual "tricks" (see section on Studying) that are available for my struggles. Use of these is not the main difficulty. I had to conclude that no matter how many "tricks" I employed, there was always the very good chance that I would not be able to regurgitate information, on demand, during examinations.

###### Tips for Writing Conventional Exams

1. At the beginning, don't look at the questions.

2. First, write a summary of the course (use a summary of the summary) on the back of the exam or on the answer sheets.

3. Read the exam instructions carefully.

4. Only now read the questions carefully - noting the marking scheme.

5. Make a rough time breakdown of the exam.

6. Answer easy questions first.

7. Answer big mark questions next.

8. Check your answers.

I sat back to analyze the situation again. How could I improve my abilities in the examination game in the face of this possibility? Obviously, if I smuggled summaries (cheat sheets) into the exam, I would greatly improve my performance. Some of my friends had already reached this conclusion and were sneaking in summaries written on hands, arms and sometimes even on bits of paper. Like most students, I couldn't do this. I did develop an approach that had the advantage of being perfectly legal in the examinations game and was the next best thing to "cheat sheets". I went to the examination location replete with summary cards (up to fifty for a typical course) and the summary of the summary cards (about five or six). I studied mainly the summary of summaries until just before I actually had to enter the examination hall. I then left the cards, as required, outside the room. When the announcement came to begin the exam, I didn't.

This is what I did - try it yourself. Turn the examination paper over and write the summary of the summaries on the back of the exam. This will give you confidence because now you will not be able to forget everything - something I feared before every exam. Only after completing this, turn over the exam and read the instructions carefully.

I remember at one exam there were fourteen questions. "Jeez," I thought, "how will I ever get through all this?" I wrote like a mad man for three hours and as the final bell rang, I was just finishing number twelve. Since all questions had equal marks, I calculated that in not being able to finish two of the fourteen questions, I was really only starting with a possible 88 out of 100 marks.

While I was making this calculation on the top of my exam paper in a restaurant on the way home, something very informative caught my eye. There, in dark script for anyone to see, was the following underlined instruction! Answer any 8 questions. As is typical of the learning disabled, I had missed this instruction and as a result I had answered an excess of four questions! Additionally, I had rushed all my answers. Because of this, my marks on the eight the examiner chose to mark, were probably poorer than would likely have been necessary.

Examination instructions can contain a variety of important details such as:

The number of questions to be answered,

The marking scheme,

What aids are permitted,

The length of the exam.

Next read the questions carefully. There may be key words that control the meaning of the question. Such words might be, compare, contrast, describe, elaborate, define, summarize.

There may also be qualifying words that alter slightly the approach you would take such as: most, usually, some. If you have trouble relating the various components of a long or involved question; try rewriting the query in your own words. Frequently you can simplify such questions by breaking them into their component parts.

One of the most frustrating exam experiences is a failure to finish. For this reason, it is a good plan to quickly assign a time breakdown to the exam questions. This need only be a very rough guide. It could simply consist of an estimated time when a question or group of questions should be completed.

It is also a good idea to attempt the easiest questions first. Once you have succeeded with any part of the examination, it becomes easier to continue more optimistically. If you proceed in numerical order and get stuck on an early question, it can have a devastating effect on your self-confidence. Also, the delay may mean that the examination is over before you have a chance to finish an easier question.

Following the easy questions, attempt the high mark questions next. If you are lucky, the high mark questions may also have been some of the easy ones and hence may already have been completed.

It is important to maximize your effort. My performance on exams deteriorates towards the end. After a long period of intense concentration and strain, my ability to answer effectively is greatly impaired. By responding to the high mark questions as early as possible, I stand a greater probability of producing a creditable result.

Answer questions in point form if this is permitted. (I often answered in this form, permitted or not.) This approach has advantages both for the student and for the marker, including:

The important points are very clearly delineated.

There is less chance of leaving out an important detail.

There is also less chance of misrepresentation through wordy, sometimes contradictory, sentences and paragraphs.

The marker has less chance of misinterpretation or of missing important details.

Finally, if there is time remaining, recheck your answers. In this regard, it is also beneficial to read the questions again to ensure that correct interpretations of instructions have been made.

# Chapter 2 Commuters for Special Learners

Computers and computing have become essential to almost all assignments and to much of the work in the classroom. Texts on this subject are often long and very detailed. Thus I felt it important to include a summary here which contains the very basics together, for those who are interested, with some history and a speculative look into the future. Computing devices and associated software are changing so quickly any attempt to stay up to date is fruitless. Want follows is compatible with this moment in time and provides a guideline only.

## My Frightening Introduction

The mark of -13% in typing in Grade 11 at high school became my worst nightmare when I finally realized I could not avoid the use of computers in my work at the University. Add this to an inability to hold a pen or pencil for writing (actually I still printed) for longer than 30 minutes at a time before developing cramps in my hand that required timeouts and I knew a computer was in my future and because of my typing disability I was at a loss as to how to proceed.

Fortunately only slight brushes with computers were my fate until my formal university academic career had ended in retirement. These devices existed in my laboratory mainly for student use and then only in what we would now term very primitive forms.

For the edification of students with learning challenges most of who if like me would minimize any computer fundamentals if possible, here is a very brief account of the most necessary basic principles, recommendation for basic components-hardware and software, suggestions for use and some of the fascinating history which might be of help and of interest.

This is not a comprehensive treatise on computers or their use.

Digital computers won out over their analog counterpart. In a digital system data is coded in the form of 1,s or 0,s called bits which are in turn grouped using a binary number system ie. to the base 2.

For example in a digital stream of 1's and 0's represented as 1100,

This would convert to (1x2x2x2)=8+ (1x 2.x2).=4+(0x2)=0 +(0x1) total=12 as a real numerical value.

For computing purposes the bits are grouped into "bytes" of 8 bits; then 16 bits are 2 bytes, 32 bits-4bytes, 64 bits-8 bytes and 128 bits-16 bytes and so on.

Quantum Computers are the next hugh leap forward and are presently being developed by companies such as IBM, who at this time of writing have been the first group to demonstrate a primitive version. Instead of digital bits carrying the values of either 1 and zero, quantum computers operate with q-bits which can exist in the state 1 and 0 simultaneously, their values being determined by how much of each these contain, meaning in theory they can possess an infinite number of values. Thus for certain types of computations such as factoring they will be able to rum at speeds of at least 10 to the power 8 faster than conventional computers.

When I first saw a digital computer, it was a physically very large device housed in a specially designed room with atmospheric conditions controlled carefully. These computers, called Main Frames, had large tape drives which could store only tiny amounts (less than 100 MB) of data which by today's standards is miniscule for even desk and laptops. User interaction with these devices was indirect. Tasks would be coded on input such as punch cards using a punch card machine and these would be taken to the computer sight and processed by experts. The user would have to wait, sometimes many days to receive the output. Then imagine the dismay when an error had been made by the user, in punching data onto the cards and the output was useless. Computing at this stage was not sensible for someone like me with visual memory problems.

With the development of transistor based circuitry and then printed circuit boards (Integrated Circuits or ICs) capable of containing circuitry for a combination of operations on one board, computers decreased in size markedly. This combined with revolutionary developments in memory led to the era of the "Personal Computer". In their early carnation such devices were still severely limited by available memory. Apple II and Commodore PET became the first devices in this class to be commercially successful. At this point 32 KB of random access memory (RAM) was tops. A variety of other companies made attempts to build user friendly personal computers, including well known technological giant, IBM.

But it was not until 1983 when Apple launched the 'Lisa' and then the 'Macintosh' that mass production of computers really began. Personal computers at that time became available with up to 1MB of RAM, were equipped with 5.5 inch floppy discs and had 5 MB profile hard drives. A Motorola 68000 microprocessor was the brain that tied together all the components and provided the wherewithal to process data introduced by a typewriter like, keyboard. The MAC also had the distinction of being the first computer to have a successful mouse system.

Fast forward to today and what do we possess? The world basically runs on a network of high powered Personal type computers. Main Frames still exist and are employed by Large Companies and Governments, but largely it is Personal Computers networked among themselves using Servers (computer like devices hard wired between large groups of computer work stations) within a company, educational facility, hospital etc. At home networking of family computers is usually done using wireless devices called routers attached to a modem. Internet signal transmitted through phone lines or, more commonly as broadband, directly from Telephone or Cable Companies, allows individual work stations to connect to the rest of the world through the World Wide Web.

## Modern Personal Computers

Each Student must today have access to and preferably own a personal computer for use at school and at home. Word processing is the usually the most important requirement. Some manufactures seem to be betting that tablets like the ipad will dominate the market and largely push personal computers aside. I think not and consideration of the vast specification and peripherals advantages of computers is only one reason this won't happen as will be seen as we look at computer components and trends therein below.

###### Main Components

What comprises the modern personal computer? First there is the choice of basically two types, the desktop and the laptop/netbook. Each has almost the same architecture, the largest differences being in physical size and component capability. In the case of component capability for a given price, the laptop generally defers to the desktop but if one wishes to pay the price and employ some extra peripheral memory it is possible to obtain a laptop of very high capability. The purpose of this writing will not be to talk about items such as state-of-the-art gaming devices and the like, but of the type of computer (and later software) to recommend to persons who are learning challenged, both students and professionals.

My view is that a laptop is the preferable choice over a desktop simply for its portability between home and school. This convenience of being able to take a laptop to and from school is an important consideration but as will be pointed out there are other ways of transporting data making a desktop a possibility assuming the school has a computer lab.

Two company's designs dominate the personal computer market. There are a multitude of major computer manufacturers who use the "Microsoft Windows" design, such as Dell, Hewlett Packard, Compaq, Sony, Toshiba and Acer/ Gateway. Computers of this design are usually simply termed PCs. The competitor is Apple, a very fine but expensive design. Because of a much lesser share of the market, there is often trouble in obtaining and loading a piece of desired software. It is only for this latter reason that a computer of Microsoft design is recommended.

Powering up a computer is often termed "booting" and likewise restarting being termed "rebooting".

A computing device has 2 basic categories of components, hardware and software, much of which of the latter being introduced by the user as required. Firmware also exists and is used to update some types of hardware. Attached to the desktop computer will be a monitor, (wirelessly or hardwired) a keyboard and mouse and sometimes speakers. These are all built in components of the laptop. Today's monitors are essential liquid crystal diodes (LCD) although older desktop computer models may have the cathode ray tube (CRT) type. Desk top LCD models may range in size to well over 20 inches. Laptop LCD monitors can be commonly up to 17 inches. Peripherals, including a printer (sometimes with copying, scanning and faxing capabilities) and DVD read/write drives can be obtained. Also there are peripherals that can be used to backup data on a computer and transport data between locations. These include external hard drives and flash drives. This small portable device is very useful for transferring files between computers. The common connector for peripheral devices to a computer is the universal systems bus (USB).

###### Summary of Main Desktop Computer Components

1. Case

2. Monitor.

3. Optical read/write (R/W) CD/DVD drive

4. Hardware. The Microprocessor, Hard Drive and Random Access Memory being the most well known.

5. Software + Firmware.

6. Input/Output connectors include Ethernet, PS2, USB, Fire wire, Speaker plug, Microphone and Earphone plug.

7. Peripherals A Mouse and keyboard are essential. Other devices include Printer (Copier, Scanner, FAX-separate or combined), External Hard drive, External Optical drive, Flash Drives.

8. Media component eg. Media Center. May be built in or added.

The Media component, Scanner, Fax, and External drives are options which are becoming more common.

###### Main Laptop-Notebook Computer Components

1. Case/Monitor/keyboard/mouse combination.

2. Optical CD/DVD R/W drive, available in most laptops is absent in the closely related netbook.

3. Hardware, Microprocessor, RAM, Hard Drive

4. Software + Firmware

5. Input/Output VGA-for attaching an external monitor, Ethernet, USB, Fire wire, external speaker plug, Microphone and Ear phone plug.

6. Peripherals—Printer (copier, Scanner, FAX-separate or combined),

7. Media component

## Hardware

Hardware devices, below, are installed inside the computer case. What are the hardware requirements for a basic educational oriented computer? These components include a power supply, fan, motherboard, memory, hard drive and DVD/CD read/write device and often special video, sound and network adapter cards although those when supplied with the computer are adequate. The laptop contains a rechargeable Li ion battery for operation without connection to a power outlet. Such batteries have a 3 to 8 hour typical lifetime between recharging. A power supply adapter, capable of delivering between 12 and 19.5 volts DC, depending on computer brand is also necessary. The operating system (OS) also has been introduced by the manufacturer and is usually partitioned on the C Drive. Since it is partitioned it is often given a separate letter. Formerly Os system disks were supplied by the manufacturer but these have been replaced in today's computers by a recovery partition.

First let's talk generally about the motherboard because this is the heart of the computer and largely determines its operational characteristics, along with the operating system. The motherboard is a grouping of integrated circuit devices, mainly the Central Processing Unit (CPU), clock chip (timing of Motherboard processes), BIOS and Random access memory (RAM) sound and video chips.

About 1 GB of RAM is necessary. This is the fast interactive, but non permanent memory (lost on power off) memory for the processor. Cache memory is a small section of RAM that the CPU can access most quickly and the CPU looks here first to discover if what it needs is still here from another action. Various types of RAM are available- restricted by the Motherboard design and contents. DRAM (DDR, DDR2 andDDR3 in single and dual channel versions on the motherboard. Other integrated circuits on the Motherboard provide the interface between CPU and peripherals.

The CPU contains a wafer, usually of doped silicon (2 or 4 wafers in the case of duo and quad processors respectively), etched with gates (perform Mathematical manipulations on incoming data) and transistors in large numbers and at high density and through which processed data is routed to and from the memory. Modern CPUs run at 2 to 4 gigahertz (GHz) speeds (Fast data processing). Single, dual, quad, 6 and 8 core processors are available and the multi core processors being useful for multitasking. Sometimes disregarded though, is that overall computer operation is limited by much slower (about 600MHz- 1GHz) bus speeds (wiring connecting computer components on the Motherboard and other hardware.). The BIOS, a read only memory (ROM), apart from containing many important computer settings is the device which initiates the computer "boot" when the on button is pushed. Some adjustment can be made to the BIOS settings but such must be left to a person highly trained in computer hardware functions and overall computer operation (expert).

The Bios is crucial it contains important instructions for computer operation. This hardware looks for the source of the boot information when the switch is pressed to turn on. Without the bios the computer would remain off.

The Chipset is a set of specialized integrated circuits working with the CPU. Intel chipsets, the most common, are sectioned into 2 parts one controlling internal devices and the other the externals.

Hard Drives are the main storage instrument of the computer, containing all software and files not presently in use by the computer operations; at least 200 GB should be available. There are two main types of formatting used on drives NFTS and FAT. The former is generally more functional and user installed drives often need NFTS reformatting. WARNING: do not reformat the existing main drive (usually the C:) drive. Reformatting results in a total removal of software and data. If this does become necessary, due to an otherwise insoluble problem, back up the existing files onto ghosting software like Norton Ghost. Backing up files to a DVD is fine but software backed up in this manner will not function properly when transferred back to the Drive. It is important to know that commercial software must be re-loaded using the original supplied discs or from original emailed internet links. Codes supplied with the software must also be available and still valid.

When the computer is powered off the material on the hard drive is retained. Interaction between hard drive data and the processor is much slower than with RAM. A small chunk (200 MB or so of the hard drive memory is set aside for emergency use by the processor (when RAM is overloaded), called "Virtual Memory". The amount is usually controlled by the computer system but can be adjusted within an upper limit by the operator. Without an adequate amount of virtual memory, at times, the computer will run more slowly.

Reliable solid state hard drives with capacities up to about 500 GB have recently come on the scene at much more reasonable prices and the costs are continuing to fall slowly. These are by and large still in the 2.5 inch format and are excellent for laptop computers. Sony now even provides these as standard equipment in their top of the line computers. Solid state drive are much faster than conventional deives for processor intense applications and can be highly recommended.

###### Hardware Tabulated

1. Power Supply hard wired in Desktop.

2. Laptop has rechargeable internal Li Ion battery and a plug-in adapter power supply that charges this battery or independently runs the computer.

3. Fan

4. Mother Board with Processor (CPU), BIOS ROM, Random Access Memory (RAM), Timer chip (computer operations clock).

5.Optical CD/DVD RW drive. Desktops often have DVD ROM as an additional optical drive. Blue Ray RW optical drives are also available now.

6.Hard Drives

7.Video Card

8.Audio Card

## Software

Instructions for computer operations are contained within the Operating System OS. In a Windows OS such Widows 7 which is based on the Microsoft-NT kernel, DOS is included in windows OS. DOS is on a black screen with white lettering. It can be accessed, if necessary, by clicking on RUN in the START menu or by clicking Command Prompt under Accessories Programs of XP. Manipulations in MS-DOS are very helpful and should only be undertaken with care. After completing typing a command line in DOS, depress the "Enter Key" to go on to the next step.

Commonly used Microsoft OS will have different levels of Internet Explorer bundled therein.

OS like Microsoft Windows 7, which includes the Internet Explorer version 8 browser upgradeable to 9 , (The Internet and Internet Explorer will be discussed below), are introduced into the computer by the manufacturer and contain most of the basic functions for the computer operation. It is through use of the software according to its architecture and information and settings contained in the Registry (2 files occurring in the windows directory under system data and user data) that the operator can undertake the required manipulations. The Registry, which also has settings for all the hardware, should definitely only be altered by an expert. Access to a duplicate of the operating system should be available for each computer either on a partitioned hard drive or from Operating System CD supplied by the manufacturer. (Microsoft requires a separate OS license for each computer-included with the computer as purchased). The license belongs to the entity which/who is listed as the Computer Administrator). Rarely with OS like Windows 7 and Windows 8 will the computer crash into such a state that the OS must be reintroduced. There are a variety of alternatives that should first be attempted and those, familiar to the author, will be enumerated, below.

It is important to note that I am using Windows 7 and windows 8. I particularly like the split screen feature of Windows7. For those of us with special learning requirements this format is of particular value. Most commonly I use this feature thusly. Open a word processing page you are busy with and drag it to one side of the computer screen until it snaps into filling ½ of the screen; then open your browser and drag it to the other side of the screen until it likewise snaps into the other ½ of the screen. Now you can write while simultaneously looking up information with the browser.

I have 16 desktop computers with 6 and 8 core processors which are part of the World Community Grid Super Computer run by IBM in conjunction with University of California at Berkeley- processing research data mostly for medical research teams worldwide). So that the reader does not assume that I am wealthy enough to buy 16 new computers of this high level; I hasten to point out that most were bought as non working wrecks from EBay and repaired or assemble by me from components available from companies like Tiger Direct.

###### Microsoft OS Computer Software always present includes:

Windows update: This should be set to automatically indicate when updates are available but should not auto install these updates. If the latter is allowed the computer may automatically reboot while some other process is occurring and eliminate the desired procedure. It is very important to have The Windows Updates since many essential security innovations are offered from this source. It is recommended that an operator initiated search of this site be made from time to time since Microsoft only automatically notifies of urgent security offerings. This is excellent because many programs are not necessary for a particular user.

Accessories: This listing can be found under Programs on the Start Menu and consists of numerous programs of which Accessibility and Tools are of special note. In the case of Tools, disc clean-up, scheduled tasks, system restore and system information is of constant use.

Properties: Right click the C: drive which yields a drop down menu. At the bottom click on Properties. This yields a table of software for disk cleaning, defragmentation and check disk, all of which should be run weekly.

###### Highly Recommended Software to be downloaded by the User-Freeware and Free Downloads in General

A word of caution about downloading from the internet: Virus attacks are commonly made via material being downloaded from the internet. Thus caution is necessary to avoid serious problems related to downloading. Your own installed antivirus does not necessarily provide protection from virus attack during downloading. First there are a variety of browsers in use form which internet downloading is done. These provide variable amounts of virus protection. Three of these that get high ratings are Google Chrome, Mozilla Firefox and Microsoft Internet Explorer 9. The next line of defense is the site chosen from which to download material. Among these CNET, Majorgeeks, and filehippo can be recommended. It is not only viruses that need to be avoided when downloading free software. Read every window carefully during the download as download sites will usually try to have you install unwanted software in addition to the desired material. Large capacity hard drives lead to the temptation to load up ones computer with a large amount of free software. I am a culprit in this regard. Much of I seldom if ever use. Many computer owners have hobbies that can be usefully augmented by computer software. Digital photography, movies and music come to mind. Much of the good software for these applications must be purchased or, as in the case of cameras bundled, with the items of the brand and model purchased. When surfing the Internet beware of software ads. offering "free downloads". In many cases the download is free, but to perform the desired operation it is necessary to purchase the software package. Some free downloads have a free trial period after which a purchase is necessary to keep the software. Even when downloads are free and provide a free useful piece of software there will often be an advanced version lurking in the wings that will be urged upon the user, through regular popup ads. The term "Freeware" is used to denote software that will do the total program for free. Another clue to look for to obtain free software is to look to see if the license category states "free". Please note that there is much Freeware that is listed with the word "Beta". This means the software is still undergoing development, but is at a stage useful enough to be offered to the public. Frequently an update of Beta software must be installed.

AVG Antivirus Free Version: The most important task in operating a computer is to install a highly recommended antivirus. While many major internet providers claim to provide rudimentary virus protection this is not sufficient especially since provders cannot see inside your emails. There are many vendors who offer this type of software a few of the best offer both free and more complete versions that can be purchased. With 16 computers I could not afford a paid for version for each unit. Through computer magazine recommendations, internet based evaluations and personal experience I have found AGV free to do the job well. The virus definitions are upgraded frequently thus keeping protection up to date. I scan my computers for viruses whenever they start running slowly or in some way display indications of the presence of a virus. Just as a precaution I run virus cans twice a week. The best advice in minimizing exposure to viruses is not to click on any executable files in email and elsewhere unless you are absolutely certain of their authenticity.

Firewalls are part of modern Windows OS software and its main objective is to control the incoming and outgoing data by analyzing the data packets and determining whether each should be allowed through or not. This is based on a predetermined rule set. Antivirus software often comes with a Firewall but I use the one provide by Windows.

Auslogics Defragmentaton: This free software has cured more ills on my computers than any other. Highly fragmented files on your C: drive will cause the computer to run slowly and sometimes even prevent booting. I run this software every second day. There are 2 options that may be run. Simple defragmentation or defragmentation with optimization. The later takes somewhat longer but is worth the time

CCleaner: Keeping your hard drive free of an accumulation of junk files is important. Running this software helps remove cookies (labels that visited internet sites leave in your files, and many types of internet files that you no longer want. If you wish it will routinely empty the Recycle Bin as well. A word about the Recycle Bin: The material that you discard usually by using the delete function (right click the material for discard and then click delete) goes here and can be retrieved, if necessary and if still there. In fact deleted files are not irretrievably gone until written over by other programs. This is why you should never sell or otherwise get rid of your computer without removing the hard drive.

Registry Cleaners: Downloading and using software for scanning and 'fixing' the registry is to a degree controversial. Most people find the highly recommended versions of such software useful. Of these I will mention 2. CClean has a registry cleaner associated with its download and it comes highly recommended one reason being that it allows you to backup the registry before doing the scan. Thus if something bad happens due to the cleaning operation you can reintroduce the previous registry configuration. Advanced Systems Care: This download is a multipurpose utility including a registry scan. This means it provides multiple fixes including the registry cleaner. Under "tools' in the menu you can manage the programs that startup automatically when you boot the computer. The more programs that run while you work the slower the slower the computer operates. I never allow more than 3 or4 programs to run at startup.

CleverKeys: This tiny bit of freeware is of indispensible when you are engaged in word processing or writing emails. If you need the definition of a word or need a synonym these can be obtained simply by bluing out the word in question and then using the key combination, control-m, then click on the source you want from the drop down list which in turn automatically brings up a window with the dictionary or thesaurus and the word you have designated and you can pick out what you want. Then simply click off this window and your text is still identically there waiting for you to make any change to the blued out word that you desire.

###### Text Readers

The Adobe reader is a free essential that is one of the best for reading PDF formatted documents. PDF (Portable Document Format) has the following attractive properties such as it for example allows Window users to share files with who use different OS platforms such as Apple (eg. Mountain Lion) and Linux, can be used amomg users that use different word processing software and is a file format that can ptovide protection from unauthorized editing, printing and copying . Windows Reader is now available with widows 8 to allow reading of PDF format but I have yet to give this a try.

Word Reader is a free piece of software downloadable from Microsoft to allow users to read Microsoft Word documents. It is strictly a reader and will not allow writing or editing of Word documents.

## Word Processing

I placed my hands on the keyboard and tried to type. The mess that appeared on the screen bore no resemblance to the material I was attempting to type. Then I stumbled with one finger typing and the result on the screen began to show some agreement with the source text. There were still a number of recurring problems. These Included difficulty locating some of the letters on the keyboard-hitting the wrong key-usually the one adjacent to the one I was attempting to strike and having to look from the text I was typing to the keyboard for every letter in each word I was typing.

It was much worse when I was tying from sentences formulated in my head. Added to all the problems in typing from a written text were the myriad of spelling errors, often typing a word with such erroneous spelling that' Spell Check' came up with the ominous message (no spelling suggestions). More on this later.

There are a number of word processing software suites offered commercially or in free versions on the internet, from which to choose. I will mention 2, one a free version and one commercial variety. This does not mean that there are others that might deserve to be utilized but only that these are the 2 with which I have the greatest familiarity and found to be satisfactory for me.

###### Apache OpenOffice

This is a full Office Suite, version 3.4.1 at this time of writing, originally developed by Sun Microsystems (Java Software), recently turned over by Oracle, the new owners of Java, to Apache and is still free. The version that I used was simply called Open Office and was an earlier version of the Sun Microsystems suite. This Apache software suite gets a high rating on key download sites like CNET and can be recommended for students and office personnel and even professionals. Since my experience with Open Office software is so out of date I cannot dwell on the details as they exist at present. Presumably the new update supplied by Apache cold only be an improvement on what I found to be very satisfactory.

###### Microsoft Office:

Although this software suite must be purchased I find it indispensible for my work. There are a number of varieties of this software with different capabilities but I find the least expensive version known as 'Home and Student' quite adequate for my needs. Generally most students will find this to be the case. This suite either 2007 or 2010 comes with 3 licenses or as a single license download. The Professional version of Microsoft office may be essential for students involved in intricate presentations, but generally such a version will be available for student use on a school computer and will be available when thus needed.

New state-of-the-art complicated scientific equipment used to arrive from time to time in my laboratory at the University. After installation I felt obligated to quickly bring this device to the up and running state. Such devices were accompanied by thick user guides or if not these were available on the integrated computer that operated the unit. In either case I was in deep trouble due to my poor reading capabilities. Commonly I would look over the device carefully and make a stab at turning it on. More often than not this would result in a problem and I could make no further progress. Given a long period of time with the instructions I could divulge the most important sets of steps, summarize these, spend time learning the finer points and then would get the unit into operation. However the pressure and the feeling of panic to have the equipment running took over and I was in trouble.

There was always a member of my laboratory group who stood out as the best suited for complex problems and when I had failed I would turn to this individual and asked them to take over. Most were kind and quietly after reading the instructions usually just once had the new equipment running as prescribed. Once however I was horrified when my none too impressed designate grabbed the manual and stated in a loud voice: "when in doubt just read the instructions!"

This story came to mind as I have to admit to finding Microsoft Home and Student 2007 which I have been using for several years is still a mystery in many ways. Unlike a new mass spectrometer or other new device in my laboratory my ill advised trial and error approach to learning this software has not caused any disasters. I have slowly and on an as needed basis learned strategies that I could use and practice that would have over time taught me to operate this office suit in most of its available modes. You the student and special learner will not have this luxury of an infinite learning curve so please use your special learning strategies and divine how to use this suite according to your requirements as quickly s possible.

I think there may be many such as I having found comfort in a procedure are hesitant to give this up. I say this because many of the Word attachments that accompany my daily incoming email are still from Word 2002. Perhaps sticking with Word 2002 (i.e. Microsoft Office 2002) is an excellent illustration how being confronted with something new like a new word processing suites makes us want to drag our feet in making any change from a well-known procedure unless absolutely necessary. Contrary to the views of some who wait with anticipation for the new and refining wrinkles provided by new software, I prefer to keep something that I know intimately until there is a proven reason to make a change. In fact I think this is often a defining characteristic shared by most challenged learners. Allowing this type of reluctance to face a challenge can grow into a serious impediment in the makeup of those who aspire to become special learners. With this in mind I have tried to force myself to rise to challenges. Thus it was about 4 years ago that I bought a copy of Microsoft Office Home and Student 2007 and boldly deleted its predecessor from my computers. Fortunately all my 2002 word files were compatible with the new 2007 software. I gave myself 2 or 3 uninterrupted hours each day for a week or so to learn only the very basics. This meant that I concentrated on learning the fundamentals of Word 2007 so that I became able to do produce written documents that covered all my writing needs. I worked mainly using the fundamentals available on the 'Home' tab. Here along the bottom line of the Home dashboard were all the formatting tools accompanied above that by headings and choices of type and size of the lettering to be used. Most of the rest I learned gradually as the situation required. Now 4 years later I am still pecking slowly along but I did force myself to make a challenging (for me) change. Please note that despite my comment that as a person with a learning challenge I endeavor not to allow myself to avoid learning challenges, something that is common among many with this problem, I still have not yet tried changing to Microsoft Word 2010.

It would be impossible to give sufficient details here to describe the use of an Office product in any comprehensive way. This could be the subject of a small book in itself. There are a variety of sources available these include for example Microsoft Works 2007 for Dummies (Don't let titles like this put you off; because as I have emphasized throughout, you are certainly not dummies but I find such books have a format that suites my approach to learning). Here the content of a typical suite is discussed together with a description of some helpful strategies for word processing. A few of the pitfalls will be listed.

The components of Microsoft Office 2007 Home and Student Microsoft Office Tools, Office Excel, Office One Note, Office Power Point and Office Word.

I seldom use any of these except Word; so I have cut and pasted Word from 'Programs' to become an icon to my desktop. This makes a quick option for opening a fresh page of Word.

Microsoft Office 2007 has major changes to the appearance from my familiar 2002 version, which to many bear the criticism typical of Computer Journalist Robert McDonagh-"one of the simplest tasks required using Word", were a "near impossibility for the average user" due to the "over design" of the user interface. The best for a person like me with a learning disability is a 2 page highly recommended PDF Word 2007 in a summary Quick Reference Card available from the internet, by copying the following into your browser; using Google it appears as the first entry on the list 'it.usu.edu/plugins/work/sitemaps/107/files/Word2007.pdf'. Like much I do, however, I have to admit trial and error is my major modus operandi. It will be very helpful no matter what Word Version of Microsoft word from 2002 and newer you use. It is much better than any summary and guide sheet I endeavored to develop. Formatting gave me serious problems and this card is very helpful in solving this difficulty.

Microsoft Office 2010 has a choice of 6 Editions including Home and Student, the edition that has the 3 license option, and will likely of greatest interest to most students reading this book. Since the main difference between 2007 and 2010 appears to be in file type and cosmetic added features which seem to be in most instances of little importance to those using the suite for Word I can see no urgency in making the switch especially since brand new copies of Microsoft Office 2007 are still readily available.

## Internet Details and Use

American fright at the implications of lost leadership in the sciences as suggested to the World through USSR launch of Sputnik 1, sparked the US formation of the Advanced Research Projects Agency (ARPA). One of the main priorities was the creation of Information Processing Technology Office (IPTO). J.C.R. Linklider was appointed Head and he viewed universal information networking as a revolution in human communications and data distribution. L Roberts was appointed at IPTO as leader of a group to establish such a network. A packet based data switching network was first established called the ARPANET between UCLA and SRI International at Menlo Park California. A protocol (a set of rules) is essential to control communications on a network between the source and the receiver. The most important and early step in this regard, was the establishment of the Internet reference model, Transmission Control Protocol-Internet Protocol (TCP/IP). This is a 4 layered description for network communications and the internet is sill related to this model. A 5 layered protocol of TCP/IP was developed into a wide spread network in early 1983. Although a networking system had been available by dial-up in some locations in the US since the 70's, it wasn't until commercial routers, eg. Cisco Systems and Juniper were available in the 80,s and web browsers eg. ViolaWWW, in the early 90's, that Internet growth became phenomenal. In 1989 an MCI commercial mail system became available over the Net. Today the Internet, mainly using the English language, is an infrastructure made up of a complex set of physical connections basically defined by its interconnections and policies governing routing. The Internet Corporation for Assigned names and Numbers (ICANN) based in California have been given the power to assign the distinctive identifications on the Internet. This is the only organization on the internet with any central coordinating power. The rights include assignment of IP addresses, sight domain names and protocol port and parameter data values.

The World Wide Web's (www.) initiative came from CERN a scientific group which ran an underground atomic particle accelerator crossing the boundaries of Switzerland and Austria. In 1990 Tim Breners-Lee and Cailliau published a formal proposal for the World Wide Web a development from the Electronic Book Technology System established at Brown University. NeXTcube, used by Brener-Lee became the worlds first Web Server and was employed also to compile a World Wide Web, web Browser. The importance of this to the world and you and I is well documented and the web is free an important fact that must not be misconstrued with cable company charges for use of their lines and servers and technical services. The modern day web uses the Hypertext Transfer Protocol (HTTP)-related to the above mentioned TCP-for communications. There are 8 HTTP defined commands indicting the action which is desired to occur. Of these the GET, command is the most important since it is the request for a desired resource. HTTP/1.1 is the version in common use today. Many of our requests to locate a web site are prefaced by http:/www.

###### Browser

Browser or Search Engine is a term that refers to the system installed on your computer by which you can locate items on the Web. The most common and the recommended, here, is Internet Explorer (IE). At this writing the version is number 9 with 10 pending. Both Firefox and Chrome mentioned earlier are recommended. Updates become available for all browsers from time to time so keep abreast. A Search Engine is necessary in conjunction with the browser and these can be labeled as your default, Home Page. This means that when you click the IE icon then this page appears with its attendant search window and usually advertisements and features such as sights to click for news, entertainment, hotmail, shopping etc. MSN.com home page has the search Engine and even has latest newscasts and sportscasts. Such a page is much too much distracting especially for those with our learning challenges and concentration problems. The best search engine in my opinion is Google.com which has a minimum of extraneous material. This latter comes in several forms Google, iGoogle and Google Chrome. iGoogle is also filled with distraction, allowing you to choose items from a large selection to constitute your home page. For searches I prefer Google and make it my Home Page. This is done by placing it in My Favorites (see below) and then dragging it as an icon from this list onto the desktop. There are many other search engines. And if you type "search engine listings" in your browser you will obtain a sight that lists search engines by category eg. general, world, topical and reference sites. An interesting development is Wikis. These are set up by groups and deal with special topics within the internet in depth. A good example would be a weather wiki or several wikis within this subject area on different aspects of weather. Their advantage is that instead of having to hunt in a general way on the internet on weather, these groups pop up and within these a great concentration of the information you seek exists in the one place. In a related matter scientific researchers are beginning to use the internet to publish their results. This could present a problem because it can circumvent Peer review, an essential aspect of having expert opinion shone on the work to help "legitimize" the material.

###### Internet Connections

By and large and certainly in urban Canada dialup internet connections are seldom used. Direct Subscriber Line (DSL) involving modems connecting to residential phone lines, or cable modems that connect home computers to residential cable TV cable (coaxial or optical fiber cables.

The ranges of frequencies that are now available for data transmission have greatly increased. When referring to cable TV, the Internet and cellular phone transmission speeds, these are often spoken of as "Broadband". With Internet, a broadband transmission approach is the fastest method. Strangely broadband, a breadth of electromagnetic frequencies is rated by speed and little thought is given to the spectral dependencies of this "speed". The greatest obtainable broadband "Band Width" is through fiber optic cable transmission with direct home connection, an option not often available to most domestic users. Transfer speeds of (TB)/ sec are available with optical devices compared with MB/sec (2 orders of magnitude slower) for present copper wire systems. Direct internet connection using coaxial cable or phone line, is usually the method chosen. A single copper wire is the carrier in these systems, thus broadband data transmission must be done in multiple sequences by digital multiplexing (a method by which a data stream is coded at the source and decoded at the reception sight). Internet transmission operability characteristics over residential cable lines are determined by the numbers of subscribers that share the line, the more simultaneous users the slower the service. This can be ameliorated to some degree by statistical control of the multiplexed transmission be the provider.

Modems (acronym for modulator/demodulator) are the devices which were developed initially to transform data into a form that could be sent over a phone line. (A wave has an amplitude ie. the height variation and a frequency ie. the number of cycles it makes in a unit of time and either one can be coded/modulated and then the original form retrieved by decoding/demodulating). To take a familiar case, the radio, to illustrate; the music or voice waves picked at the input (antenna), can be modulated either in frequency format (Best) or amplitude format for electronic processing and then demodulated and the recovered wave forms reproduced by the speakers for listening. Other types of modulation, such a pulse type, are also used. A modem, in computer applications relating to the internet, modulates signal at the data source so it can be transmitted to the Provider and then through servers, switching equipment and other devices on phone lines and cable to the modem at the consumer end (eg. your house) which demodulates the material into a form that the computer can use. The reverse is the case at your end when you transmit material. Information is not sent as individual characters over the internet but in TCP/IP datagram's (data packets). Internet is available in many areas in different transmission speed categories, faster if you are willing to pay more.

It is crucial to be able to connect computers in special areas together. There are a number of means depending usually on the size of the entity, the numbers of computers and the variability in the functions the computers perform. The methods include an Intranet (very large groups), Server(s) (medium to large), Wired and Wireless (medium to household size). There are other factors an important on being criteria for system back-up which also have interplay on this decision.

###### Router

The signal from the modem is fed to a device called a router. This is the gateway device into your system for the internet and as such has a unique IP (Internet Protocol) address to which data meant for your computer system can be sent. Then each of your computers also has a unique IP address so that the data is sent by the router to the correct computer. Signals to individual computers can be sent either over wires (LAN) or by wireless devices (WI-FI). Data speeds into your computer are usually much faster by direct wired connections. If needed to find your Routers IP address, type into your internet browser-whatismyipaddress.com-and then click on the top entry on the page that appears.

For your computers own internet address if ever needed do the following

Click start menu button (Task Bar)).

Click Run.

Type cmd and a black window appears.

Type ipconfig and hit Enter key

The IP address appears, in my case 192 followed by 3 more numbers separated by periods

Within a local area, where there are a number of computers, such as an office or school, a Local Area Network (LAN) cable can be plugged into the router and then a computer. There must be one cable for each computer. Since each computer in a network has a single IP address the router will choose the data intended for a particular computer onto the correct LAN cable. Most routers have a maximum of 4 LAN plugs so this approach can be used for only 4 computers. If you have 16 computers as I something else must be done. If for example like me you want to have all your 16 computers connected by LAN connections then you can use your homes power lines to send router signals between distribution boxes plugged into AC outlets on your walls. Each one of these boxes can be used to service up to 16 or so computers depending on the distribution box you use to connect the lines to the computers. This internet carried over a home's power lines can also be used to permit wired connections in location where running a wire directly from the router could not be done

Instead of having a wired connection for each computer, a sharing of one cable/modem input is possible by setting up a Wireless Local Area Network (WLAN) better known as a Wi-Fi system. In such an arrangement a Router also has a wireless signal transmission capability and if a Wi-Fi PCI or USB card is installed in each computer the internet signal from the router can be received by the computers. The router uses antennae to transmit the data by radio frequency waves to carry the information you request from the internet.

When I look at the available Wi-Fi signals that are within range of my computers I can see not only mine, but the ones from 12 neighbors! So it is advisable to make yours a "secure" network. Otherwise what I am transmitting over my Wi-Fi system is available to be picked up by numerous undesignated persons.

###### Internet Connection Security

Attempted attacks on your computer through your internet connection are becoming more common and more sophisticated. A variety of methods exist to minimize the risk of a break-in. Creating a Security system is most easily accomplished be the Microsoft method. To use this approach a flash memory and router with a USB connection are essential.

WEP

This appears to be declining in popularity for the reason stated below.

Known as Wired Equivalent Privacy this encryption method is the most common and easiest to violate. WEP encryption Keys are a series of letters and numbers. Key lengths are 128 or 256. This method is easily hacked.

WAP

This encryption is an improvement over WEP because instead of a Key, an algorithm called Temporal Key Integrity Protocol (TKIP) is employed. Hacking such a protocol is much more difficult. Most equipment that is WEP capable can be upgraded to WAP easily. Although there are a variety of more recent and sophisticated methods of encryption, WAP can be recommended for most home use. The encryption methodology is simple and comes as an installation wizard on the CD accompanying the router. Also included is an Ethernet cable like those used for connecting a wired computer internet network. It is needed to connect the router/modem and a computer during the wireless network set up.

###### Toolbars/Taskbar

Toolbars appear along the top of the computer screen in Internet explorer and can be very useful. These can also be conduits for viruses so their installation must be carefully considered and only most trusted should be utilized. Your browser can provide such a list.

A Google toolbar is only recommendation but for some reason there is no version available for Internet Explorer 9. If you are using 8 the Google Tool Bar has a variety of helpful features and you can choose the ones you prefer from a long list. My favourites are AutoFill, Wikipedia, Dictionary.com, Thesaurus.com., Truly free software, Google maps. AutoFill is a page that you fill in that contains your name and addresses, email address and a variety of other important material you often must fill in on forms that come up in your daily routine. When such forms appear simply click on AutoFill and most if not all the form is done instantly.

Many other toolbars are being made available but I have found them of little use. Also as a ribbon across the top part of the screen each one that is installed decreases the effective screen height.

A taskbar is present for windows OS up to Windows 7, on the bottom right of your main page. Here are the programs that start up and run behind the scenes when you work on the computer. Some like the current time, wireless LAN status icon and the safely remove hardware icons serve an important purpose.

###### Internet Summary

1. Connection to Internet: DSL Broadband (On all the time).Connections between computers: A small computer network can be wired or wireless using a modem/router as the common entry point.

2. Search Engines: There are a large variety of these methods of searching the web. My favourites are Google, Google Chrome and Firefox.

Computer Networks: Such include, intranet, Wired LAN, Route and wireless connection.

3. Security: Here there is WEP, the WAP algorithm (sufficient for most households) and a variety of more complex types.

4. Toolbars/Taskbar: Since the absence of Google Toolbar on Internet 9 none are recommended. The Taskbar, bottom right, indicates programs that start up automatically at the boot.

###### Email

Email or e-mail, either is correct. An email transaction occurs directly or indirectly on the Internet, but I have chosen to treat this subject under a separate heading.

Web-based email service or email client services are available

A web-based email is, as the name suggests, dependently on access to the Internet. An email client is a software program (eg. Outlook or Outlook Express, now provided as Windows Live on Microsoft Windows 7 Home Premium) but still available with the Professional editions provided through a cable service provider but also ultimately, for outside mail, depends on the internet. The advantage of the email client approach is that the emails are downloadable by client without activating the Internet. Microsoft provides a feature called, Windows Live Mail, which downloads all your Microsoft based email through an icon on your Desktop. Again new email must be sent by Internet directly or indirectly through cable connection.

Outlook Express: Choose this if you need only an email client for email and newsgroup functions. For newsgroup you need to choose an appropriate reader software.

Outlook: This should be chosen if you need email, discussion group, calendaring, task, and contact management in general.

There is a variety of web-based email service, perhaps the most common outside of business, called Hot Mail. Microsoft Hotmail and msn type hot mail accounts both exist now under the name Outlook not to be confused with the former client Outlook. Other web-based services include AOL mail, yahoo mail, g-mail and a variety of others I have no familiarity with. The ones mentioned are free up to specified GB levels of material. 10 GB of Hot Mail is available free from Microsoft (November 2008) and is plenty for most home users. These accounts can be set up easily by accessing the provider and then filling out the required material. In doing this you will be asked to provide an address of the form, eg. yourname@hotmailtype.com. If this is available you are fine, but if someone else already uses this, a new "yourname" choice will be necessary. Secondly you need a unique Password; in devising this try to choose something unusual, such as a combination of letters numbers and symbols. The Password must be simple to remember by you but not easy for interlopers to guess. For what it is worth I have 5 email accounts for different purposes. I strongly recommend at least an Outlook Express type account because when you are using the Internet and need to ask a question of the addressee, there is usually a choice on the web page called "Contact Us" or something similar, to click and this often automatically brings up email client software to use for your enquiry. You can do this in a hot mail account, but only after copying the email address, clicking off the site and then setting up your account for the desired correspondence.

Your Internet cable provider must be contacted by phone to set up an Email Client account. You will be requested to do a set-up on their server which includes, email address, password, account name and incoming and outgoing server protocol addresses. This is easily done and the service is usually "free" having been already included in the provider's fee for your internet service.

###### Email Summary

Classifications of email:

Web based Client Services

Hot Mail: hotmail and msn, g-mail, yahoo mail and many others

Client Services Mail: Outlook Express Outlook

## Viruses

Suddenly your computer starts to misbehave or run at a snail's pace, what has happened? A whole book could be written on viruses and although your problem may not be a virus the likelihood is high up on the list.

Someone once informed me that computer viruses were obtained by opening a suspicious email and this source of viruses is one of the most common. Downloading from the Internet, in general, is becoming a serious source of viruses and many people install antivirus software that relates relatively specifically to the Internet. The use of multiple antivirus software suites on the same computer is a questionable practice due to potential interference problems, but this approach is not uncommon.

There are now so many virus types and methods to acquire these, that a section, albeit having to be much too brief in this type of format is necessary, here, to help in their avoidance as much as possible. Most viruses attach themselves to other files in your computer. Some even enter the computers as files that are closely identical to one of the key files of an infected version of desired software.

###### Types of Common Viruses

There are many types of viruses; here are some of the most common.

Boot Sector Viruses: Floppy discs, not commonly used in modern computers were often used to boot a recalcitrant computer. Viruses could be introduced during this process. Bootable CDs can carry viruses in a similar manner.

Trojan Horses: These perform a seemingly useful function but are secretly taking undesirable actions that are harmful to the computer operation. One of the worst is destruction of data.

Worms: These make copies of themselves which are them distributed to other computers usually causing slow down of the computer performance. Unlike most viruses they do not need to attach themselves to other files in the computer.

Root Kits: These bad actors when introduced attempt to allow the perpetrator to take over operation of your computer. A sure sign of such an infection is when you open a desired file the virus automatically redirects you to another undesirable location.

Time bomb: Such viruses once entering your computer remain dormant until a predetermined time somewhat later at which time they begin to take action.

These are by no means a complete listing of viruses and new forms appear without notice. One disturbing trend that needs mention is a trend toward infecting hardware during manufacturing and firmware which has been programmed for updating of hardware.

###### Summary List of Common Viruses

-Boot Sector

-Trojan Horses

-Worms

-Root Kits

-Time bombs

###### Sources of Virus Infection of Computers

Executable files particularly in email are probably the main sources of viruses. Thus it is important to state from the beginning that unwise actions on your part are usually to blame for acquiring viruses. Never open a file in an email unless you are certain that it is valid. I have been tricked so many times that I seldom open any executable files in emails. It is a common practice for Hackers to create emails that appear to come from legitimate sources, even having the format almost pictorially identical to one of your regular email sources. Thus take particular care in examining emails that have executable files.

Emails requesting personal information like passwords are commonly sent out in a format as described above that mimics a legitimate source. Never respond to supplying such information without phoning the source to confirm the requested action.

Internet searches are frequently required actions and opening files obtained during this process is a common source of viruses. Take particular care in opening files that have been recommended in a Blog.

ActiveX controls are small add-on programs that are used on the Internet. They are sometimes required for software operation. Computer users will often see boxes on their screens that ask you to download an ActiveX Control but these can be the source of virus introduction and I never down load them unless absolutely necessary.

Freeware which I am always wanting to download are often infected with viruses and that is why I have cautioned that download sites such as CNET and Majorgeeks that supply only virus free software must be used for this purpose.

Popup have from time to time lured me into downloading viruses. The type that is most worrisome appears as you are working away on your computer when suddenly a popup appears that says something like; 'you have just obtained a virus infection click here to scan your computer'. It is almost a kneejerk reaction that makes me take the requested action, always resulting in a nasty virus. Instead click off the popup!

Illegal software often contains viruses. It cm be tempting to download what are free versions of expensive software. This action invariably results in viruses.

Spam should be mentioned in this section. It is mostly commercial advertising, filling the internet with large numbers of copies of the same message. The purpose is to expose people to material that they have not chosen to receive.

###### Summary List or Virus Sources

Executable Files in Emails

Internet Searches, Especially Executable Files in Blogs

Freeware Downloads

Pop Ups

Illegal Software Downloads

ActiveX Controls

Actions that can be taken if you have a Virus

First, what to do if all the virus removal techniques below fail: You have been backing up your computer and these backups may sometimes be used to eliminate a virus. Additionally Windows operating systems have a 'system restore' function. This can be accessed easily either from the Control Panel or by typing this phrase in the search area on the start menu. The strategy here is to return your computer to a date before the virus was acquired. If this date is in doubt it may be necessary to do multiple restores at previous dates until success is achieved.

Scanning your computer with your antivirus software is the first step in attempting to remove a virus. A full scan of the unit should be your first choice. Make certain to carefully observe the antivirus dash board before initiating a scan. A variety of scan options are available. These include scanning various defined sections of your computer and often have choices as to what factors to evoke during a scan. While on the topic of scans I also often scan my external hard drive and my flash drive for the presence of viruses. If your antivirus software virus scan fails there are plenty of freeware scans that are available from the internet that are worth a try. A few of the best include Kapersky Rkill, Avira Antivir, Spybot, and combofix.

Again at this point I want to emphasize "Back up Your Computers Regularly" using any of the following DVD's, External Hard Drive, Windows Server 2007

Windows Server 2007 is excellent software for small clutches of computers but is beyond detailing in this account. The newer version of this particular software Server 2010 is not recommended. Windows Server 2008 is a professional version and is not applicable for student use.

## Cloud Computing

Only brief mention of this quickly emerging field can be justified here. Yet groups of servers accessible on the internet which are filled with specific data usually in a particular field or application together with software and storage available to consumers is a field to be reckoned with already. Probably the most famous and best known cloud is icloud from Apple. Here consumers with multiple devices such as Mac computers, ipads, iphones and ipods have automatic access to all their data on each one. Such is because icloud is built into the OS of each and its data is stored in their location in icloud. Thus all the information and software is avialable using any of these devices without having to formally download data separately on each one.

## Special Comments, Computer Use By Special Learners

Considering the advances in technology computers should by this time in their history be very user friendly. Unfortunately they are not.

Here are a few personal views on frustrations related to computers and computing. To me we are still with computers and computing at the "Model T" stage. Why can't computers be more users friendly?

Do you recall at the beginning of this computing section my -29% grade in typing? The negative mark was achieved because my slow typing speed was exacerbated by my poor spelling so that when the computation of my mark was made I had so many spelling errors that they greatly over weighed my typing speed in the computation. At first blush this problem looks horrendous for anyone wishing to make use of a computer and in today's world that means practically everyone.

Since the keyboard together with a mouse is the main data entry device for interacting with computers my computational future looked bleak indeed.

On the other hand I have discovered that many special learners unlike me are excellent with typing and have found the computer to have been a boon to their educational progress.

But wait a minute; please don't count even me out just yet.

Despite taking recent courses to attempt improve my typing I have found that I am unable to use the touch typing technique under any circumstance. As a substitute I use my left index finger and hunt and peck as my only method of working a computer keyboard. Yes you are correct if you think I must be slow, perhaps much too slow to create any writing of consequence. Yet my thought process, particularly my spelling of multi syllable words when I am composing prose is also slow and by good fortune about matches my speed of typing with my one finger.

Thus since I don't find it discouraging in doing my work a little slowly I do just fine thank you. To be honest though I have to admit that I still often hit the wrong key even with the one finger method and this can be frustrating. Also since my visual memory is poor I have to spell phonetically which with English often brings me to grief. One of my most familiar spelling stumbling blocks I to know whether a consonant is double or single in words. Thank God for Spell Check! Although sometimes my spelling is so bad that even Spell Check is stumped and then I often have to use a different word. Also if a word I am typing is more than 3 or 4 syllables I often cannot even conceptualize its phonetic spelling in my mind. You might have noticed the usual absence of such words.

Here are a couple of tips for poor spellers like me. The Spell Check utilities that come with Windows word and with email are not the last resort. I have discovered that if I type the misspelled word into my Google browser it often comes up with the correct spelling! The other way to find a word you are unable to spell is to think of a simple word that means something close to the word you are trying to spell and then look this word up in the thesaurus and often the word you are seeking will be in the list of synonyms.

Speech introduction software: This is bound to improve, but must also be reduced in cost for the best systems but keeping an eye on developments in this field is a good idea for the special learner. Tablets and other related methods are not viable for me since my printing/writing is not consistent in form. Again systems for print recognition costing thousands of dollars are available for organizations but don't pretend to be on the home computer scale.

Bundled Junk on New Computers: The extra software that computer manufactures put on new machines is annoying. Basically it is trial versions of programs that you must pay for to continue after the trial period. There must be good revenue for computer companies to agree to do this.

Freeware: You find a dandy piece of freeware through a search and click on the item on the search page. Up comes something irrelevant, burying neatly the required freeware. The page contains so many advertisements for commercial downloads that you might in confusion click on a commercial offering thinking you are clicking on the desired freeware download. After much frustration you find the tiny freeware download. Clicking on this can still lead to 2 or 3 more pages before you finally have your download. Another interesting ploy occurs when you click on the freeware download, a page is revealed with more advertisements and if you look carefully you see a tiny phrase, saying that if your download has not started in "x" seconds "click here". By the time you actually have the freeware installed you are ready for the funny farm.

Error messages in gobbldy-gook language: You need to be a computer program to decipher most computer error messages. Your only hope is to Google the exact wording of the message and hope you can find a blog with an understandable explanation. Why with 2012 technological "sophistication" error messages can't be in understandable English is beyond me.

Operating Systems: If Windows 8 is any indication computer manufacturers are betting that tablets will largely replace computers in the near future. In my view this is a silly assumption. Tablets have nothing near the wide ranging capabilities of computers and particularly do not have the required specifications and connections that would allow them to be a useful replacement in many uses. I think we are going through a temporary love-in with tablets which will in due course reduce until tablets find their own niche but not as replacements for computers. In this the most recent edition of this book I have include a small section on tablets and smart phones below.

Now we must assume you the special learner have by now chosen the best techniques and coping strategies that form his learning scheme. Yours will differ from mine and hence you can obtain the computer teachers help in adapting your unique learning techniques and working procedures to your computer work.

Notable Developments that could be Ahead for Computers (for Those that are Interested **)**

There has been staggering development in technology related to applications that could be used in revolutionary ways in the computer and cable company industry. Unfortunately actual developments in these industries mirror nothing related to the true potential of these developments. This is likely because, as in many commercial operations, faulty thinking, antiquated historical business and engineering procedures and over emphasis on the bottom line negates rapid strides toward utilizing optimum technology potential. Changes occur gradually in such establish business practices. It may be that we can expect little else until the structure of this beast undergoes drastic procedural and goal oriented change.

###### Optical Fiber technology application

The most promising developments in computing will undoubtedly come through the continued adaptation of optical fiber technology to data transfer and to the eventual development of optical computers. Technology has resulted in the production of optical fibers in long length bundles which can transmit laser generated digital data pulses at optical frequencies at much higher data rates and with less attenuation of signal than current wire technology.

At the present time development of Electro-optic hybrid systems, which would benefit the consumer many fold is being hopelessly hampered, to a serious practical degree, by technologically indifferent and financially bottom-line driven cable company monopolies, who refuse in a timely manner, to convert outdated coaxial copper wire infrastructure, to optical fiber, which has in fact been available for installation for 20 years. Coupled with this is the problem that motherboard and hardware design companies in the computer field, make little attempt to change hardware and particularly OS system design in a meaningful way in their product design protocols. The failure of antitrust laws to prevent the continuation of this situation, particularly in North America, allows this situation to continue.

###### Selected Hardware Innovation

Solid state drive memory much like the flash drives that can already be obtained for up to 256 GB (2012) make data transfer relatively easy. Solid state hard drives up to 500 GB are available and should become less expensive, available in larger sizes and made in the 3.5 inch format or all come as some 2.5 inch drives already do with mounting brackets to suit the desktop.

## Some More Esoteric Devices

Memristors: These devices which complete the electronics grouping resistors, capacitors, inductors and now memristors. This device can "remember how much current has passed through and could revolutionize memories and hence the future of the computer industry. Long ago predicted, they were initially produced by Hewlet Packard.

Cydrom's, Cydra 5 and Holland's Phillips Semiconductor, TriMedia are developing Processor technology based on the old 2 floating point ALUs (arithmetic logic units).

Nano Computers. Richard Feynman, in 1959, suggested such computers made from components 1 atom thick. Eric Drexler heads a team which is designing NAND gates from carbon rods (rings of carbon atoms). All other logic elements needed can be constructed from combinations of NAND gates.

-Protionic Memory. Modern random access memory is based on electron flow, thus if the computer crashes everything in the RAM is lost. Attempts are being made to construct low power memory devices that retain in the form of patterns of fixed position protons which would retain the data in a power down situation.

Molecular Switches. Molecular switches are many times faster than silicon based photolithography. Logic gates comprised of molecular switches are not only much faster but consume much lees power. Computer hardware constructed with such architecture would present many obvious advantages.

###### A few New Software Proposals

Neutral Networks. Artificial Neutral Networks (ANNs) are computational methodologies which employ analogies of biological counterparts. Such networks are conceived as being able to carry our brain like functions, eg. decision making, motor control, vision and knowledge processing. New approaches to data compression and pattern recognition would also be possible.

Fractural Image Compression. Current Lossy compression sacrifices precision to compact data. JPEG breaks an image into a simple mathematical grid with simplified visual information in each grid square. In the fractural approach the formula used allows the entire structures to be reproduced in groups of discrete fractal.

###### Next Generation Internet

Internet2: No attempt will be made, here to detail proposals. Internet2 the so called Bottom-up Internet, is being perused by a number of University and corporate groups. And a corporation for this purpose has been formed called (UCAID).

The Orbiting Internet: Suffice it to say that initiatives are now being proposed to create a "broadband" satellite internet, probably involving a number of low orbital satellites. The present author has a great deal of difficulty in comprehending broadband at the frequencies required and considering the problems transmitting these signals through our atmosphere.

Large Scale Intranet Installations: An exciting Innovation now mushrooming ahead, is the formulation of large groupings of Educational, Governmental and Corporation Networks. These are denoted by fancy names but are really in essence large intranet structures. What is particularly exciting is that they can be interconnected by optical fiber, allowing very high data transfer speed, often termed large bandwidth by IT Professionals. Data transfer rates of up to Several TB/S are theoretically possible. Within the Intranet Unit, itself data can travel from point to point rapidly. The problem occurs when updated data is required from the Internet. Here Copper wire (in most instances) downloads data at a few hundred MB/s. Where and how do you get TB updates?

But such Large scale Intranet systems are growing and these will put pressure on Cable Providers to respond, when, nobody knows. Lastly optical technology is developing at great speed. The present author is very skeptical about the commonly held view by many that optical fiber is obsolescence proof. Work particularly at shorten optical wavelengths eg. about 400 nm Could throw optical thinking into a quandary. IT experts seem to forget that bandwidth is really an electromagnetic terminology and in wavelength/frequency defined. This oversight s bound to have interesting implications for data transmission.

## Tablets

You can't help but love these, touch screen portable devices that operate through the use of dedicated touch activated software "apps" that line the screen and also possessing search, email, reader, camera, video communication and other capabilities. They quickly have become favourites with the many of the computing crowd. But wait a minute are these really computers or souped-up toys? What they really can be are great gadgets for light duty computing applications. If your total computer use is following email and performing other internet tasks, taking and keeping a few pictures, storing messages, keeping notes on a note pad, constructing a daily calendar and listening to music tablets are ideal. They are also excellent for doing puzzles an activity highly recommended for preserving active minds. There is a wide range of puzzle types available as free apps In fact smartphones discussed below can do most of the activities contained on tablets with less ease due to their smaller screens and relatively short battery. But remember tablets will never replace full scale laptop and desktop computers for many important tasks.

Disadvantages of tablets are lack of full function keyboards, Limited port capability. Printing is difficult, RAM and storage capacity are limited, no DVD, most graphics being integrate into the mainboard are inferior. Multimedia editing is a problem, low end performance processors, and the high price for a good tablet is out of line with a comparable computer.

It goes without saying that if you wish to do useful computing for most applications conventional computers are still the answer. Admittedly I own an ipad but use it 80% as a reader. One excellent feature that relates to this application is that the reader can download eBooks free from many libraries at home using their regular Library Card number and a password.

## Smartphones

Phones have truly taken on a life of their own and can cautiously be listed with computing devices. Of all the computing devices smartphones are least useful for computing.

I fondly remember the old dial phones that were hard wired to a simple distribution box usually in the basement. Many of us as teens without permission ie illegally, ran our own homemade phones (Bell had total control of phone sales and distribution at that time) to our bedrooms simply by tapping into the circuit in the basement box. Some of you may even remember having to be a member of a multi-customer "party line". Each member on a party line had their own personal ring but every person on the party line could listen to any conversation taking place on all the members' phones. Fast forward to wireless home phones which allow customers to place phones in several rooms that ran from the primary phone.

Then came the advent of Cell Phones that were portable and could be used outside the residence at any point that had adequate signal from the cell phone provider's cell transmission and reception towers. I remember our first cell phone in the car. It was large and weighed several pounds. Cell phones have SIM cards installed for each user.

Fast forward again to Smartphones that are cellular phones and thus have SIM cards installed. They also have a variety of different functions that run alongside their use for making phone calls. For example there are actually more apps. For the iphone than the ipad which attests to the popularity of smartphones for other purposes besides phoning. It's hard to walk along a city street without encountering several individuals with smartphones in hand at the ready.

What then are smart phones? As pocket sized devices they have relatively small screens and for this reason alone may be hard to use for some seniors. Since they bear the name phone one might expect these devices to be mainly for phoning. In fact I had to borrow someone's smartphone to make an emergency phone call and found serious trouble adjusting the device into the phone call mode. Apart from having available many apps, email (in fact anything on the internet), media players, games, readers and camera functions are just a few of the available features available. They come in basically 3 operating system varieties, Apple, android and Blackberry. Those Smart phones with separate key boards have a QWERTY keyboard which is similar to the small computer keyboard. Text messaging has become more popular with many users than a standard phone call. Hands held on either side of the keyboard are used in texting and some practitioners are capable of typing text messages with blinding speed.

Features that adults with learning challenges should seek in a smartphone include a simple interface on a large screen such as that available on an iphone. Apps on the first page of the interface should be chosen to reflect frequency of use. Graphics are not a smartphone strength but a bright screen is crucial. Smartphones require high battery capacity which is the main reason that determines weight. Generally the less features the lower the battery drain so in order to get a reasonably simple phone one may have to choice a device with a minimum of features. I was amused sitting in a Doctor's office with my daughter who was playing games and checking email continuously for an extended period only to find the battery was dead when she needed to call her husband.

A couple of important comments that relate to the relative usefulness of all the devices above include the following. First Desktop computers are always ready for use since they require no charging. Laptop computers can be used pugged in without need for charging but must be charged if portable use wire free or away from a power source is desired. It's important to also point out that laptop batteries generally last for shorter periods between charges than batteries in other devices.

Manufacturers that supply two or all three of the above devices now are beginning to provide storage in "Clouds". Clouds are massive storage online server data centers. A good example is Apples icloud service which stores data from all your Apple devices and can provide any of these devices with any piece of this data no matter which device was used to originate the material. For example you may have downloaded an eBook to your ipad and have begun reading. Let's say you are on page 125 when you turn off your ipad and then decide to start reading again but on your iphone while waiting in the doctor's office. When you turn on your iphone and open this same eBook you will find that icloud has this book automatically ready on your iphone at p125. On line cloud storage is also available from unrelated independent operators for other purposes.

## Social Media

There are a variety of social media sites but the most famous of course is Facebook. There is also Linkedin a form of social media for individuals involved in business. Adults with executive positions may benefit from joining Linkedin.

A variety of health surveys have found that there is a socially based wellness benefit to using sites like Facebook regularly. For example such use can reduce the loneliness factor.

Beware however there are hazards involved in social media use. Make certain that any information you place on social media is something that you don't mind making public. Plenty of undesirable types monitor social media to find items that can be used for their illegal purposes. So the main rule is before placing an item on social media be sure you consider your and other people's privacy that an item might have potential to compromise. Identity theft is a main problem to protect against.

## Computing Trends in the Classroom (E-Learning)

This topic is beyond the scope of this book and is in fact in a fast developing mode. Briefly E-Learning embraces computer based instruction and may be based on many types of computer related media sources. These include various types of video files contained on for example, video tape, CD-DOM, intranet and internet and tablet apps. In Urban Public and Private schools where budgets allow there is a rapid trend to interactive teaching using whiteboards connected to computers or tablets for students and teachers to operate in a teaching venue. It is not possible to predict at this stage how teaching approaches using such methodology will affect special learners. I think it is safe to speculate that this new development will be adaptable for special learners. Certainly material that is being taught must be able to be kept in computer files for repetitive referral by students. This would satisfy special learning needs.

# Chapter 3 Parenting Special Learners

"Dear Professor Van Loon:

"This is the hardest letter I have ever written and I hope you will bear with me.

"Last night my husband and I read a brief history of the great problems you have faced due to dyslexia. We realize what a busy person you must be, but your story gave us the hope that we may be able to help our son who is experiencing the same disabilities you faced when a child.."

And from other letters:

A few other more pointed thoughts, such as:

" ... What we would like to know is how you trained yourself to study (your bag of tricks) so we can start to help our son."

" ... When I am plugging along with my son I think of Dr. Van Loon's mother. I hope I will be half as successful as she was."

These are just a few comments I have received from parents concerning their deep interest in helping their learning disabled children. Most of these letters are filled with parental frustration that has built up due to the helplessness they feel toward providing any assistance to their offspring. I get the feeling that many parents experience loneliness in this battle as though others, even the experts, are not providing enough energetic effort to improve their child's position. But most of all I sense a mood of hopelessness arising from their own inabilities to personally provide meaningful assistance.

I'm afraid that in many parts of even advanced countries such as Canada and the U.S. this hopeless feeling is justified. In truth, most parents must understand that in lacking the expert training in how to deal with learning disabled children, they cannot expect to carry out the fight alone. In other areas a pool of experts does exist, but often the rapidly increasing demand is outstripping the abilities of these experts to help in an individualized way. Because 2% of the population suffers relatively severe learning disabilities and since the school systems have only recently been providing even limited help to such people, it will take some time before facilities exist to provide really useful assistance. At present, psychological testing is becoming much more widely available in the diagnosis of learning disabilities. As a result the demand for help is now increasing dramatically.

All this leaves the parents in a vulnerable and very stressful situation. Despite these difficulties, I strongly believe that parents have the potential to provide very useful assistance to their learning disabled children. In many cases, I have seen that they can be the deciding factor. But parents must not take personal responsibility for the success or failure of their children. They must do their best and then be prepared to accept the outcome, whatever it may be. If that should be negative they must not blame themselves. We cannot, should not, and must not, try to live our children's lives for them. The children must bear the ultimate responsibility.

Apart from my own learning disability, my wife and I are the parents of a learning disabled teen. Thus, we can commiserate with other parents over the difficulties associated with dealing with such a situation. But we have an advantage. My wife, through excellent training as a specialist in educating the learning disabled, has been of great assistance to me and to our daughter.

In many cases it is easier to deal with someone else's child than one's own (less emotional involvement). After talking with many parents I believe this view is widely held. Perhaps then, We should make a list of such children and agree to a gigantic swap!

## Be Supportive

How many times has our child come home from school and collapsed tearfully in a heap complaining about the unfairness of being learning handicapped? There is very little we can say to help her overcome this feeling because it indeed does seem unfair. At times like this the most important thing we can do is give the child abundant love and support. It may also be necessary, from time to time, to be firm with the child, particularly if feelings of self pity start to dominate. In this regard, I find myself asking our child to face the reality of the situation that feeling sorry for herself doesn't help. Fortunately, she is very intelligent and mature for her age. She has been a delight to deal with even under such trying circumstances.

Sometimes it is even possible to get the child angry enough about such situations to use this as a motivator. But, in summary, perhaps the most important duty of a parent in dealing with the problem is to be supportive.

## A Good Self Image is Important

Peter sat bowed over a table covered with electronic components. At one elbow was an oscilloscope. In front of him was

a "bread board" on which he designed and tested intricate circuits. Traces of light flitted across the screen of the scope. When his work on electronics became tedious, he would slip into the laboratory for comprehensive discussions with students on the more difficult points of the procedure. As if that weren't enough, I would find him making complex mixtures of metal solutions for calibrating our instruments. The students began to recognize his expertise and would seek him

out instead of me. What really was hard for me about Peter was the ease with which he learned by reading something in a book.

Peter had come from Australia at my invitation to work with me. We were developing a rather complex piece of scientific equipment and I was unable to advance the project appreciably past an early stage. My observations of Peter, during a visit to Australia, led me to believe that he would be able to finish this work.

Unlike me, Peter had no Ph.D. and he was in a much more junior position. Yet, soon after he arrived I realized that he was a vastly superior scientist. In addition, he learned very quickly from the new electronics and physics books he had bought. When he gave these to me later as a gesture of help, I could make neither head nor tail of the material. I was terribly depressed and my self-image hit rock bottom.

From many experiences such as this over the years, I know that one of the most important things a parent must do is to provide help in building up the child's self-image. One method of accomplishing this is to purposely seek out and frequently mention those tasks the problem learner performs well.

Interest the child in outside activities where he or she can experience success. In this regard we have our own children involved with many out-of-school activities. My learning disabled daughter has participated in figure skating all her life. She is an accomplished performer and enters skating competitions. She has often met with success and so when she says to me, "Daddy, I never do anything well," I can take her to her room and point out her trophies.

In addition, she has a flair for the presentation of scientific material. With only a small amount of help from her parents she was able to produce a science project on the separation of chlorophylls in spinach, which won third place in a science fair. Again, I can show her this award when she talks about doing "everything badly". Nothing is more important than the building up of self-image.

Self-image building must go on continuously. There are many smaller incidents that occur almost daily where a bit of praise is called for. If she prepares a good meal, dresses well, gets a good mark, is kind to someone, we remember to comment favourably.

Another method of boosting the morale, which we have found very useful, is to write an informal letter, from time to time, outlining the many things we like about our child. This letter peed not be a literary epic. I find it too easy not to do such a Job if I feel the result must be very polished. As poorly written as the letter may be, it serves as a permanent record of the positive achievements of the person and of your positive feelings toward your child.

Organization is one of the most difficult aspects of life for the learning disabled. The child usually finds difficulty in even organizing such mundane things as clothes drawers. Labeled drawers can be very helpful here. If such relatively "simple" tasks cannot be well organized by the child, imagine the difficulty that must occur in the organization of school-related work and activities. Parents can be ever so helpful in this area.

###### Tips on How Parents Can Help

1. Be supportive.

2. Help build the child's self-image.

3. Help with time, home and school work organization.

4. Provide professional help with school work, if possible.

5.Provide the proper home atmosphere for homework and study and the needed tools.

6.Outline the student's problems to teachers (also principals, guidance personnel, and any other professionals that might prove helpful).

7.Encourage hobbies and leisure activities.

8.Treat them as much as possible like others.

9.Be available at key times during the evenings as much as possible.

Help the student organize both time and work (see section on Organization for details). Make sure the child has plenty of time to finish the work. Make sure students work efficiently and, most importantly, that there is suitable time built into the schedule for leisure.

Providing help with the course details of a child's school work can be a problem. But checking of essays and other written assignments for acceptable presentation is crucial. Many parents, including me, quickly get out of their depth in advising on course content as the student advances through high school. In university, it is virtually impossible to help directly. Because of this, another route for assistance must be found.

An additional problem with trying to help students yourself is that there are coping techniques, developed by professionals, which greatly expedite the learning process for the learning disabled. Professionals are developing learning programs that better suit the problem learner. It is crucial, when financially possible, to provide professional help. Advice on what types of professional help and where this can be obtained are available through societies for the learning disabled. In Canada, The Learning Disabilities Association of Canada and its provincial and local associate groups can be particularly helpful in locating such expertise. An indispensable aspect of providing parental assistance is for the parent to also obtain help. In this regard, you can join and support such societies.

Provide the proper atmosphere at home. This means having a suitable study and work environment (quiet room, good lighting, suitable desk or other writing surface) as well as providing the tools required for the job. Some of the more important tools include: All these are available on the Internet

-Dictionary,

-English usage handbook,

-Book on punctuation,

-Book of synonyms (Thesaurus),

A good tape recorder (that can be operated by a foot pedal) is also most useful.

Although all these can be found on the Internet but it may be helpful to have hard copy as well. One might suppose that Spell Check on in the Office Suite would suffice but in my case the spelling is often so bad Spell Check is unable to help!

It is difficult to find words in dictionaries when your spelling is poor so a good dictionary is essential. This should have relatively large print to make the looking-up process as easy as possible and to maximize the chance that a word will be found.

There are a variety of books that will help in constructing sentences, paragraphs and whole articles. These include sections on vocabulary, sentence structure and punctuation. One of these books, which I have found useful, is Effective English in a Nutshell, by H.L Hornell and published by Key Books. Material in such a book is difficult to use as is and must be summarized on cards if it is to be ultimately very helpful. Encourage the student to do this himself.

A book along the above lines, but that is also an extension, is American English Usage by Margaret Nickelson, Signet Publishers. This includes some synonyms, abbreviations, colloquial and slang words, and more. An indispensable adjunct to my writing is a book containing synonyms. Without such a volume, I keep using the same word ad nauseam. A good example of such a book is Webster's New World Thesaurus.

## Inform Teachers and School Officials

As a teacher I can well appreciate the problem of handling special students in my classes. It is difficult just dealing with the ordinary problems. The situation is much worse if you are not aware of the special status of a student. The student's file will often contain this information, but not all teachers take the time to read student files. An important duty of the parent is to make the teachers and school administrators aware of a child's problems. One difficulty that may arise is that the student often does not want the school to know of learning disability problems. Such knowledge may make the child stand out as different and nothing is worse, particularly in the mind of a teenager. However, my view is that knowledge of such information is crucial if the student is to obtain proper help and consideration. The parent must risk the disapproval of the child in this regard. The following occurrence illustrates the importance of having well-informed teachers.

Once a vice-principal, in what he thought was an attempt to motivate students who were obviously "underachieving", read out borderline and failing marks in the school auditorium. This was done before an audience of their peers. He did this to our child for a mathematics mark of hers, which was in the mid 50's, He read out the mark, followed by the comment, "Why don't you work harder and bring up this mark?" Of course, she was already working day and night on math and such a poorly informed tirade from a vice-principal was a severe frustration, to say the least. It goes without saying that I had a few well chosen words for this "lightweight". In fairness, I must hasten to point out that seldom has such a performance occurred, and we have been generally very impressed with teachers' deportment concerning such issues.

Our personal· experience in making these problems known is that teachers are pleased and even intrigued to have this knowledge. Further, they are usually very cooperative. The child with all his reservations usually has these allayed by the care the teacher takes in dealing with the problem. Our experience also shows that the parent must inform each new set of teachers at the beginning of each semester. You cannot assume that the principal will do this no matter how greatly he sympathizes or how much interest he has shown.

To arrange a meeting with teachers, call the principal's office. The principal or a vice-principal will usually arrange for the relevant staff to be present. Often the principal will be very helpful in the conduct of this meeting. Apart from detailing the student's difficulties, it is important to make a special request that the teacher should carefully check notebook work for correctness.

Fortunately at this juncture problems that happened to my children such as the above are unlikely in urban settings. More commonly the school officials are instrumental in detecting a child's difficulties. The parent must accept such conclusions and cooperate in the proposed solution. Sometime parents are embarrassed to admit that their child has a Learning Disability and this can cause delays in implementing solutions. Remember that with all my problems I was still able to succeed. Thus there is no disgrace in admitting this problem exists.

## Treat Your Child like Others

For me to recommend that you treat your special child as much as possible like others seems contradictory. After all, this whole book outlines the special requirements of the learning disabled. What I mean by this recommendation is, in all other aspects of life treat the special child in a similar manner to other children. They require discipline like others. They should not be pampered in any other ways because of their learning problems. I wanted, and these children certainly will want, more than anything else to be considered normal.

# Chapter 4 Teaching Special Learners

With the advent of galloping technology it would be impossible to advise teachers on the application of computers, digital projectors, whiteboards etc. in teaching special learners I the classroom. Thus the following material is for reference purposes on however teaching techniques evolve. The special section on computers that concludes this manuscript may be of general interest relating to important points that teachers should note.

## Check Notebooks

Only 36% in the science test! It was mid-October and this was the first major science test. "I can't believe it. I thought you studied hard. I do know you made up some summary sheets. How could a mark like this possibly have occurred? You normally do well in science when you work hard. Surely you didn't do enough studying in this course."

"But, Dad, I did! I did study well," my daughter insisted.

"Then how could this happen?" I asked. "I want to see your study summaries."

She rushed away and soon returned from her room, study sheets in disarray in her hands. I looked these over carefully. Yes, she certainly had made up some summaries. However, the subject matter made no sense; it was complete gibberish! "You've been very careless! Nothing makes any sense. I'm surprised you even got 36%. "But, Dad," she said tearfully, "that's right out of my notes and these were copied directly from the blackboard."

"Well, get me your notes," I said harshly. Sure enough, even the notes were gibberish. "Have you really been paying attention in class?" I asked. But before she could answer I said, "I'm sorry, honey, I'm sure you're trying hard."

Here was a real mystery. A 36% in a course where I knew my daughter could do well. So the next day I went to her school and sneaked into the back of the science class just as the teacher was about to begin. Here is what I saw. He was obviously extremely enthusiastic about his subject. A piece of chalk held like a pointer in his hand, he flitted back and forth in front of the blackboard. All the time a spirited jumble of words blew like a hurricane off his tongue. Every now and then he would dash off a word or a phrase on the board, which presumably he meant to emphasize. After ten or fifteen minutes a complete blackboard slate had been filled with disjointed material.

It transpired, as I talked in more detail with her later, that my daughter had taken all this from the blackboard and then proceeded to try to make the connections herself. Worse still,

the teacher had not taken the time to check any notebooks.

## Speak Clearly and Concisely

I do not propose to discuss the teaching methodology for dealing with the learning disabled. This would not be possible because I have no special expertise in this regard. What follows is simply a number of suggestions that I have found would have been helpful to me. The teacher in the above story had an infectious enthusiasm for his subject matter. He was also very knowledgeable in his field. However, he had few skills in imparting this knowledge to students, even normal learners. Such a performance is particularly hopeless for the learning disabled.

Perhaps the most important advice I can give then, is that teachers speak slowly and clearly. Also write clearly and carefully and give sufficient time for students to finish transcribing the material. If only this suggestion is taken, then the learning· disabled person will at least have a fighting chance.

As with homework, it is important for the challenged learners to have good environmental

conditions in the classroom. The best available seat, in a "quiet" location, with a good view of the blackboard is very helpful.

Of almost equal importance is for teachers to check notebooks to ensure that material has been taken down correctly.

Additionally, it is helpful if references are given that can help the student find the information in a different format. In this regard, audio and video tapes are particularly useful.

## Don't Prejudge Students on Behaviour Alone

As I look out over a class I see a wide variety of individuals. Some are attentive, others talk or do other work during my lectures. In a first year-Engineering class one year, I had a student who made paper airplanes and then tried to bop me with them when my back was turned.

It's easy, as a teacher, to form a wrong impression of a student. Even though learning disabled myself, I frequently lump all inattentive students in the "potential troublemaker" category. ,Likewise, those students who appear lazy and who "underachieve" on tests and examinations often are categorized as "difficult-to-teach".

###### Teaching Hints Summarized

1. Have patience, tolerance and understanding.

2. Learning disabled children are often not what they seem (they are not lazy, slow learners, or give the learning disabled the best available seat.

3. Read student records carefully.

4. Speak slowly and clearly.

5. Write clearly and carefully

6. Check work in books and computers.

7. Give ample time to finish.

8. Give opportunity for private questions.

9. Give references for further work.

10. Forgive spelling and grammar where possible

11. Give ample warning for tests, assignments and exams.

12. Test knowledge, not memory.

13. In other ways, treat the learning disabled like the others.

Learn more about the learning disabled (from consultants, psychologists, courses, seminars, workshops).

I find myself with a strong desire to leave such students to their own devices and fate. Of course, this is the group that commonly contains the learning disabled. Students with this affliction can so easily be mistaken for ne'er-do-wells. In my own case, I was tabbed an under-achiever. If I could obtain 80 in science, then why, with harder work, could I not do likewise in French?

Therefore, my next piece of advice is to be wary of dismissing the learning disabled by lumping them into other groups. Student records, often overlooked by teachers as a source of

, important information, should be consulted. This is particularly true for "problem" students.

## Have Patience, Tolerance and Understanding

By far the most important treatment of the learning disabled. is to apply as much patience, tolerance and understanding as possible. This advice, I'm afraid, comes from a father who cannot claim to have succeeded entirely in using forbearance in his dealings with his own children! So, if a teacher is unable to maintain composure in the classroom under trying circumstances I certainly can commiserate.

## Test Knowledge, Not Memory

I very clearly remember a Grade 12 chemistry test that I failed, because it remains burned into my mind: It was marked out of ten and was really only of minor importance in establishing the final grade. However, it sticks in my mind as a case in which the teacher was obviously interested in something other than testing our knowledge of chemistry.

I had answered each of the ten questions with factual correctness. Instead of receiving ten out often I obtained a mark of 2.5. This was because I had fifteen spelling mistakes at minus half a point per error. If this had been a test in English or French or even biology, the loss of marks for spelling could have been justified. If the spelling mistakes had garbled the chemistry then again the approach would have been logical. But in this instance such was not the case.

I implore teachers to forgive spelling and grammar errors for the learning disabled, whenever possible. It is important to stress that students' knowledge, not memory, should be tested. In this regard, surprise tests can be a particular hardship to the learning disabled. Some of my children's teachers, as a form of punishment for occasional classroom misbehaviour, have inflicted the class with a surprise test. Of course, this hurts the learning disabled the most. Judging from my ugly memories of such experiences and from my daughter's voluble protestations of unfairness, it might be kinder to simply kick the learning disabled students in the head and have done with it! It cannot be stressed strongly enough that ample warning for tests and examinations is essential. In a related vein, it is of great importance to the learning disabled to have ample time to finish an examination or assignment.

## Set Fair Tests and Exams

At the University of Toronto it is now mandatory for the professor to outline, in the first week of classes, the course evaluation scheme and the test, assignment and examination schedule. Please do not use the multiple choice or true/false format for a very large portion of the examination. The advent of the computer age threatens to throw a huge shadow across the examination pathways of learning disabled students in this regard. It is all too easy to unfairly confuse the learning disabled with the subtle shadings of expression that often characterize the different choices in a multiple choice examination format. While I might choose wrongly under the duress of such a circumstance, it is quite likely I would answer correctly if given the opportunity to respond in a conventional written or oral manner.

I am frequently asked by parents why teachers could not allow their child to take oral rather than written examinations. "Johnny is so very good orally, but can't express himself at all well in writing." They go on, "He would easily get 80's if only schools would wake up to this problem and give oral examinations." No doubt an oral component to examinations is justified. I would certainly have been better off under such a scheme. However, it is clear to me that a proficiency in written expression is essential in most "real world" situations. To allow totally oral examinations would be as serious a disservice as are totally written examinations at present. If I am asked by a student for an oral examination, I will allow such a procedure for up to 50% of the examination.

## Make Private Consultation Time Available

In the classroom I was frightened to reply to the teacher's

questions for fear of being wrong. To look the fool in front of classmates can be an extremely depressing experience. Likewise I was loath to query the teacher during class for fear· of

,asking something silly. So it is important that learning disabled students have the opportunity for private questions outside the regular class.

Treat learning disabled students as much as possible like the others. I realize this seems like a terrible contradiction considering all the special requests I have made above. My daughter frequently came home in tears during middle school. She would complain that teachers never asked her for help with busy work in the classroom. Instead they approached the "browners" (good students). The thought ran through my mind that I would have been more than happy not to have such chores. However, I could see that this was just one more way that she was receiving "special" treatment. Finally, one day she came home bubbling over with joy because the music teacher had asked her to help him sort through some jumbled music sheets! She did an excellent job and from that time on this teacher had her help him with such tasks. What a difference this treatment made!

## Learn More about the Problem

Judging from the large number of talks I am asked to give to teacher groups on "My Learning Disability Advantage" this next piece of advice may be redundant. But please try to learn more about the learning disabled and about learning disabilities. There are many seminars, short courses and regular degree courses being offered by universities and colleges all over North America. Information on these is readily available from the universities and colleges on request. Additionally, groups such as the Council for Exceptional Children are providing excellent workshops and seminars on these topics. There is also abundant assistance now available from specialists (psychologists, consultants, and others) within the school systems and in private practice.

I now make one final plea for patience and understanding for the learning disabled. In this way I may at least convince myself to demonstrate these attributes in a better way.

# Chapter 5 Expectations of the Learning Disabled

## The Vagaries of Memory

I remember eating my first yeast donut bought from a vendor on the playing field of a Hamilton, Ontario High School in the 1940s, yet I cannot remember my mother's 1960 funeral. In my mind is a vivid picture of a tiny twig protruding from a small depression in a snowy windswept Hamilton Park of my boyhood, but I cannot remember my grandfather's face. A red stoplight on the rear of a 1944 New York city subway car still burns brightly in my memory, but I cannot remember my children's birth years. These are only a few of the daily vagaries of my memory. Perhaps the most incredible flash of memory for me, however, occurred once in the Sao Paulo, Brazil airport. I had just entered the check-in lounge for my flight back to Toronto when  
I caught sight of a familiar face above the crowd. There stood Gerry Carter, a distant high school acquaintance, all six-foot- five of him. I had not seen or thought of him for at least thirty years. His name instantly sprang to my tongue and when I spoke to him he was flabbergasted at my recall. Yet later that year (1982) I was unable to introduce one of my close colleagues to a visiting scientist because I had forgotten my associate's  
name!

I often wonder how much of the suffering of the learning disabled is due to utilization of ingrained learning technologies that were developed for "normal" learners. I can circumvent a good deal of this stress by employing the different techniques detailed throughout this book. Where might I be now if I had been able to use these, predominantly, from my very early years? While my memory would undoubtedly still cause me severe distress, I could have been much more efficient in constructing and placing the bits and pieces therein. Thus it is critically essential that~ the learning disabled acquire and use coping strategies from as early an age as possible.

## Learning Ability No Direct Measure of Intelligence

Learning disabilities occur in people who span the entire intelligence range. Obviously the intelligence level of an individual will determine the ultimate upper level of academic achievement. This is true of both the "normal" learner and the learning disabled. Given that both groups possess the same ultimate academic achievement limit, it is my view that the learning disabled can develop an advantage over many of the "normal" learners academically, at. least in practice. This occurs through the mastery of coping techniques and the development of high levels of motivation and self discipline. Such traits are not forced upon, and hence are often not acquired, by normal learners.

Further, I believe that the acquisition and efficient utilization of these factors makes the learning disabled better prospects for vocation-related success. I must be very certain to emphasize the difficulty involved in maintaining a high degree of motivation and self discipline and in the intense, efficient and continuous use of coping strategies. The time and energy commitment in so doing is high. It is all too easy to ask, "Why do I have to spend so much more time and energy to achieve than do my friends and associates?" The answer is simple. If you do so, you can ultimately gain a position of advantage.

Do you have the courage, drive and commitment to find and use these strategies?

When I speak to parents and their children about coping with learning disabilities, one of the most frequent types of comments I receive is: "I have a rotten French teacher, or "The school is unsympathetic to my problems." Sometimes a child blames the parents for lacking understanding. In these cases such a statement is usually followed by "..and that's why I don't do very well at school." While these problems make the task more difficult, they cannot be used as excuses for lack of success. The only one who sets the ultimate limit on achievement is the learning disabled person him (or her)self.

My belief in self limitation as being the ultimate problem and that learning disabled people can actually develop an advantage is continually being strengthened. Frequently when I speak I also meet children and parents who, despite great problems in learning, have reached lofty achievement levels both in school and in their vocations. Couple this with the knowledge that many with learning disabilities such as Einstein (math and science), Nelson Rockefeller (business and politics) and Tommy Smothers (entertainment) have been among the world's highest achievers and it becomes difficult not to think very positively.

If, as the poet said, "To err is human..." then I must certainly be more human than most. Despite errors, hardships and personal trauma related to my learning disability, the flickering flame of hope still burns within my heart. At times it burns more strongly than at others but in all my years it has never been extinguished. I live in the fervent belief that there are many out there that will accept this challenge and will successfully obtain the learning disability advantage by becoming a special learner.

Why not let this be you?

