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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. address label Newsweek subscription (partial) (1 page)
10/27/1997
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Domestic Policy Council (Nicole Rabner)
OA/Box Number: 15631
FOLDER TITLE:
[Rush Neurobehavioral Center] (Youth Development/AfterSchool/Violence)
2012-1035-S
kc1033
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
PI National Security Classified Information |(a)(1) of the PRA
b(1) National security classified information |(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRA|
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute |(a)(3) of the PRAJ
an agency |(b)(2) of the FOIA|
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute |(b)(3) of the FOIA)
financial information [(a)(4) of the PRA
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA|
personal privacy [(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
Ms. Abby O'Neil
401 N. Michigan Avenue
Suite 1200
Chicago, IL 60611
YOUTH DEVELOPMENT/
AFTERSCHOOL/VIOLENCE
First Lady Hillary Rodham Clinton
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
PHOTOCOPY
PRESERVATION
CLINTON LIBRARY PHOTOCOPY
Hand Delivered
ABBY O'NEIL
40 1 NORTH MICHIGAN AVENUE
SUITE 1200
CHICAGO, IL 606 I
312-840-8284
FAX: 312-840-8201
October 28, 1997
First Lady Hillary Rodham Clinton
The White House
1600 Pennsylvania Avenue
Washington, DC 20500
Dear First Lady:
As a board member of the Rush Neurobehavioral Center (RNBC) in Skokie, IL, it is a pleasure to
present you with the enclosed brochure that describes the work of this research, treatment and
outreach facility serving children with a variety of brain-based neurological disorders.
I welcome the opportunity to discuss the center's work and the profound impact it has on the
lives of so many at-risk children. Twenty years ago we knew little about many children's
inability to read (now we understand this as a verbal learning disability, commonly referred to as
dyslexia). Recently we have determined that there is another group of children who cannot read,
but theirs is the inability to read and interpret facial and body language, i.e., affect and emotion.
The RNBC not only brings pacesetting care for these children, their families, and the
professionals who care for them in their schools, but is doing pioneering research and treatment
on this particular cluster of children who have brain based non-verbal learning disabilities.
Whether it be verbal or non-verbal, learning disabilities redound with devastatingly destructive
consequences. Undiagnosed and untreated, learning disabilities can and do reek havoc with a
child's ability to interact socially, emotionally and academically. Sadly, the ramifications can
last a lifetime.
The fact is that 10 to 15 out of every 100 children have some sort of learning or attention deficit
disorder. Through the continued efforts of the handful of institutions across the country, like
RNBC, and bolstered by articles, like the one enclosed from the October 27, 1997 issue of
Newsweek, we are beginning to see evidence that the public is gaining a heightened awareness
and understanding of the insidious and enduring effects of brain based neurological disorders.
As always, early detection is the best intervention.
Too many children, from across the social and economic spectrum suffer because there is
inadequate research and inadequate dissemination of information. The insufficient number of
centers that, like RNBC, research, diagnose and treat children with brain based neurological
disorders is a major factor in the archaic way that children with disabilities are treated. Since
outreach is central to the center's mission, Dr. Lipton is talking to educators in the Chicago
Public School system, and is looking for elementary and middle schools that are receptive to
learning more about the different ways in which children learn. Also, Dr. Lipton is currently
preparing a series of lectures to be presented to educators and the lay public alike.
Given the proper tools, coupled with educated teachers, and supportive families and
communities, every child can have the opportunity to reach his or her full potential. While the
research and implementation taking place at RNBC is a local phenomenon, its implications
extend across the country.
I would very much like to arrange for you to visit the center and meet Dr. Meryl Lipton and her
staff. Perhaps you know of elementary or middle schools in the Chicago Public School system
that would welcome the opportunity to hook up with RNBC and its multiple resources for
children.
Thank you for the opportunity to present this information to you. I am grateful we have a First
Lady of your stature who is genuinely concerned in changing the way we educate our children.
Yours truly,
aloly o'Nep
Abby O'Neil
cc:
Meryl E. Lipton, MD, PhD
Director, Rush Neurobehavioral Center
Rush-Presbyterian-St. Luke's Medical Center
Samuel P. Gotoff, MD
Chairman, Dept of Pediatrics
Rush-Presbyterian-St. Luke's Medical Center
Roger Plummer
Chairman, Advisory Board
Rush Neurobehavioral Center
Rush-Presbyterian-St. Luke's Medical Center
Enclosure
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. address label
Newsweek subscription (partial) (1 page)
10/27/1997
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Domestic Policy Council (Nicole Rabner)
OA/Box Number: 15631
FOLDER TITLE:
[Rush Neurobehavioral Center] (Youth Development/AfterSchool/Violence)
2012-1035-S
kc1033
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA|
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office |(a)(2) of the PRA|
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute [(a)(3) of the PRA]
an agency [(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute [(b)(3) of the FOIA]
financial information |(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information |(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy |(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions [(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells [(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
[001]
DAN QUAYLE ON GORE AND 'ELLEN'
BABY JESSICA GROWS UP
October 997$$2.95
KIDS
WHO
CAN'T
LEARN
What Causes
Learning
Disabilities
How to Help
Your Child
#BXBCMDG***CAR-RT-SORT C036
#000320073250016099 CH-R
SHELDON A ZABEL
P00038P
P6/(b)(6)
015267
CHICAGO
IL 60614 P6/(b)(6)
SOCIETY
Millions of kids have been labeled learning disabled.
Critics smell a scam here, but researchers say they've
begun to unlock the puzzle of bright kids who can't learn.
WHY ANDY
COULDN'T
READ
By Pat Wingert and Barbara Kantrowitz
NDREW MERTZ WAS A
authorized diagnostic tests for Andrew.
The results revealed a host of brain
A
very unhappy little boy in
1995. Third grade was a
processing problems that explained why
disaster, the culmination of
he kept mixing up letters and sounds.
a crisis that had been build-
Andrew's problem now had a label-he
ing since he entered
was officially classified as learning dis-
kindergarten in suburban
abled-and he was legally entitled to
Maryland. He couldn't learn to read, and
help. But school officials, claiming bu-
he hated school. "He would throw tem-
reaucratic delays, didn't provide any
per tantrums in the morning because he
extra services.
didn't want to go," recalls his mother,
In desperation, Suzanne, a trained
Suzanne. The year before, with much
reading specialist, pulled Andrew out of
prodding from Suzanne, the school had
school and taught him at home for 10
Reading was especially hard for me because
the teachers did not teach me what I needed
toknow about reading. by: Andrew
Mertz
of
Ri
WE
SOCIETY
months. It was an awesome
abilities. The price tag:
task. To Andrew, lowercase
$8.12 billion last year, ac-
P. q, b and d all looked like
cording to the Center for
sticks with circles attached.
Special Education Finance.
Suzanne taught through
This revolu has bred a
touch and sound. She spent
new wave of critics who
hours helping him make let-
sneer at the learning-dis-
ters out of Play-Doh. shaving
abilities "epidemic." Some
cream. sand and rice while
say many students labeled
exaggerating the sounds that
learning disabled are just
went with them. The next
lazy and looking for an easy
year the district agreed to
way out. Other critics blame
place him in a high-quality
bad teaching for kids' read-
program for "gifted" chil-
ing problems and claim that
dren with learning disabil-
school officials are inflating
ities. Teachers there con-
tinued many of the same
not dump that stuff for on the the Dalli -
n.. smog is bad!
the number of disabled kids
in order to wrest more mon-
practices. Now, at 10. An-
drew is still struggling, but at
least he can finally read.
1. 2. 3. 4. 5. Tom Do Jim The can must sets twin get will Stan up wept romp not a miss drum 10 when on sit the that fresh on nes grass. the class. sis plum. benen len.
ben the Meg Step. lines had the east and had to limp up
ey from the government.
Still others contend that
Just about every teacher
plum. Just rest of the
overly pushy parents-
stereotypical hyperambi-
knows students like Andrew
Mertz. bright kids who can't
learn matter how hard
THE - The it; must ball Stay in Set small Tom film spot In for the on chest. fresh the rug.
tious Yuppie strivers-are
behind the dramatic in-
crease in the numbers of
they try. They are a painful
Fran
this
crab.
learning-disabled students.
puzzle to their parents and
These parents. the critics
the subject of an intense educational con-
Making Progress
say, need a scientific excuse to explain why
troversy. In the last few years, researchers
Jason or Jennifer isn't Harvard med-school
have made great strides in identifying and
With her tutor's help, Jennie Harvey, 15,
material. The skeptics include prominent
treating learning problems. But the explo-
changed schools and moved ahead in reading
educators, like Boston University president
sion in knowledge has also led to what
Jon Westling, who was sued by students af-
some say is an epidemic of diagnoses. Ac-
That's a lot of trying to help
ter he clamped down on accommodations
cording to 1996 figures, 2.6 million kids
them is expensive. Largely as a result of
for learning-disabled students.
(4.36 percent of the nation's students) were
lobbying by parents. federal law now man-
But to parents whose children are strug-
in publicly funded learning-disabilities pro-
dates a "free and appropriate education"
gling in school, the "epidemic" is real and
grams. In 1977, about 800.000 (1.8 percent
for the learning disabled; districts even
heartbreaking. Learning disorders are of-
of the student body) had been diagnosed.
have to pay tuition at private schools if
ten hard to accept because they afflict kids
And this may only be the beginning. In an
they can't provide appropriate services.
who appear perfectly healthy. It's easy to
astonishing estimate, some researchers
Teachers and clinicians have devised a
grasp the problems encountered by a child
now say that as many as 20 percent of
wide range of techniques-from having
with a physical incapacity, such as blind-
schoolchildren may have a neurological
kids write letters in sandboxes to using
ness or paralysis. Yale University pediatri-
deficit, ranging from mild to severe. that
tape recorders. computers and other spe-
cian and neuroscientist Sally Shaywitz,
makes it hard for them to read and write.
cial equipment- combat specific dis-
who studies the complex of reading prob-
The Language of Learning Disability
Treatment: Having available in
the classroom objects that a
child can manipulate in order to
The parents of a child with a learning disability may be bombarded with Greek-rooted
add or subtract physically rath-
Fl
words that may confuse rather than clarify. Disabilities don't fit into neat categories; they are
er than on paper. Older stu-
more likely to be a cocktail of disability types and associated problems.
dents can perform calculations
more easily by counting along a
number line.
Sound
Types of learning disabilities
Dysgraphia Difficulty expressing
Dyscalculia Incomprehension of
chang
thoughts on paper and with the
simple mathematical functions.
Associated problems
Dyslexia Unusual difficulty
act of writing itself. Character-
Often a child won't perceive
Audit
sounding out letters and confus-
Ized by problems gripping a pencil
shapes and will confuse arithme-
Dyspraxia (apraxia) Difficulty
distin
Ing words that sound similar. The
and unreadable penmanship.
tic symbols.
performing complex movements,
("pig"
most common form of disability.
Treatment: Students learn to de-
Including muscle motions needed
the se
Treatment: The latest techniques
scribe thoughts orally as a pre-
for talking.
sound
help students distinguish the
cursor to writing. Paper with
Treatment: For speech. facial
Treatn
different sounds that make up
raised lines helps keep the hand
exercises such as chewing gum
and C0
language and teach through
aligned. and special pencil grips
or sucking and blowing through
use st:
touch (e.g., writing letters in
can ease hand strain. Children
a straw. For other problems.
exagg.
sand). Word processors with
can benefit from learning the six
kids can learn movement con-
of eac
spell-checking and speech-
or seven pencil strokes that
Shapes made up of four lines are
trol through routine tasks like
will be
recognition software can help.
combine to form roman letters.
seen just as four lines
baking cookies.
the so
58
NEWSWEEK OCTOBER 1997
lems called dyslexia, says
distinguish between chil-
a learning problem is a
"hidden disability." In fact.
CIRCUS
dren with below-average
IQs (who were then put into
learning-disabled kids often
classes for the mentally re-
display talent in other areas
tarded) and kids of average
-perhaps art or science-
or above-average intelli-
while failing in one or more
gence who had trouble
of the three R's.
learning in specific areas
Tammy Hollingsworth of
but otherwise functioned
suburban Dallas was opti-
normally.
mistic when Joey. the oldest
More than three decades
of her four children, entered
later. there is still no uni-
kindergarten 15 years ago.
versal agreement about how
Teachers had told her the
to classify the constellation
boy was a genius. "His IQ
of problems that fall under
was over 150 and he had a
this umbrella diagnosis.
photographic memory." she
Medical doctors tend to
recalls. But as he grew old-
accentuate differences in
er and schoolwork became
genetics. as well as brain
harder. he ran into serious
organization and function.
problems. "Any assignment
Psychologists focus on dys-
that required a transfer from
functions in areas like per-
the brain to paper. forget it.
ception. processing, memo-
He couldn't do it." Over the
ry and attention. Teachers
years. teachers told Hol-
zero in on the specific areas
lingsworth that Joey was
of academic difficulty.
just lazy and a discipline problem. He was
Earty Intervention
But researchers are getting closer to
15 years old before he was tested for learn-
some concrete answers. The most tantaliz-
ing disabilities. Although the results
At Evanston Hospital in Illinois, a 4-year-old
ing clues are coming from brain research
showed he had real problems expressing
is checked for developmental delays
that is still in the early stages. which is very
his thoughts in writing (a disorder techni-
promising. Using state-of-the-art functional
cally known as dysgraphia). it was too late
now known as the Learning Disabilities
magnetic resonance imaging (fMRI)
to save his school career. Years of frustra-
Association. Until then. children with
chines that take pictures of the brain in
tion and failure had taken their toll. and he
learning problems were generally classi-
action-scientists are investigating disrup-
dropped out at 17. Joey eventually earned a
fied as "perceptually handicapped." "brain
tions in specific neurosystems. And they're
high-school-equivalency diploma: he is
injured" or "neurologically impaired."
learning even more from examining chil-
S
now enrolled in a local police academy.
Many were turned away from public
dren and adults with brain injuries, says
If Joey were entering kindergarten to-
schools as uneducable. and if they couldn't
Martha Bridge Denckla. a neuropsycholo-
day, he might have a better chance. The
afford private-school tuition. they just
gist with the Kennedy Krieger Institute in
term "learning disabilities" is relative-
stayed home: some were even labeled
Baltimore. "Some of these traumatic brain
ly new. It was introduced in 1963. when
mentally retarded. One advantage of com-
cases simulate the exact picture we see all
parents and educators from around the
bining the old diagnoses under a single
the time in learning-disabled cases where
country organized the nonprofit group
new term was that it enabled educators to
we don't know the cause," Denckla says.
"These experiences make me
very confident that what is
in
Attention deficit disorder
Visual perception The inability to
causing LD affects the brain."
Extreme hyperactivity and dis-
differentiate between foreground
But there's a long way to go. It
to
FELT LEFT
tractibility. Many children with
and background, as well as
was only four years ago that
ath-
learning disabilities suffer from
similar-looking numbers, letters,
Shaywitz's team took one of the
ADD as well.
shapes, objects and symbols.
first fMRI pictures of a brain
Treatment: Mild stimulants like
Problems may include habitually
caught in the act of reading.
a
Ritalin, but some kids respond
skipping over lines of text.
This is the most critical area
Sounds cannot be distinguished.
of research because the most
changing the meaning of words
poorly to medication. Behavior-
modification techniques. such as
common learning disabilities
Auditory discrimination Trouble
motivating students to stay seat-
pdqb 10
relate to language - reading,
distinguishing similar sounds
ed during a story reading. have
writing and spelling. Some
been shown to help.
children have trouble compre-
("pig" and "big") or confusing
hending words or letters in se-
the sequence of heard or spoken
quence. Others read words but
sounds ("ephelant").
Dysnomia The inability to recall
Each of the letters at left is per-
don't understand the content.
Treatment: Speech therapists
the names or words for common
gum
objects.
ceived as a stick and a circle
Still others are dyslexics, chil-
and computer programs often
dren and adults who have trou-
ough
use strategies like repetition and
Treatment: Direct instruction by
Treatment: Direct, one-on-one
ble naming letters and sound-
exaggerating the pronunciation
a speech or language therapist.
instruction pointing out the
ing out words. despite the fact
of each letter so that children
who engages the child in word
child's mistakes and the visual
that they often have large vo-
will be better able to distinguish
games and assigns large
cues they have overlooked.
cabularies and reason well.
the sounds.
amounts of verbal practice.
DISABILITIES"
Because dyslexia seems to
OCTOBER 27. 1997 NEWSWEEK
59
SOCIETY
run in families. scientists think that it is of-
because most letters in English and many
ten inherited. For years. researchers sus-
other languages can have more than one
pected it was caused by vision problems.
sound. The reading-instruction methods
and a stereotype developed that dyslexics
known as linguistics (sound to letters) and
commonly reverse letters (reading d's as
phonics (letters to sound) focus on this part
b's, for example). Todav. researchers like
of the process bv having kids sound out
Yale's Shavwitz say dyslexics are no more
words. The third step. Lyon says. is for a
likely to reverse letters than anyone else.
child to become a fast reader to make the
Instead. Shaywitz and other researchers
association between symbol and sound vir-
theorize that dyslexia is linked to a glitch in
tually automatic so that the child can move
the brain's wiring that interferes with the
on to the final step. concentrating on the
ability to translate a written word into units
meaning of the words. (Researchers around
of sound. or phonemes. Scientists have
the country are testing ways to put these
found that dvslexies often cannot recognize
Active Mind
findings into reading programs for all kids.
and break down spoken words into their
not just learning-disabled children.)
phonetic segments or slice off one phoneme
Using an MRI, scientists record brain activity
Some children also have spoken-lan-
from a word for example, they cannot fig-
as a 7-year-old dyslexic tries to read
guage problems. which are often ignored
ure out that "bat" without the b is "at."
because parents are told kids will "grow
Technically. this problem is known as a
reading for all children begins with phono-
out of it." Kids with this disorder might
"phonological awareness" deficit.
logical awareness. Combinations of just 44
mispronounce words because they're not
Researchers have identified four distinct
phonemes produce every English word.
processing sounds correctly. For example.
steps in learning to read: breakdowns any-
"Children who will be good readers." Lyon
they might call animals "aminals." They
where in this process can explain severe
says, "just have a knack for understanding
may also confuse specific sounds (thumb
reading problems. G. Reid Lyon. acting
that words are made up of different sounds
could become "fum") well after their peers
chief of the child-development and behav-
before they learn anything about the alpha-
are speaking clearly. School is a frustrating
ior branch of the National Institutes of
bet." The next step is linking these sounds
experience because they can't demonstrate
Child and Human Development. says that
with specific letters. This can be confusing
what they know. They may. for example,
A Parents' Guide to Learning Disabilities
Delays in normal development may be an early warning that your child has a learning disability- or a sign of a late
bloomer. Here, a thumbnail guide to some common symptoms and the process of getting help:
1 Identification
The signs of learning disability vary with
Has difficulty rhyming words
Is slow to learn the connection
age. A parent or teacher of a child who
Is extremely restless and distractible
between letters and sounds
consistently lags behind his or her peers
Has trouble interacting with peers
Transposes number sequences and
and exhibits several of the following signs
Displays a poor ability to follow
confuses arithmetic signs (+,-,x,/,=)
may consider an evaluation:
directions or routines
Is slow to learn new skills, relies
Preschool
Avoids puzzles, drawing and cutting
heavily on memorization
Starts talking later than other kids
Kindergarten through fourth grade
Is impulsive and lacks basic
Has pronunciation problems
Has a slow recall of facts
planning skills
Has slow vocabulary growth. is often
Makes consistent reading and spelling
Has difficulty following directions
unable to find the right word
errors, including letter reversals (b/d),
or routines
Has trouble learning numbers. the
inversions (m/w), transpositions (felt/
Has an unstable pencil grip
alphabet. days of the week
left) and substitutions (house/home)
Has trouble learning about time
2 Assessment
3 Testing
4 Classification
5 Options/alternatives
The parent or teacher takes
A referral is made to have the
The child is determined to be
By law, the child is entitled to
the child to a school counselor
child evaluated by specialists:
"learning disabled":
an appropriate education:
or a pediatrician:
Parents have the right to have
Some states require a dis-
A child's instruction must be
Physiological problems
their child evaluated after the
crepancy between a student's
continually monitored by his
like poor eyesight and hear-
age of 3. and public schools
IQ and academic perform-
or her parents. If they are
ing, as well as certain muscu-
are obligated to arrange it. A
ance. Others need proof of
unsatisfied, they can lobby to
lar diseases-can make nor-
psychologist. a social worker.
dysfunction in things like
change the curriculum or
mal children seem learning
a teacher. and a physician
perception and memory.
demand a transfer to another
disabled. Psychological con-
evaluate the student. Read-
Within 30 days of classifica-
school-even a private one,
tributors, such as home life
ing-comprehension. memory
tion, children who qualify
paid at public expense.
and emotional stability.
and spatial-relation tests
receive an individualized
RESEARCH BY BILL VOCRVOULIAS. SOURCE:
should also be considered.
help form a diagnosis.
learning schedule.
NAT'L CENTER FOR LEARNING DISABILITIES
60
NEWSWEEK OCTOBER 27. 1997
S
CIETY
One School's Solution
The Lab School of Washington. a private school, uses the
arts -especially drama. music, painting and filmmaking-
to teach a variety of academic and social skills. The goal
is to encourage kids by building on their strengths.
Living History
find it very arduous to copy letters and
problems later in childhood," says Joanne
numbers and align numbers properly for
Bregman. director of Evanston's child-
1
her Kelly
class, top right,
computation.
development clinic. "All the research says
McVearry leads
budding filmmakers
Complicating the picture is the fact that
that the first three vears of life are critical.
appropriately
capture the action
many learning-disabled children also have
The sooner a problem is identified. the
costumed kids in the
outside school. Like
a variety of motor. social. memory, organi-
sooner it can be treated and the better the
Renaissance Club,
just about everyone
zational and attention problems that affect
outcome is likely to be." Early intervention
above. The hands-on
in showbiz, what
their schoolwork. such as attention deficit
usually consists of speech. occupational or
activities bring the
they really want
disorder (ADD). Researchers estimate that
physical therapy. Every state has outreach
past to life. In a video
to do is direct.
up to 30 percent of children with learning
programs that funnel children exhibiting
disabilities may have ADD. which makes it
significant delays in development into spe-
recognize colors but not be able to name
even harder for them to focus. Children hu-
cialized public preschools.
them. And their school troubles don't stop
miliated by their inability to overcome their
A few nursery schools formally screen all
there. Studies indicate that preschoolers
learning problems also tend to develop
children for early signs of learning prob-
with oral-language problems often have
behavioral and emotional disorders. Kids
lems. In Washington. D.C., Lynn A. Balz-
difficulty later learning to read and write.
with learning problems are twice as likely
er-Martin. a pediatric occupational thera-
to drop out of school: a disturbingly high
pist. begins her multipart screening with a
NOTHER GROUP OF LEARNING
number end up with criminal records.
thorough questionnaire to parents and
A
disorders revolves around diffi-
Even after they learn to read, write and
teachers about a child's health history. be-
culties in learning to compute
add. many learning-disabled people don't
havior and activities. Then she observes
or reason mathematically. In se-
find these basic skills easy. That's why edu-
the child's movements. taking note of bal-
vere cases. these problems are
cators believe early intervention is critical.
ance. positioning and coordination. Brain
called dyscalculia. Sometimes
If we do not identify children early. by the
research has shown that the way a child
math difficulties appear without any other
end of second grade. the majority of them
moves or follows instruction can be an indi-
learning problems. At other times. these
will have difficulty reading for the rest of
cator of how well he processes information.
are the same children who have difficulty
their lives." says Lyon. "What we're finding
Somedav. intervention may begin even
learning to speak and read. Janet Lerner.
is that there are sensitive periods when
earlier. Geneticists are working on proce-
professor of education at Northeastern Illi-
children can learn to read more easily. just
dures to identify inherited learning disor-
nois University and the author of the classic
like there are windows when children learn
ders. John DeFries. director of the Institute
textbook for teachers of learning-disabled
foreign language easier."
of Behavioral Genetics at the University of
children. says some kids with math disabili-
In many clinics and hospitals around the
Colorado. says that researchers now be-
ties may suffer from "visual motor" prob-
country. such as Evanston Northwestern
lieve that although as many as 20 genes may
lems that may make it difficult for them to
Healthcare's Evanston Hospital north of
be involved in the reading process. just two
count objects without physically touching
Chicago. babies and toddlers who had a
or three "may account for most of the varia-
them. They also have trouble adding one
traumatic birth are regularly checked for
tion in reading difficulty that we see." If sci-
group of objects to another without count-
signs of developmental delays-significant
entists can identify these genes. they could
ing them out. one by one. Others may have
lags in reaching the milestones of smiling.
someday screen kids to determine which
"visual perception" problems that. for ex-
sitting. walking and talking. "We know
are at risk. and start working with them be-
ample. render them unable to see a triangle
problems at birth. including prematurity.
fore they start to flounder.
as anything but three unrelated lines. They
increase the chances of developing learning
At the moment, early intervention and
62
NEWSWEEK 27.
TH Э LAB SCHO L F
WASHINGTON
Rock Elementary School in
suburban Los Angeles. Joyce
Jerome and two aides preside
over a class of 14 learning-
disabled students in grades
four to six. This year's theme is
the ocean, and Jerome has dec-
orated a wall with fishing nets,
colorful seashells and pictures
of whales and other sea life.
One recent morning, five stu-
dents-all of whom read well
below their grade level-were
gathered around a half-moon
desk trying to read the word
"enormous." Finally. one child
blurted out "eee nor moose"
and smiled. He won a "ticket,"
which can be redeemed for
prizes like colored pencils and
carnival-type toys in the class-
room "store."
Another student. an 11-year-
old girl, gets the word "nothing."
She is told to break it into sylla-
bles and does so after some ob-
vious stress. Finally, she says
Words and Motion
two words: "no thing." Jerome prompts her.
"What is like no thing? What sounds like no
In dance class,
Johnson. At left,
thing?" The girl rubs her forehead with her
above, students de-
Danny Wolk, 10, uses
palm. "I don't know," she says, exasperated.
velop motor skills
computer graphics
"Why are these words so complicated?"
and coordination.
to tell a story in a
Some critics of the idea of learning dis-
Perfecting compli-
writing workshop.
abilities claim that better instruction could
cated moves also
He begins with the
eliminate the problem altogether. In the
boosts self-esteem,
creation of a diora-
last few years. much of the controversy
says teacher Steve
ma, foreground.
over these problems has become entwined
with the often ferocious dispute over two
kids have to be more severely disabled to
alternate methods of teaching reading:
be called LD." savs Esther Minskoff of
phonics and "whole language." which is
James Madison University. "White kids are
based on children's grasping the meaning
picked up earlier."
of a word from its context in a story. While
a pure whole-language approach works
UBLIC AND PRIVATE SCHOOLS
well for some kids, others-especially
around the country have devel-
those with learning disabilities-struggle
oped programs for learning-
to read without help in phonics.
diagnosis is the exception rather than the
disabled kids: the quality varies
A few researchers have even suggested
rule. Most children with learning disabili-
widely At the Lab School of
that whole language is the main reason for
ties don't get help until they well along in
Washington. a private school
the huge increase in the number of kids di-
school-usually between the ages of 9 and
with 285 students in kindergarten through
agnosed as disabled-fueling the idea that
14. That's because. under the law. funding
12th grade. founder and director Sally
learning disabilities is a phony diagnosis,
follows failure. Children who are officially
Smith uses the arts-especially music.
perhaps contrived to compensate for what
labeled learning disabled are eligible for
dance. painting. drama and filmmaking- to
are really teaching disabilities. In her new
special aid. But to win that. all 50 states and
teach academic skills. She has also created
book. "Why Our Children Can't Read."
the federal go ernment require proof of
clubs based on different time periods to
Diane McGuinness, a Florida psycholo-
school problems.
help develop social skills as well as provide
gist. maintains that all children need direct
Ot course. that doesn't mean every child
a lively history curriculum. Kids start out as
instruction in decoding words and that the
who is having trouble in school is learning
cavemen and move through Egypt. the
proportion of children labeled learning
disabled. Most states require a discrepancy
Middle Ages and the Renaissance up to
disabled would drop if whole-language
between a child's actual achievement levels
modern times. "It's very experiential. very
programs were replaced with those that
and his intellectual potential. usually deter-
hands-on." Smith says. "We want to build
emphasize phonological awareness and
mined by some type of 10 test. And that's
on their strengths." (One of the authors of
linguistics.
another reason learning disabilities have
this article. Washington correspondent Pat
Learning disabilities are hard to under-
become so controversial Many crities of
Wingert. sends a child to the Lab School.)
stand. and so is the law that attempts to
I() tests believe they are culturally biased
Public-school programs generally have
help struggling kids. If a family can't work
and underestimate the intellectual poten-
fewer resources. but teachers still try to
through the bureaucratic maze, a child can
had of poor and minority children. "Black
emphasize individual attention. At Eagle
languish. Such was the case with Jennie
OCTOBER 27. 1997 NEWSWEEK
63
SOCIETY
Harvey. At 15. she's finally learning to read
struction than Jennie had been receiving.
tem work for their kids. When her hus-
at the Cove School in suburban Chicago.
With Pech's help. Jennie was admitted to
band was recently transferred to Pennsyl-
Because she had severe speech problems.
Cove. a private school for severely learn-
vania. she went school-shopping for An-
Jennie was enrolled in special-ed classes at
ing-disabled children the state pays the
drew before deciding which town to live
the age of 3. Although she was promoted
$16,000 annual tuition because the district
in. She finally settled on Great Valley,
annually. by the seventh grade she still
cannot provide the same services). Jennie's
which has an excellent learning-disabilities
wasn't reading at a first-grade level. Her
story is an extreme example of lost poten-
program. Her advice to other parents?
parents accepted Jennie's teachers' assess-
tial: because she's learning 10 read so late.
"You can advocate for your child better
ment that they were doing all they could.
her teachers doubt that she can ever really
than anyone." she says. "You know them
But three years ago they hired Rose Pech. a
catch up.
best." Raising a child with learning disabil-
retired special-education teacher turned
Scientists want to spare other children a
ities will always be a long. hard road but
tutor, who diagnosed a series of problems
similar fate. And parents like Suzanne
now. at least. there's reason to hope.
that required much more specialized in-
Mertz are learning how to make the sys-
With TARA WEINGARTEN in Los Angeles
Although it was unheard of 20 years ago, many learning-disabled students
now go to college. But how much special help can they expect on campus?
A STRUGGLE BY
tra support as note takers. tape recorders and ex-
tended time on exams. And he declared BU would no
longer accept LD diagnoses that were more than
three vears old. requiring students to be retested.
DEGREES
The reaction was swift and chaotic. Two LDSS of-
ficials resigned. And BU's learning-disabled stu-
dents were incensed. "I was born dvslexic. I still
have dvslexia and I will have it till the day I die." says
Elizabeth Guckenberger, a BU law student. "Retest-
ing at the college level is absurd." Last year. Gucken-
OR MORE THAN A CENTURY. CERTAIN GRADUATION RE-
berger and nine other students sued Westling and BU. charging that
F
quirements at Boston University's College of Arts and Sci-
the new policies discriminated against students with disabilities.
ences have remained unchanged: no math and foreign-lan-
Federal laws require that educational institutions provide "reason-
guage credits. no diploma. So two years ago. when Jon West-
able accommodations" to LD students. Aggravating matters was
ling, BU provost at the time and now president. discovered that
the personal nature of the conflict. The students claimed that West-
about a dozen learning-disabled students each year were substitut-
ling had humiliated them with speeches decrying "the plague of
ing classes like "Anthropology of Mon-
learning disabilities." In one address.
ey" for algebra and "Arts of Japan" for
Westling described an LD freshman he
Spanish. he says he was "astonished."
called "Somnolent Samantha." whose
While course substitutions are granted
requirements included a recap from the
to learning-disabled students at many
professor when she dozed off in class.
colleges, they're not required by law.
There was a problem with the anecdote.
And Westling was adamant that BU
When the case went to trial last spring,
abolish them. "We have a responsibility
Westling testified that "the figure of
to ensure that our degrees mean what
Samantha is a fiction."
they say," he says.
Two months ago. in a landmark deci-
Twenty years ago, learning-disabled
sion, U.S. district Judge Patti Saris ruled
students were largely unheard of at the
that. despite revisions in BU procedures
college level. But with greater support in
since the lawsuit was filed. Westling's
earlier school years. many now consider
1995 policies violated federal law. BU
higher education a reasonable goal. Since
had failed to give proper notice of its
1988, the number of college freshmen re-
policy changes, and had thus delaved or
porting a learning disability has more
denied reasonable accommodations.
than doubled nationwide to about 45,000.
Saris ordered BU to pay nearly $30.000
For years. many enrolled at BU. drawn to
MARNIE
in damages to six of the plaintiffs. And
the university's Learning Disabilities
she criticized Westling for actions moti-
Support Services (LDSS). long consid-
Safe Place?
vated by "uninformed stereotypes."
ered one of the nation's best. By 1995.
Guckenberger chose BU because of its sympathetic
But Westling won several points. too.
about 500 LD students were enrolled at
reputation. 1 was worried about discrimination.'
The judge dismissed complaints about
the 30,000-student campus.
the mathematics requirement and gave
But Westling. a historian and former Rhodes scholar. had his
the university till January to explain why its foreign-language require-
doubts. He was the protégé of John Silber, BU's colorful and can-
ment was reasonable. In a complex decision. Saris said BU was not
tankerous president who buffed the school's image while never hes-
required to permit course substitutions that it felt diluted its academ-
itating to speak his mind. Once he was named Silber's successor.
ic standards. Westling insists that he recognizes that "genuine" dis-
Westling went on the attack himself. Despite having no training in
abilities exist. But he still worries that extremists seek to "turn every
learning disabilities. Westling reined in the LDSS. He halted course
intellectual deficit intoa disability." The truce at BU remains tense.
substitutions and reviewed the files of all students seeking such ex-
CLAUDIA KALB in Boston
64
NEWSWEEK 27. 1997
Rush Neurobehavioral Center's
PARTNERSHIP WITH THE SCHOOLS PROGRAM
The Rush Neurobehavioral Center is located on the campus of Rush North
Shore Medical Center and is a division of the Department of Pediatrics at
Rush Children's Hospital. The Center provides multidisciplinary services to
children with a variety of neurobehavioral disorders. The mission of the
Center is to develop innovative approaches to the diagnosis and treatment of
children with neurobehavioral problems, to conduct research on pediatric
neurological and neuropsychological disorders, and to share the knowledge
acquired through the Center's diverse activities with the lay and professional
communities through an extensive outreach program.
BACKGROUND:
Learning Disabilities, defined as significant difficulty learning despite an apparently normal capacity for
learning, affect 10-15% of the population. Studies have shown that 35% of students identified with
learning disabilities drop out of high school, 50% of learning disabled females become mothers within
three to five years after leaving school, and 50% of juvenile delinquents have learning disabilities.
While the population is numerous and the stakes high, current Illinois State Board of Education teacher
certification requirements mandate only one class (3 semester hours) in special education covering a
gamut of disabilities. Thus, teachers often feel inadequately informed to teach to the diverse needs of
learning disabled students, three of whom every teacher will encounter in every class every year.
Learning disabilities are treatable. Appropriate identification, instruction and intervention are the keys
to making a successful learner from a struggling learner. Rush Neurobehavioral Center (RNBC) is
comprised of experts on learning disabilities, who have years of experience in partnering with schools
to provide students appropriate diagnoses and effective interventions. While RNBC serves children with
all types of learning disabilities, our focus is children with a set of learning disabilities currently labeled
Nonverbal Learning Disabilities. This disorder is poorly understood and underdiagnosed. The Center
staff has experience diagnosing and caring for these children. We have developed a set of diagnostic
criteria and are conducting a multidisciplinary research program which will provide further
understanding of the social/emotional, psychiatric, neurological, and neuropsychological aspects of
children with Nonverbal Learning Disabilities.
An important part of RNBC's mission is to provide services to underserved children. RNBC plans to
build a Partnership with the Schools that will help learning disabled students experience academic
success through diagnostic testing that will highlight areas of learning strengths and through teacher
education that will improve understanding of learning disabilities and enhance ability to intervene
through classroom instruction.
PROGRAM:
Children of Peace Schools (CPS) is an umbrella organization governing three elementary schools: Holy
Family, Holy Trinity. and St. Callistus. There are approximately 600 children served by CPS. Phyllis
Winters. CPS principal, confirmed that at least 10-15% of their students have learning disabilities;
thirty of these children are served in a program called the Academically Challenged Child Project,
focusing on children with reading problems. Unlike public schools, support staff with specialization in
learning disabilities is not available for consultation at CPS, leaving current students in the
Academically Challenged Child Project underserved and more than 30 other students not served at all.
The proposed program will provide selected students direct intervention through diagnostic process,
treatment planning and plan implementation. A significant teacher education component will improve
the educational opportunities for all students, particularly those with learning disabilities. The
evaluation component will begin with selection of five students by CPS personnel in accordance with
previously agreed upon criteria. After parents consent, RNBC will conduct a screening process. Two
students will be provided with recommendations based on screening results and three students in need
of full diagnostic/treatment planning will be selected. A thorough diagnostic process will be conducted
and results shared with family and CPS. Classroom interventions based on the evaluation and
classroom performance will be planned with teachers and benchmarks of progress defined. Case
management will be provided by RNBC in conjunction with the school in order to monitor the progress
of each student, coordinate the services the child receives and communicate with family. The screening,
diagnostic and collaborative aspect of the program will directly serve twenty-five students with learning
problems over the course of five years and be a model for servicing other students within the school.
In addition, RNBC proposes to offer staff education and on-going support to school personnel. RNBC
will conduct quarterly seminars on learning disabilities, with topics ranging from an introduction to
learning disabilities to specific information on RNBC's area of research, Nonverbal Learning
Disabilities. Staff training in identifying the symptoms of learning disabilities and designing
interventions will be given. Monthly meetings and phone consultations with teaching staff are
scheduled to provide ongoing support, insure the efficacy of proposed interventions and provide a
forum for consultation with RNBC staff about other students with learning problems. Staff training and
collaboration with RNBC staff will continue over the course of the five year program to insure long-
term results, account for staff turnover and address the changing needs of staff and students.
An evaluation component, designed by an outside specialist, will be implemented to insure success of
the project's goals of providing direct screening, diagnostic and/or intervention planning and
monitoring to twenty-five students, creating a model for further collaboration through those students,
and supporting the school personnel of CPS through education and consultation.
BUDGET
INITIAL SCREENING COSTS
Service
No. of
Cost/Child
Total
Children
Initial Screening
Social History
5 per
$250.00
$6,250.00
year/25
total
Testing
5 per
$250.00
$6250.00
year/25
total
Diagnostic per Student
Testing: Educational &/or
3 per
$2,500.00
$37,500.00
Neuropsychological
year/ 15
total
Neurological &/or
3 per
$400.00
$6,000.00
Psychiatric Exams
year/ 15
total
Internal Staffing
3 per
$750.00
$11,250.00
year/ 15
total
MDC/IEP Conference
3 per
$500.00
$7,500.00
year/ 15
total
Total
$74,750.00
ON-GOING COSTS
Service
Unit
Cost/Year
Total/Year
Quarterly Seminars
4
$350.00
$1,400.00
Bi-Monthly Meetings
18
$350.00
$6,300.00
Weekly Phone Contacts
30
$150.00
$4,500.00
Emergency Consultations
3
$200.00
$600.00
Follow-up Testing,
3
$1000.00
$3000.00
neurological or other
services
Management and Overhead
$5000.00
$5,000.00
Total
$20,800.00
FIVE YEAR TOTAL
$104,000.00
PROJECT EVALUATION
Service
Cost
Evaluation Design
$2500.00
Data Collection per Year
$1000.00
Analysis and Reports
$7500.00
Total
$15,000.00
Total: $193,750.00
CONCLUSION
Rush Neurobehavioral Center is committed to sharing its knowledge to improve the lives of children
with learning disabilities in underprivileged areas where limited or no services are currently available.
The immediate outcome of this program is maximizing the learning capability of twenty-five learning
disabled students and providing a model of collaboration for other learning disabled students. In
addition, the teacher education and consultation component provides a cost-effective way of helping
approximately 30 current students with learning disabilities who receive no services and, in the future,
helping hundreds more students by providing them with teachers who have expertise in reaching all
students in their classrooms. Further, addressing the needs of the learning disabled improves education
for all students as teachers better understand the process of teaching children how to learn rather than
what to learn.
Clinton Presidential Records
Digital Records Marker
This is not a presidential record. This is used as an administrative
marker by the William J. Clinton Presidential Library Staff.
This marker identifies the place of a publication.
Publications have not been scanned in their entirety for the purpose
of digitization. To see the full publication please search online or
visit the Clinton Presidential Library's Research Room.
Neurobehavioral Center
Rush
The Rush System for Health is a
Neurobehavioral
comprehensive healthcare network that
Center
links community hospitals and other
healthcare organizations to the specialized
Multidisciplinary care for children
services of Rush-Presbyterian-St. Luke's
Medical Center. The Rush System for
with neurobehavioral problems
Health includes:
Rush-Presbyterian-St. Luke's Medical Center
Rush Children's Hospital
The Rush Institutes
Holy Family Medical Center
Illinois Masonic Medical Center
Lake Forest Hospital
Oak Park Hospital
Riverside HealthCare
Rush-Copley Medical Center
Rush North Shore Medical Center
Westlake Community Hospital
Johnston R. Bowman Health Center
for the Elderly
Rush University
Avis Mandel
Rush Hospice Partners
Solving the puzzle empowering the child
Rush Home Care Network
Rush Occupational Health