Hammill Institute on Disabilities

How to Overcome 'And-ITIS'Author(s): Mike JamesSource: Learning Disability Quarterly, Vol. 6, No. 1 (Winter, 1983), p. 90Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1510874 .

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APPLICATION OF RESEARCH AND THEORY

IN THE CLASSROOM

- LDQ-- Marilyn Goldstein

When a group of articulate, dynamic, dedicated teachers and interested professionals gather over food and fluids, ideas are generated, exchanged, scanned, analyzed, revised, discussed, dissected, rejected, honored, even applauded, and later applied to the classroom. The Claremont Area CLD, in many such formal and informal gatherings, exhibited so much fertile, inventive thought and so many imaginative in- structional ideas that we were urged to finalize them for the first installment of a new LDQ feature, Ap- plication of Research and Theory in the Classroom.

The following ideas for classroom application were submitted by members of the Claremont CLD for your analysis, revision, acceptance, dissection, discussion, and consideration. Read, rejoice and apply, then submit your own field-tested instructional suggestions to: Learning Disability Quarterly, Claremont Graduate School, Claremont, California, 91711.

MARILYN GOLDSTEIN is an instructor at Loyola Marymount University and a graduate student at Claremont Graduate School, Claremont, CA.

PUTTING THE WHOLE BODY INTO HISTORY

Exploring life as a Neanderthal man (or any other social studies unit) can be a meaningful and enjoyable experience!

After guided imagery as members of a clan during the Pleistocene era (for example), students are challenged to retell tribal adventures and history without words. Stories can be told through a variety of art forms. An enterprising group may search the school campus to convey natural elements or concepts (snow might be clumps of white bird feathers and/or chalk- covered grass divots brought from the football field). To appreciate what farming and domestication of animals meant to mankind, students might dine on a breakfast of African herb tea, raw wheat kernels, and pounded wheat mush. Large rocks may be gathered and ground into "grain" or made into chipped stone tools and spears. After the project, tapes of the

adapted reading materials, spelling lessons and guided imageries can be made available to the students as a permanent record of a wonderful project.

-Kathleen Bradley Counts Claremont School District

HOW TO OVERCOME 'AND-ITIS'

Excessive use of "and" can be a major cause of children's run-on sentences. Suggest to your budding writers that after completing a first draft, they replace many of the "ands" with periods. Just this simple suggestion causes the run-on sentences to be replaced by a series of related, shorter sentences.

-Mike James California State, Los Angeles

90 Learning Disability Quarterly

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