I think we all agree that we need different answers for struggling kids. When traditional methods aren’t working, we need to make radical changes. Radical changes aren’t using the same methods slowed down, louder, and in repetition. This simply leads to frustration and hopelessness.
This week in my graduate class, we were discussing the Cattell-Horn-Carrol (CHC) theory of cognitive abilities. CHC theory is one of the most empirically supported psychometric theories to date. It is found to be one of the most comprehensive overviews of cognitive ability. Academia has gone from a very fixed view of intelligence to understanding that there are many facets involved. Because of CHC theory’s wide range of support in research literature, it is being used to examine intelligence and guide neuropsychological tests and achievement batteries.
This theory recognizes that there our different types of cognitive ability:
- General Intelligence (g)
- Quantitative Knowledge (Gq)
- Reading and Writing (Grw)
- Comp-Knowledge (Gc)
- Fluid Reasoning (Gf)
- Short-Term Memory (Gsm)
- Long-Term Storage & Retrieval (Gir)
- Visual Processing (Gv)
- Auditory Processing (Ga)
- Processing Speed (Gs)
From examining this theory, our class that evening focused on the last three cognitive aspects: Visual Processing, Auditory Processing, and Processing Speed. This group is made up of general and special educators led by our teacher who has her doctorate and is a school psychologist. The lecture and discussion focused on what can be done for children in our schools with processing disorders or slower processing speeds. Some of the accommodations talked about:
- Slower: Allow for more test time for those with slower processing. This can be done by taking the child out of the class, so that they do not feel pressured when the other kids are completing their tests. More time for assignments in and outside of class.
- Louder: Some teachers have found it works to wear some sort of microphone, so that children can hear instructions they otherwise may miss.
- Repetition: Those with processing issues need more repetition as they miss verbal instruction. It important to not just repeat instructions in various ways, but rather repeat instructions the exact same way multiple times.
- Visuals: Teachers can put up a schedule, so the struggling student can follow along. They can create visuals of auditory instructions.
I felt very discouraged leaving this conversation as did many of my fellow classmates and educators. The reason for this is because the message for processing issues is: Slower. Louder. Repetition. These are ways to accommodate children without healing the processing issue(s). Processing will not be repaired through slower, louder, and more repetition.
CHC theory emphasizes the fact that there is more than just generalized intelligence. There are many other processes involved in learning. This theory further demonstrates why kids can be bright and still struggling in a processing area. Many educators are aware that processing difficulties may manifest as a lack of attention or interest.
Again, we need different answers for struggling kids. As a struggling child, myself, I needed very drastic, alternative strategies. The traditional approach slowed down was frustrating and painful. As educators, we feel the frustration, many times, just as much as the learner when trying to make progress.
I am writing this out of love for my fellow educators and teachers who are working hard to make differences in their students’ lives. I’ve been listening to and talking with many of them about their frustrations over accommodating versus healing for these issues. I cannot be quiet, because almost every person I meet is bringing these issues up and seeking more answers.
Let’s no longer settle for painful progress. Let’s look for more than accommodations. Let’s start remediating these issues, getting at the core of what is going on. That’s our mission at CONNECT Education.