By Judith E. Lipson, M.A., LPC

“So called ‘late-bloomers’ get a bad rap. Sometimes the people with the greatest potential often take the longest to find their path because their sensitivity is a double edged sword – it lives at the heart of their brilliance, but it also makes them more susceptible to life’s pains. Good thing we aren’t being penalized for handing in our purpose late. The soul doesn’t know a thing about deadlines.”  Jeff Brown

When many parents bring their kids to see me, we discuss their children’s unique and wonderful traits. Yet many of these children are challenged to live their magnificence in the educational system in which they are provided. As a result, their parents, doctors, teachers, and others label them and sometimes even chastise or shame them for “not fitting in”. This experience often burdens these children for years after they have left their education behind. (I know because I often meet them as adults.)

The lucky ones will remember their gifts in these later years, and begin to feel comfortable and confident in their skin. As their confidence increases, so does their self-esteem. Suddenly these individuals “find themselves” and begin to experience successes – socially, professionally, personally. Society often describes them as late bloomers.

Wikipedia defines a late bloomer as a person whose talents or capabilities are not visible to others until later than usual.I’m glad that so many of these individuals are ultimately recognized as late bloomers, but why do they need to wait?

The number of kids being diagnosed on the autism spectrum or with ADHD or anxiety has increased significantly over the last decades. Many are questioning why this is, and I’m sure there is value in asking that question. But there is another question that needs to be addressed now: WITH SO MANY KIDS BEING RECOGNIZED OR DIAGNOSED, IS IT STILL TO BE ASSUMED THAT THEY ARE THE ERROR THAT NEEDS TO BE CORRECTED?

My goal with the students that I meet is to help them to identify, accept and honor their gifts, as well as to minimize the challenges that they experience. But it shouldn’t just be their responsibility to do the changing, and their true gifts shouldn’t have to wait to be recognized until they are AWAY from the system that pigeon holes them. It’s time that we do more to change our systems to better accommodate the changing child(ren).

One way is to recognize and honor the multiple intelligences as identified by psychologist Howard Gardner. When we accept that there are more ways to be intelligent than the traditional school models of verbal-linguistic and logical-mathematical, we provide an opportunity for more learners to soar. Here are the abilities that Gardner identified:

• Verbal-linguistic (words, language, reading, writing, telling stories, memorizing; this is measured in Verbal IQ assessments)
• Logical-mathematical (logic, abstractions, reasoning, numbers, critical thinking)
• Musical-rhythmic and harmonic (sensitivity to sounds, rhythms, tones, music)
• Visual-spatial (spatial judgment and the ability to visualize with the mind’s eye)
• Bodily-kinesthetic (control of one’s bodily motions, capacity to handle objects skillfully, sense of timing; includes sports, dance, acting, and making things)
• Interpersonal (sensitivity of other’s moods, ability to cooperate as part of a group)
• Intrapersonal (introspective and self-reflective capacities)
• Naturalistic (ability to recognize flora and fauna and to be able to relate information to one’s natural surroundings)
• Existential/Moral (though Gardner did not wish to include spiritual intelligence, he called it existential, and it’s best recognized as a source of guidance)

The concept of multiple intelligences is not new in the field of education. Educators have known about the prevalence of these multiple intelligences for decades, and we were encouraged to remember that some children learn differently. But it was assumed that the verbal-linguistic and logical-mathematical intelligences were the most prevalent and other types were in the minority. As a result, most teachers added some educational delivery or assessment methods to meet the minority’s needs, but it typically was only occasionally.

I’m not convinced that these kids are still the minority. (I would love to see some data on this). Regardless, I believe it’s time to change our educational system to further recognize these multiple intelligences and to more equitably provide educational delivery and assessment for all, with the addition of explicit social instruction.

Regardless of your political beliefs, our society seems to be focused on change – of financial systems, rights, and so much more.  How we perceive these kids and how we educate them should be one more.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield, MI. She helps clients of all ages who have learning difficulties, work or school related anxiety, ADHD, Asperger’s Syndrome or Autism Spectrum Disorders, and those who wish to Remember and Become ‘Who You Really Are’. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www.SpiralWisdom.net for more information.

This article is for informational purposes and is not meant to replace medical care.

There are no lazy students, but there are kids who learn differently.

By Judith E. Lipson, M.A., LPC

At one time teachers taught from the front of the classroom to students who were expected to remain quietly seated at desks placed in rows, listening silently to the teacher’s instruction, or reading from their text. Most educators now recognize that this is an ineffective educational environment, one which frustrates students, teachers and parents because it does not meet most students’ learning styles.

The prerequisite to understanding learning styles is to accept that people process information and express what they have learned differently. Parents know that each child has a different personality, a different way to approach problems and a myriad of other differences. It is equally important to recognize that children and their parents often have different learning styles. When there is a mismatch between parent and child, the parent sometimes expects the child to “get-over-it and get serious”. Instead, they should support and tutor their children with the method that best matches their individual style.

Each student should know their learning style and use their strengths to compensate for an instructional mismatch. I usually ask my students: “If you could choose, would you prefer to learn from a teacher who stands in front of the class and teaches from lecture and class discussion, the teacher who hands you a worksheet and book and leaves you alone, or a teacher who provides projects?” The student who prefers lecture/discussion is primarily an auditory learner, the one who likes books and worksheets may be visual, and the student who likes projects is likely tactile or kinesthetic. But don’t be fooled by that simplicity. There is frequently a blend, and a preference. And there are other considerations, i.e.: the student could avoid discussion or projects due to shyness and discomfort. Therefore, these questions are only a guide.

Additionally, some students are global thinkers who look at the big picture and think out-of-the-box. Others prefer to work in the structured world of details, lists and clear expectations. Learners can be creative – music, visual arts, poetry, etc. Many learn best when they use their hands and incorporate movement with instruction.

Dr. Howard Gardner has identified multiple intelligences. Success does not just come from IQ. He points out that of the 9 intelligences (listed below); linguistic and logical are the most commonly used in our classrooms. The others also predict long-term success, yet they are not emphasized in schools. As a result, students can lose sight of those gifts.

• Linguistic – spoken and written word
• Logical– reasoning and problem solving
• Kinesthetic – movement and interaction with the environment
• Existential – connecting to larger understandings
• Interpersonal – interaction with others
• Intrapersonal – feelings, values and attitudes
• Visual – seeing and imagining
• Rhythmic – sound and patterning
• Naturalist – categories, classifications, and hierarchies

Thankfully, teachers are now taught the importance of meeting the educational needs of all students, and many classrooms use cooperative learning groups and other alternatives for instruction and assessment. But these opportunities are not consistent in all classes, and because of the repeated use of traditional and standardized tests including Core Assessments, MEAP and the High School Michigan Merit Exam (ACT/MME); many of our children are unable to demonstrate their competency using these forms of measurement. This often creates a disinterest in school learning.

When “bright but unmotivated” students, or those who have been diagnosed with ADD/ADHD or Asperger’s Syndrome, can make it beyond school and become successful adults, they are often society’s CEOs, inventors, futurists, artists, musicians, etc. Having different strengths among co-workers is valued.

• Problem Solvers
• Writers
• Idea People (short term)
• Futurists (long term)
• Organizers and Developers
• Explorers
• Negotiators
• Directors
• Communicators
• Team Builders

Many teachers are already striving to reach and teach all learners. As parents and community members we can support them. Encourage legislators and schools to support an educational system that addresses all learning styles and supplies the needed resources for our educators to provide instruction and evaluation that enable every child to succeed.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.