The Beacon Spring 2014

The Windward School

The

Beacon The Windward School Newsletter for Professionals, Parents and Faculty Spring 2014 Vol 3 Issue 1

In This Issue Professional Development

Dyslexia with 2020 Vision Page 1 Head Lines

From the Head of School Page 2 Alumni Corner

Ian Sherman ’14: “Windward Gave Me the Tools to Succeed” Page 9 Faculty

Christopher Eberhard: Faculty Profile Page 10 News from Windward Manhattan

Windward Manhattan Becomes a Reality: Construction Begins!

Page 12 Windward Teacher Training Institute

Faculty Present at National Conferences Page 14

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Dyslexia with 2020 Vision

Where Will We Be in the Next 10 Years?

by Gordon F. Sherman and Carolyn D. Cowen Gordon F. Sherman, Ph.D., is Executive Director of The Newgrange School, the Laurel School, and the Newgrange Education Center. Before joining the Newgrange organization, Dr. Sherman was the Director of the Dyslexia Research Laboratory at Beth Israel Deaconess Medical Center and was a faculty member in neurology (neuroscience) at Harvard Medical School. Dr. Sherman received his doctorate in developmental psychobiology from the University of Connecticut. He is a former President of IDA and a recipient of two of its most prestigious honors, the Samuel T. Orton Award and the Norman Geschwind Memorial Lecture Award. He also was inducted into the Sylvia O. Richardson Hall of Honor. Dr. Sherman speaks nationally and internationally to parents, teachers, and scientists about cerebrodiversity, learning differences, brain development, and the future.

Carolyn D. Cowen, Ed.M., is an educator and social entrepreneur known for developing, launching, and managing programs and initiatives that improve the teachinglearning landscape for people with learning differences. She serves as an advising Social Media Editor/Strategist for the IDA Examiner. She also is a founding member on the Literate Nation Board of Directors.

She was Executive Director of Carroll School’s Center for Innovative Education, where she oversaw various outreach and professional-development programs, convened the Dyslexia Leadership Summit, and spearheaded the Dyslexia Geno-Phenotyping Initiative.

Prior to that, she was Executive Director of The Learning Disabilities Network.

Carolyn earned her master’s degree in reading education and learning disabilities from Harvard University. Currently she serves on the Board of Trustees for the Newgrange Organization and on the Board of Directors for the Research Institute for Learning and Development. She is especially interested in new-media/print literacy intersections, social media as a tool for driving change, and creative ways nonprofits can “power the mission with the message.”

Editor’s Note: On April 30, Dr. Sherman will deliver the Robert J. Schwartz Memorial Lecture at The Windward School, and his topic will be “Welcome to the Future: Where Diverse Brains Thrive.”

Men might as well project a voyage to the Moon as attempt to employ steam navigation against the stormy North Atlantic Ocean.

Dr. Dionysus Lardner, Professor of Natural Philosophy and Astronomy, University College, London, 1838 By the year 2000 we will undoubtedly have a sizable operation on the Moon, we will have achieved a manned Mars landing, and it’s entirely possible we will have flown with men to the outer planets.

Dr. Wernher von Braun, 1969

P

redicting the future is a dicey business. In the words of Yogi Berra, “The future ain’t what it used to be.” Said another way, predictions of the future are products of the zeitgeist–the intellectual, moral, and cultural mindset of a given era, which is shaped by the technologies of the time. Technological advances have a way of altering that mindset and recalibrating views of the future. Indeed, “technological change,” as Albert Einstein said, “is like an axe in the hands of a pathological criminal.” Both quotes help us Please turn to page 4

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Head lines

Dyslexia: Advantage or Disability or Both

Dr. John J. Russell, Head of School

O

ver the last several years, successful dyslexics have received an unprecedented amount of attention in the popular press, so it is fitting that this year’s speaker at Windward’s annual Robert J. Schwartz Memorial Lecture is the distinguished neuroscientist and educator, Dr. Gordon Sherman. His talk will describe the value of cerebrodiversity (our species’ collective neural heterogeneity), of which dyslexia is a byproduct, and challenge conventional assumptions about socially and culturally defined disabilities.

In this edition of The Beacon, you will find reprints of articles that Dr. Sherman published in the journal of The International Dyslexia Association, Perspectives on Language and Literacy (Winter 2010). Of particular note is the article by the renowned scientist Dr. Norman Geschwind (1982), who posited that dyslexia’s advantages may outweigh its disadvantages, stating, “One of the most

important lessons to be learned from the genetic study of many diseases in recent years has been that the paradoxically high frequency of certain conditions is explained by the fact that the important advantages conferred on those who carry the predisposition to these conditions may outweigh the obvious dramatic disadvantages.” Thirty years later an ever increasing number of case studies and a small number of research studies are fueling renewed interest in Geschwind’s seminal hypothesis about dyslexic advantages.

Fast-forward from Geschwind’s 1982 report to the present. In the January 26, 2014 edition of The New York Times, in an article entitled What Drives Success, Amy Chua and Jed Rubenfeld examine the traits that enable certain cultural/ethnic groups to succeed when others struggle. In their article, Chua and Rubenfeld report, “It turns out that for all their diversity, the strikingly successful groups in America today share three traits that, together, propel success.

The first is a superiority complex–a deepseated belief in their exceptionality. The second appears to be the opposite–insecurity, a feeling that you or what you’ve done is not good enough. The third is impulse control.” I was struck by the numerous parallels between these traits and the characteristics of the highly accomplished dyslexics featured in Malcolm Gladwell’s most recent book, David and Goliath. In his book, Gladwell presents a case study of David Boies, the prominent, highly successful attorney. As a dyslexic, Boies faced challenges as a student, most notably his difficulty with reading. Gladwell points out that it was these very struggles that led Boise to develop compensating strategies similar to the three described by Chua and Rubenfeld that have, in turn, made him the successful attorney that he is today.

In order to achieve Dr. Geschwind’s vision of having the advantages of dyslexia outweigh its disadvantages, schools will have to adopt the research-based practices that serve disabled students so well.

There are many other individuals who ascribe their successes in various fields to their dyslexia.

Gladwell notes, “You wouldn’t wish dyslexia on your child.” Then he provocatively asks, “Or would you?”

Dyslexia, according to Gladwell, is a “desirable difficulty” in that there are dyslexics who appear to benefit from their disability. As an example, he cites the results of a study conducted by Julie Logan (2009) who found that more than a third of the entrepreneurs she surveyed–35 percent–identified themselves as dyslexic.

The study also indicated that dyslexics were more likely than non-dyslexics to delegate authority and to excel in oral communication and problem solving.

Gladwell suggests that dyslexia has blessed these individuals with these abilities that make them particularly well suited for entrepreneurship, implying causality from this apparent correlation.

In 2012, Drs. Brock and Fernette Eide published The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain, in which they contend, like Geschwind before them, that dyslexia, or the “dyslexic processing style,” isn’t just a

Academics at Windward: A Middle School student is shown engaged in a lesson. Windward’s knowledgeable teachers, direct instruction and multisensory curriculum provide students with the tools for academic success.

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barrier to learning how to read and spell; it’s also a reflection of an entirely different pattern of brain organization and information processing–one that predisposes a person to important abilities along with the well-known challenges. In The Wall Street Journal article “Dyslexia Workarounds: Creativity Without a Lot of Reading” (April 1, 2013), Melinda Beck reports on successful dyslexics like Connecticut Governor Dannel Malloy, Cleveland Clinic CEO and thoracic surgeon Dr. Toby Cosgrove, and actor and children’s book author Henry Winkler, in presenting the positive side of dyslexia. “I frankly think that dyslexia is a gift,” Dr. Cosgrove tells Beck. “If you are supported in school and your ego remains intact, then you emerge with a strong work ethic and a different view of the world.” Unfortunately, that turns out to be one mighty big “if ”.

While the case studies and anecdotes attributing an advantage to dyslexia are inspirational, they can also be dangerously misleading.

The sad truth of the matter is appropriate support for dyslexics is lacking in most schools across the country, and

bright, capable, learning disabled students face plummeting self-confidence simply because there is a lack of understanding about their true capabilities. Far too often, they experience chronic academic frustration and outright failure. As a result, students frequently come to Windward with feelings of insecurity that reinforce their academic struggles, but once they are remediated, they exhibit that deep seated belief in themselves that is critical to success. What our students continuously tell us confirms this. One student recently wrote, “At my former school, if I didn’t answer a question correctly, the other students would laugh at me and I would feel very stupid and embarrassed. Being different felt awful. Although my experiences at my former school were dreadful, since being at Windward I have achieved so much academic success that I believe in myself.”

Our students’ experiences are echoed by many others. In an op-ed piece published in The New York Times (May 22, 2013), Blake Charlton, MD, describes his struggles as a dyslexic student and his subsequent successes–first as a student at Yale and then as a graduate of the medical

school at Stanford. He questions the belief that dyslexia is an advantage and maintains that he was successful not because of his dyslexia, but in spite of it. He argues that until schools provide dyslexics with knowledgeable teachers and a supportive environment then “…“disability” most accurately describes what young dyslexics confront.” On their website at the Yale Center for Dyslexia and Creativity, Drs. Bennett and Sally Shaywitz concur with Charlton, stating, “Dr. Charlton shines the light on and disputes the oft mis-stated belief that somehow dyslexics all have a special talent.” They go on to state what is obvious to so many dyslexic students and parents of dyslexics: “Dr. Charlton notes the desire among some to paint dyslexia as an advantage. Yet, for most children with dyslexia, particularly during their school years, their slow reading and poor spelling present significant disadvantages.”

Nevertheless, Dr. Charlton’s conclusion to his op-ed piece presents a hopeful outlook, one with which I heartily concur: “I believe that scientific evidence and social observation will continue to show that defining dyslexia based solely on its weaknesses is inaccurate and unjust, and places too grim a burden on young people receiving the diagnosis. A more precise definition of dyslexia would clearly identify the disabilities that go along with it, while recognizing the associated abilities as well.” At The Windward School, we know firsthand the intelligence and talents of our students, all of whom have language-based learning disabilities. We also know the monumental challenges that so many of them have endured because their learning disabilities were not properly addressed. In order to achieve Dr. Geschwind’s vision of having the advantages of dyslexia outweigh its disadvantages, schools will have to adopt the research-based practices that serve disabled students so well. The Windward School is committed to helping create supportive school environments for all learning disabled students.

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make this point: Predictions of the future rest on an evolving zeitgeist, determined to a great degree by emerging technologies.

The quotes from Lardner and von Braun drive the point home. Steam navigation across the Atlantic seemed unfathomable to Dr. Dionysus Lardner in 1838; he likened it to something else he could not imagine, a voyage to the moon.

From the vantage point of 1969, around the time of the Apollo 11 Moon landing, Dr. Wernher von Braun’s predictions of a sizable Moon operation, a manned Mars landing, and manned flight to outer planets by the year 2000 all seemed reasonable, if not destined. With the 20/20 vision of hindsight, we not only see the folly in each of these predictions, but also how each man’s imaginings were defined by the mindset and shaped by the technologies of his time.

Looking Ahead to Shape the Future If attempting to anticipate the future is dicey, neglecting to do so is worse.

Thinking ahead is the first step toward promising possibilities and away from potential pitfalls. This issue of Perspectives on Language and Literacy is dedicated to this optimistic premise and to the enterprise of looking ahead. In the following pages, you will find bold speculations on future possibilities as they pertain to dyslexia: • a fundamental redefinition of literacy • new technologies, policies, and principles that dramatically change the learning landscape • a digital culture that revolutionizes the potential of children with dyslexia • large-scale epidemiological studies • remediation tailored to genetic/ biological subtypes of dyslexia • expanded educator-researcher collaborations for translational research • recognition that brain variation is important to our species • a new generation of brains at-risk for a diminished capacity for “deep reading” If even one of these speculations turns out to be true, it could profoundly change our conversation about dyslexia: what it is,

Sherman’s Top 10 Predictions: A New Era? 1 Time and resources no longer are wasted on the nonsense of right-brain/ left-brain or brain-based teaching.

2 Creative technologies empower all brains to perform at increased levels of proficiency.

3 Audio-video digital textbooks democratize literacy and extend reading beyond being solely a visual activity.

4 “Design-thinking curricula” revolutionize teaching and learning, advancing not only creativity and innovation, but also critical thinking, communication and collaboration.

5 The faulty premise behind IQ and the limitations of standardized testing are understood and the dominance of both erodes.

6 Biotech memory enhancers improve learning and lead to breakthroughs in diseases such as Alzheimer’s.

7 Smartphones, e-readers, and laptops morph into an indispensable device with secure cloudware and holographic applications–transforming teaching and learning in classrooms worldwide.

8 A restructuring of funding, policies, and practices in neuroscience yields dramatic insights into the human brain, paving the way for the long-awaited education breakthroughs.

(Neuroscience’s promissory note finally is paid!)

9 We abandon the 19th century model of schooling and adopt a differentiated, technology-based, humane model that prepares children to lead fulfilling, productive, and responsible lives in a digital society.

10 Dyslexia–as a learning disability– becomes moot and all kinds of learners are taught to read and think deeply and critically.

how it should be addressed, and prospects for people who have it. Strategic decisions about resource allocation, teacher preparation, pedagogical standards, all levels of planning, and cornerstone assumptions probably would need to be revamped.

True, some or even much of what is envisioned in this issue may prove wrong.

The escalating rate of change makes predictions especially difficult. Even so, striving to see future possibilities can help us avoid or solve those that might have dire consequences and anticipate or leverage those that are advantageous.

Thus, the very act of trying to catch a glimpse of the future can help shape it for the better.

The Future is Here: Predictions from Experts In the spirit of shaping the best possible future, we invited a handful of noted scientists and practitioners in the field of dyslexia to write about the subject, not only from the perspectives of their respective converging disciplines, but also through a futuristic lens. However, a confession is in order. Whatever hubris motivated us to tackle this ambitious topic–“Dyslexia with 2020 Vision: Where Will We Be in 10 Years?”–converted almost immediately into humility as we dug into the project. Thinking ahead 10 years is not easy and can be more humbling than prophetic, as Lardner and von Braun probably would agree.

Nevertheless, we forged ahead.

Our inspiration was twofold. The first is that this issue of Perspectives comes at the start of an auspicious milestone: 2010. The second is a thought-provoking book of essays edited by John Brockman titled, The Next Fifty Years: Science in the First Half of the Twenty-First Century (2002). Brockman invited 25 leading science writers to contribute essays about directions in science over the next 50 years and how these developments would change our world. (Even 8 years later, it is a great read.)

For Perspectives, we scaled the assignment back to 10 years and invited

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scientists to ponder developments in the science of dyslexia and related gene, brain, and education domains and the impact of these developments. Like Brockman, we provided a list of provocative “springboard questions” to stimulate off-the-map thinking, then challenged our authors to respond however they wished, as long as they strived for “2020 vision.” Some authors wove these questions directly into their essays; others used them as a general point of departure. Some authors were playful, others serious. Some were adventuresome, others more grounded. All tackled this difficult assignment with gusto, wisdom, and very likely, foresight.

From disciplines such as neuroscience, genetics, cognitive neuroscience, psycholinguistics, and education, these scientists already have made important contributions to knowledge of dyslexia. All are uniquely qualified to ponder future possibilities from various perspectives, albeit within the constraints of today’s zeitgeist. Here, then, is a preview of the pages ahead.

We set the stage with an essay titled, “Pathology of Superiority: A Predisposition to Dyslexia May Have Advantages,” excerpted from the writings of Norman Geschwind. The irony, we realize, is great. In an issue looking forward 10 years and beyond, we are revisiting words written over 26 years ago. It is a measure of the man and his vision that his words not only still resonate, but also continue to inspire futuristic thinking. We follow Geschwind’s essay with a short editorial comment–a speculative essay weaving Geschwind’s themes to present a model of dyslexia as a byproduct of cerebrodiversity (i.e., humanity’s collective neural heterogeneity).

Norman Geschwind: A Man Out of Time

by Gordon F. Sherman and Carolyn D. Cowen Norman Geschwind once said of Samuel Orton, “He was a man out of his time. The wheel of history has, however, come nearly full circle and again we come to realize the need for the marshalling of a full array of disciplines for the understanding of behavior” (Geschwind, 1982a, p. 11).

The same can be said of Geschwind, whose seminal research on the brain (Geschwind, 1965) established relationships between its structure and function. The father of modern behavioral neurology, Geschwind, too, was ahead of his time. He also was a great friend of the International Dyslexia Association (IDA, then the Orton Dyslexia Society).

Geschwind’s untimely death in 1984 curtailed his remarkable contributions, but it did not end them or IDA’s relationship with this visionary scientist. To this day, IDA conducts the Norman

“...the knowledge of every aspect of dyslexia will be enriched by seeing it in its broadest biological and sociological settings.”

Geschwind Memorial Lecture in his honor at the annual conference. And, even now, over a quarter of a century since his death, Geschwind’s influence reverberates, perhaps most notably in the multidisciplinary fusion of breakthrough work on dyslexia in neuroscience, cognitive psychology, genetics, and cognitive neuroscience.1 He was paying tribute to Orton2 when Geschwind spoke of “marshalling a full array of disciplines” in the quote above, but the message–that a multidisciplinary fusion is needed to go forward–is pure Geschwind.

As we look ahead to the next 10 years and beyond, it seems paradoxical but fitting to go back to the visionary thinking of a man who was ahead of his time 26 years ago. Not all of Geschwind’s speculations turned out to be right; just as not all of Orton’s turned out to be right, as Geschwind pointed out in another tribute to Orton (1982b). This “is not surprising,” Geschwind noted of Orton, “since in the more than 50 years since his original publication, we have acquired much information that was not available to him at that time” (p. 24). Again, the same is true of Geschwind. No scientist gets it right all the time, at least not the details. But Geschwind did get a lot of it right, a remarkable feat given the last quarter century’s stunning advances in research techniques and technologies and the subsequent explosion of information, none of which Geschwind lived to see.

Research on Dyslexia’s Advantages Still Meager Yet, even with decades of exciting multidisciplinary research on assessment and treatment of dyslexia, we have made little progress on a subject Geschwind often spoke and wrote about– what he called “the advantages of the predisposition to dyslexia” or “the pathology of superiority.” He probably would be stunned by the meager amount of research done on this subject to date.3 In our quest to look ahead in this issue of Perspectives, we thought it especially fitting, if not deliciously ironic, to go back in time to hear from Geschwind himself on the pathology of superiority.

Perhaps 10 years from now, the “wheel of history” will come full circle once again and we will look back at a decade of research conducted on this topic and recount all the ways this knowledge informs work on behalf of children and adults with dyslexia.

The material that follows is excerpted primarily from two sources, remarks honoring Samuel Orton and presentations at conferences, all published subsequently in Annals of Dyslexia.

Length constraints, contemporary implications, and our theme guided decisions about the material selected. The title and subheads did not appear in the original text. Also, “person-first language” (referencing the person before the disability) and gender-neutral language were not the conventions in Geschwind’s time.

But enough from us. Let’s travel back in time to hear from Geschwind himself. When Geschwind spoke and wrote the words you are about to read, Ronald Reagan was president, women sported oversized shoulder pads, the economy was booming, the cold war was ending, the music was from Phil Collins, and the hit TV show was Miami Vice.

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Pathology of Superiority: A Predisposition to Dyslexia May Have Advantages

by Norman Geschwind Norman Geschwind, M.D., made important contributions to understanding the neurological basis of dyslexia and related language disorders and brought a new emphasis to research on the relation of structure to function in the brain. He stimulated anatomic research regarding patterns of asymmetry and microscopic architecture, which led to the establishment of the Dyslexia Research Laboratory at Beth Israel Hospital, Boston.

Dr. Geschwind was appointed James Jackson Putnam Professor Neurology at Harvard Medical School in 1969 and occupied that chair until his death in 1984.

The pattern of cortical development may well reflect a mechanism that is advantageous to the population as a whole, since it leads to a great diversity..., and therefore patterns of talent4 (Geschwind & Galaburda, 1987, p. 143).

Dyslexia’s Advantages May Outweigh Disadvantages One of the most important lessons to be learned from the genetic study of many diseases in recent years has been that the paradoxically high frequency of certain conditions is explained by the fact that the important advantages conferred on those who carry the predisposition to these conditions may outweigh the obvious dramatic disadvantages.

We must, therefore, ask what advantages could be conferred by the existence of conditions that create so much difficulty for such a large group of children in the educational process...In the case of dyslexia...there are advantages conferred on their unaffected relatives, but in many instances there are advantages even for those who suffer from these conditions...It has become increasingly clear in recent years that dyslexics themselves are frequently endowed with high talents in many areas. All of you who have spent many painstaking hours treating these patients can point proudly to former students who have been outstanding figures in this society who are or were dyslexic. I need only point out the names of Thomas Edison and Albert Einstein5 to make it clear that dyslexics do not merely succeed in making marginal adjustments in some instances, but that they rank high among those who have created the very fabric of our modern world.

I would suggest to you that this is no accident... Many dyslexics have superior talents in certain areas of non-verbal skill, such as art, architecture, engineering, and athletics. The immediate naïve presumption is that success in these fields is simply the result of compensatory achievement in non-verbal fields on the part of those who do not succeed in readily acquiring reading. I believe that this explanation must convey at best a very small fraction of the truth. It is commonplace to hear parents of dyslexics say that they knew that a particular child would be dyslexic, because, like his dyslexic siblings (but

unlike the non-dyslexic ones) even at the age of three, well before any attempts at reading education, he was showing unusual skill in drawing, or doing mechanical puzzles, or building models.

This also makes it easy to comprehend why dyslexia is so common. We need only remind ourselves that the overwhelming majority of humans who have ever lived have been illiterate... Most of us come from families that four generations ago did not posses the ability to read. If certain changes on the left side of the brain lead to superiority of other regions, particularly on the right side of the brain, then there would be little disadvantage to the carrier of such changes in an illiterate society; their talents would make them highly successful citizens. It is not surprising that this type of brain organization should occur with such high frequency.

Only when literacy becomes an important goal is it discovered that a significant fraction of these highly talented individuals suffer from some disadvantage. We are thus brought to the apparently paradoxical notion that the very same anomalies on the left side of the brain that have led to the disability of dyslexia in certain literate societies also determine superiority in the same brains. We can, thus, speak of the “pathology of superiority” without fear of being contradictory!

The dilemma now becomes obvious. Not only do many dyslexics carry remarkable talents that benefit their society enormously, but the same talents exist in unusually high frequency among their unaffected relatives. If we could somehow prevent these brain changes, and thus prevent the

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appearance of dyslexia, might we not find that we have deprived society of an important and irreplaceable group of individuals endowed with remarkable talents? ...(T)he more we know about the intimate processes that lead to these brain changes, the more we are likely to be able to face these dilemmas intelligently. I am convinced there is a satisfactory solution, since the evidence is all around us. (Geschwind, 1982b, pp. 20-23) Context Determines Advantage Versus Disadvantage Technological advances are likely to alter the pattern of disabilities that require attention. Thus, a hundred years ago great physical strength was of major importance. The able-bodied person could gain employment readily in industry or could function effectively in agriculture, while the weak were likely to be disadvantaged. As technology has advanced, physical strength has progressively lost most of its economic advantages. With the advent of the computer, society is now demanding a progressively higher degree of mathematical talent and a new group of individuals will find themselves disadvantaged, while the highly mathematical whose talents were rarely marketable only a few years ago will find themselves highly advantaged–and there will be many dyslexics among them. Conversely, if devices are created that can read material aloud correctly–and this is not beyond conception–dyslexia will clearly become much less of a disadvantage. ...Making talented brains is not simple. Nature has probably adopted many stratagems for the achievement of this end. One of the most curious facts is that the methods that create giftedness may not quite succeed and as a result may produce giftedness in some areas and, at the same time problems in others... The learning disabled are not simply [merely] byproducts of diversity. They are probably a more variable population that those without special disability, and while they may well contribute disproportionately to society they often pay a high price for their talents...

It is indeed quite possible that dyslexia as well as other learning disabilities may be an unwanted byproduct of a mechanism that evolved as a means of increasing the numbers of certain types of high talent. We may come to understand much about dyslexia and other special disorders by looking at it from this perspective as well as from that of functions which are disturbed.

What probably can be said with assurance is that the knowledge of every aspect of dyslexia will be enriched by seeing it in its broadest biological and sociological settings.

We must understand its relationships to high talent and the societal setting in which it becomes a disability.... The broader the context in which dyslexia is viewed the more likely we are to understand its causes, and this in turn is likely to contribute to the refinement of diagnosis and to even more successful remediation. (Geschwind, 1984, pp. 312-327)

“Cerebrodiversity, humanity’s collective neural heterogeneity, is an important adaptive advantage for our species, enabling us to leverage individual strengths for collective success.”

EDITORIAL COMMENT: Evolutionary Lens Offers Alternative Perspective on Dyslexia Three central themes weave throughout Geschwind’s speculative article: diversity, dyslexia, and talent. His thinking lays groundwork for a model of developmental dyslexia that transcends today’s disability paradigm and enables us to see such learning differences as byproducts of a complex mechanism–a dynamic gene-brain-environment interplay that has enabled our species to adapt and succeed for over 200,000 years. Forged in interstellar and planetary forces eons in the making and sculpted by evolution’s agents (diversity, environmental change, and adaptability), the human brain develops according to a dynamic interplay between a genetic blueprint bequeathed by natural selection and environmental experience (e.g., social, natural, even uterine). A very simple representation of this interplay looks like this.

Genetic mechanisms

Brain

Environmental influences

This brain development is facilitated by neuroplasticity, the brain’s ability to alter and form new neuronal connections and reorganize. These genetic mechanisms, environmental influences, and their dynamic neural interplay yield considerable cerebrodiversity6–tiny neural differences (anatomical, cellular, and connectional) as unique to each of us as our fingerprints. These neural differences produce cognitive strengths and weaknesses that differ from person to person. Cerebrodiversity, humanity’s collective neural heterogeneity, is an important adaptive advantage for our species, enabling us to leverage individual strengths for collective success.

This evolutionary perspective helps us recognize the neural profiles and spectrums of dyslexia as byproducts of cerebrodiversity and highlights how gene-brain-environment interaction yields neural strengths and weaknesses, which, depending on environmental demand, can translate into socially defined talents and disabilities. (For example, dyslexia did not exist, at least not as a disability, before the advent of the printing press some 600 years ago, a blink of the eye in the evolution of our species.)

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Even if this evolutionary-cerebrodiversity explanation of dyslexia is speculative, the lessons of our 200-millenia-year history coupled with today’s challenges and some worrisome storm clouds that may be gathering on the horizon suggest that humanity’s future prospects will continue to depend, at least in part, on our species’ ability to leverage individual strengths for collective success. What kinds of talents will be needed to solve tomorrow’s challenges and discover future opportunities? Cerebrodiversity, the ultimate natural resource, guarantees that all kinds of thinkers will be on hand. As long as print literacy remains central to functioning in society (and perhaps this primacy is eroding), some of these thinkers will struggle with dyslexia. Others will be “disabled” by tomorrow’s new social-environmental demands.

The implications go well beyond offering comforting pabulum for those who do not fit whatever the current socially defined mold may be, such as those with “print disabilities,” and well beyond a cautionary message for those who might wake up tomorrow with an acute case of dystechnia. What actions do we need to take today to pave the way for tomorrow’s schools to prepare future generations of children to fulfill their dreams and to pursue productive and responsible lives? How can we ensure that all kinds of learners acquire the skills they need while we nurture their strengths and talents? How humanely and intelligently can schools leverage the gift of cerebrodiversity? Given the exploding pace of technological, scientific, social, and planetary change, the imperative to ramp up efforts to seek novel and innovative answers to these and similar questions could be more urgent than utopian.

Such questions and answers–loaded with social, ethical, and practical considerations–might lead to pioneering solutions and

breakthroughs as mind boggling from today’s vantage point as the cell phone, laptop computer, and human genome mapping would have been just a decade or two ago. The field of dyslexia is well positioned to provide leadership in generating and applying these pioneering breakthroughs, which probably will rest on technological advances. We have three assets to bring to bear: 1) the multidisciplinary nature of our field (spanning disciplines such as neuroscience, genetics, cognitive neuroscience, psycholinguistics, and education); 2) a history of seeking alternatives to traditional educational barriers; and 3) people with dyslexia, who frequently are endowed with off-the-map thinking abilities. As Geschwind pointed out, “The learning disabled are not simply byproducts of diversity. They are probably a more variable population than those without special disability, and... may well contribute disproportionately to society” (1984, p. 325).

Ah, but being well positioned to provide this leadership is one thing. Doing it is another. Time will tell if we can meet this leadership challenge.

References Geschwind, N. (1965). Disconnection syndromes in animals and man.

Brain, 88, 237-294.

Endnotes 1 For example, Geschwind’s death prompted a group of internationally renowned researchers in cognition, neuroscience, and education to convene regularly to share findings, critique one another’s work, and stimulate innovative approaches to study of dyslexia. (This work began as an initiative of IDA, but eventually continued under the auspices of The Dyslexia Foundation, Pugh & McCardle, 2009, p.xiii) 2 Geschwind’s comments were made in 1982 at the dedication of the Samuel Torrey Orton Library College of Physicians and Surgeons at Columbia.

3 To date little research has been conducted on spacial talents in dyslexia.

Some interesting examples include studies by von Károlyi, Winner, Gray, and Sherman (2003) and by Schneps, Rose, and Fischer (2007).

4 The full quote reads, “The pattern of cortical development may well reflect a mechanism that is advantageous to the population as a whole, since it leads to a great diversity of patterns of lateralization, and therefore patterns of talent.” Since Geschwind’s time, we have learned that lateralization–once a cornerstone in hypotheses about developmental dyslexia–is less critical to learning differences than once thought. We removed the reference to lateralization in the text above for fear of misleading the uniformed reader, but kept the reference in the footnote for historical purposes.

5 In recent years, we have become cautious about claiming that Edison and Einstein were dyslexic. Nevertheless, they did seem to struggle unaccountably in school, which still serves Geschwind’s point.

6 Gordon Sherman coined the term cerebrodiversity in 2002 in a series of talks for parents and educators.

Geschwind, N. (1982a). Comments made on the occasion of the dedication of the Samuel Torrey Orton Library College of Physicians and Surgeons, Columbia University. Annals of Dyslexia, 32, 9-11.

Geschwind, N. (1982b). Why Orton was right. Annals of Dyslexia, 32, 13-30.

Geschwind, N. (1984). Brain of a learning-disabled individual. Annals of Dyslexia, 34, 319-327.

Geschwind, N., & Galaburda, A.M. (1987). Cerebral lateralization: Biological mechanisms, associations, and pathology. Cambridge: A Bradford Book MIT Press.

Pugh, K., & McCardle, P. (2009). How children learn to read: Current issues and new directions in the integration of cognition, neurobiology, and genetics of reading and dyslexia research and practice. New York: Psychology Press.

Schneps, M.H., Rose, T.L., & Fischer, K.W. (2007). Visual learning and the brain: Implications for dyslexia. Mind, Brain, and Education, 1(3), 128-129. von Károlyi, C., Winner, E., Gray, W., & Sherman, G.F. (2003).

Dyslexia linked to talent: Global visual-spatial ability. Brain and Language, 85, 427-431.

Both Perspectives Are Important An evolutionary perspective is not antithetical to the LD paradigm. The LD lens helps focus attention on the plight and rights of diverse learners in today’s schools and the cascade of problems academic skills deficits cause. An evolutionary lens offers a wide-angle view of learning diversity, enabling us to see the “forest for the trees,” the outliers, and consider their implications. A narrow, more finely focused lens magnifies information we might miss with the broad view. A clear understanding requires both.

Copied with permission from the International Dyslexia Association www.interdys.org from Perspectives on Language and Literacy, Vol. 36, No. 1, Winter 2010.

The Beacon Spring 2014 Alumni Corner 9

Alumni Corner

Ian Sherman ’14

Ian Sherman ’14 is a high school senior. An accomplished writer who has written several off-Broadway plays as well as short stories, he was accepted to Northwestern University.

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short and stiff, but validating message sits on my most recent calculus test: “Ian, [your proof ] is actually a rather inventive solution, one that I had not considered before.” While the message is neither novel nor anything that most would consider particularly “special”, it is to me. Math is my worst subject.

More importantly, the message echoes the words that my parents and I were first told at The Windward School: I think differently than most people. And, I do.

I’m not stupid or inattentive. My brain simply processes slower. I look at real-life problems from a different angle. It’s a common misunderstanding among the educational world, and most teachers unfortunately don’t know how to foster a student with a learning disability.

In kindergarten, I was the only student who hadn’t learned my alphabet and didn’t understand my left from my right. I was one of the few who wore Velcro sneakers because I couldn’t tie shoelaces. It was during this year that my parents decided to have me tested. Unsurprisingly, they discovered I had dyslexia, like my dad, and attention deficit disorder, like my mom, and that public schooling was not the answer for a student like me who

needed more individualized attention.

Immediately after the results were released, my parents were told about The Windward School in White Plains.

We drove there that day.

While my mom and I waited in the car, my dad, in his business-like manner, skeptically stormed into the school to talk to teachers. He was on a busy schedule.

Half an hour later, however, he came out soft with tears streaming down his face, wishing he could have attended a school like Windward and hoping that I would have the chance. Luckily, I did.

My dad was never a crier though, and the emotional expression on his face only reappeared last December, more than 10 years later, when I received acceptance to Northwestern University.

Windward gave me the tools to succeed. The School gave me the foundation to not only learn my ABCs or to differentiate my left from my right, but the language base that I would need to write my first of three off-Broadway plays, the encouragement that I would need to pursue an independent math project involving risk aversion, and the confidence that I would need to start my business Surf the Wave, a summer job in which I independently distribute inflatable boogie

“I think differently than most people. . . I look at real-life problems from a different angle.

Windward gave me the tools to succeed.”

Ian, in the blue shirt at left, is shown with a group from Writopia, an organization that runs creative writing workshops for children. Ian was a summer intern with the organization.

boards around the tristate area. In other words, Windward provided me with the skills to succeed not only in elementary and middle school, but in high school, college, and life too. Windward was incredibly rewarding, both within the classroom and beyond, giving me the emotional development and work ethic that I would need to tackle future problems on my own.

Although I only attended Windward for elementary school, the community has remained with me for years afterwards.

Even today, I meet new students who attended Windward after me, and we’re quick to embrace one another. There’s a certain bond of understanding between us.

More important than the ability to succeed, Windward has provided me with a supportive community, an inner strength that I can call upon when tackling future endeavors. For that, thank you.

10 The Beacon Spring 2014 Faculty Profile

Faculty Profile: Christopher Eberhard

Helping Windward’s Middle School Students Become

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Mr. Eberhard, who began his Windward career in 1996, is the Assistant Head of Middle School.

rom his office on the second floor of the Red Oak Lane campus, Christopher Q. Eberhard spoke of his passion for leading students in a positive direction as they navigate the middle school years. It was that passion that led him to Windward and ultimately drove him to become an administrator. Mr. Eberhard completed his undergraduate studies at the University of Connecticut and earned a master’s degree in middle school education from Sacred Heart University. While teaching at a Connecticut public school, he learned of an opening at Windward for a math and science teacher. Impressed by the School’s mission and commitment to its students, he joined the Middle School faculty in 1996 and taught sixth, seventh, and eighth grades.

From the first day, although the job was both demanding and fulfilling, he immediately saw how much his students benefited from Windward’s academic program.

“The best part of this educational experience is witnessing how skills acquisition brings out the confidence in the students,” he said, adding that time is never wasted in a Windward classroom.

“The students and faculty are engaged and working even on the first day of school, and that was amazing to see during my first year at Windward.”

That investment in students’ success is typical of Windward faculty and especially of Mr. Eberhard, whose 17 years at the School have allowed him to serve as

teacher, coach, and mentor to thousands of students. A familiar face to Windward’s middle school students, Mr. Eberhard knows firsthand the positive impact a good teacher can have on a student’s life. Years ago, when he was a sixth grade student struggling with a series of assignments, his teacher took action. She scheduled early morning review sessions before school each day, and the young Mr. Eberhard was impressed by her effort and concern.

“I think most students would have been upset or embarrassed, but I saw how much she cared,” he recalled of his former teacher. “There was a great sense of awareness on my part that this teacher really knew that I had the potential to do well and this realization gave me the confidence I needed to excel.”

When he is not at Windward, Mr. Eberhard cherishes the time he spends with his wife Kristen and their children Braeden, a sixth grader, and Mikayla, in third grade.

Although his commute from the family home in northern Fairfield County, CT is a long one, the chance to make a difference in the lives of Windward’s students makes it all worthwhile.

“There is definitely something special that goes on at Windward,” he said. “The program works, and that’s why I’ve devoted myself to the School and its mission.”

Although he had planned to spend his career as a classroom teacher, his professional life took a different turn in 2003, when he was offered the position of Dean of the Middle School. He continued to serve in that capacity when the middle

“There is nothing more gratifying than knowing that I have influenced the lives of those that I have taught or mentored over the years.”

The Beacon Spring 2014 Faculty Profile 11

Confident, Independent Students school grades moved to the Red Oak Lane campus in 2004. When Windward’s Upper School division closed shortly thereafter, he became Assistant Head of Middle School for grades 5-9, a job he has held ever since.

A calm, reassuring presence whose skill and professionalism helps the 353-student Middle School run smoothly each day, he is a constant presence in the hallways, classrooms, and playing fields. What he enjoys most about the work is the opportunity it affords him to interact with all middle school students and their teachers.

“The middle school years are important years in terms of growth,” he said, citing the significant academic responsibility that Windward faculty has to its students. “We want to support these children in every possible way, so they mature into well-balanced students.”

Although the busy nature of the Red Oak Lane campus means that no two days are ever alike, his typical schedule includes mentoring faculty, observing classroom lessons, and working with teachers to strengthen their pedagogical skills. He also assists those students who may need academic or social support. Mr. Eberhard and Daphne Daddino, Head of Middle School, meet every morning to review the days’ events. Mrs. Daddino cites Mr. Eberhard’s professional demeanor, work ethic, and sense of humor and often refers to him as a “problem solver extraordinaire.”

When the school day ends, Mr. Eberhard can be found coaching one of the Middle School’s many sports teams. A dedicated and enthusiastic coach, he has coached a number of sports during his years at Windward: girls’ soccer in the fall, boys’ basketball in winter, and boys’

lacrosse in the spring. It is a job that he has come to love almost as much as his work during the school day, and he finds it especially satisfying to work with the students in this capacity.

“It gives me another opportunity to teach them how to be responsible individuals through good sportsmanship, teamwork, and respect,” he noted.

“Students who are highly skilled athletes play alongside those who may not have the same level of ability, and everyone gets to participate at Windward. There is nothing like the feeling of being part of a team and the camaraderie that is gained with the experience.”

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uch a range of responsibilities makes for a busy year, but Mr. Eberhard can be found on campus even during the summer months, when he directs the School’s popular Summer Program, which takes place during the month of July. Established in 2002 as a science and math academy for middle school students from the nearby Port Chester-Rye Union Free School District, the program enrolled only 12 students in its first year, but grew rapidly to 180 today.

“With the overwhelming amount of interest in the Windward program, the administration decided that it would be beneficial to other children outside the Windward family to have the opportunity to participate in this summer program. As a result, the program was opened up to both Windward and non-Windward students, and its academic offerings were expanded,” he said. Today, Mr. Eberhard directs a program that includes a wide range of reading, writing, math, and

science classes for students in grades 3-9. In addition to the academics, the program offers the arts and sports, giving the students a chance to relax and explore creative endeavors. Mr. Eberhard recruits the teaching staff from Windward’s own faculty, thereby ensuring that every summer school student is taught by a trained Windward teacher.

“It’s an opportunity for our faculty to teach during the summertime, and I have teachers who love it and have done it for years,” he said. “The passion of the teachers here is incredible, and I don’t think you could see this anywhere else.”

That sense of dedication is very familiar to Mr. Eberhard, for whom there is no greater reward than seeing a student achieve his or her full potential. Some of his former students, including Jarret Bauer ’05 and Rachel Ballen ’07, have returned to campus as successful professionals to speak at graduation, turning this year-end tradition into one of his favorite events.

Numerous alumni have also kept in touch with him over the years, including a former student who invited Mr. Eberhard to his upcoming wedding.

“He told me, ‘Mr. Eberhard you made a huge impact in my life and you were such a great role model for me growing up that I would love for you to be there for my big day.’”

“There is nothing more gratifying than knowing that I have influenced the lives of those that I have taught or mentored over the years,” Mr. Eberhard said. “Realizing that I have helped them to become more confident, independent students has been one of the most rewarding aspects of my career.”

12 The Beacon Spring 2014 News from Windward Manhattan

Windward Manhattan Becomes a Reality:

Following through on the Board of Trustees’ commitment to bring a Windward education to more children with language-based learning disabilities, we are pleased to announce the construction of our third campus. To be located on East 93rd Street between Second and Third Avenues, The Windward School’s Manhattan campus will serve 350 children in grades one through eight.

The School is currently conducting a $25 million capital campaign, Windward 2020: Share the Vision, to make this campus

The Beacon Spring 2014 News from Windward Manhattan 13

Construction Begins!

a reality. The architects’ renderings on these pages give a glimpse of the School’s plans for Windward Manhattan: a state-of-the-art building with 34 classrooms, a library/research center, a dining hall, a gymnasium, an outdoor play area, and space for the Windward Teacher Training Institute.

For more information on the Windward 2020 campaign, please contact Barbara Drayer, Director of Institutional Advancement, at (914) 949-6968, ext. 2280, or at bdrayer@thewindwardschool.org.

14 The Beacon Spring 2014 News from WTTI

News From WTTI

Faculty Presentations Highlighted at National Conferences

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he Windward Teacher Training Institute (WTTI) maintains a deep commitment to sharing the knowledge and expertise of its faculty with the broader community. WTTI is pleased to recognize the following faculty members, who presented recently at national conferences: Jon Rosenshine, Windward’s Associate Head of School, presented at the annual conference of the National Association of Independent Schools (NAIS), held from February 26-28 in Orlando. Mr. Rosenshine and David Streight, Executive Director of the Center for Spiritual and Ethical Education, presented a workshop titled “Grit, Resilience and Moral Agency: Strive for Worthwhile Goals.” The workshop detailed research-based information on how to promote and engender grit and resilience in students. Prior to joining the Windward faculty, Mr. Rosenshine was the Director of the Upper School at The Buckley School in New York City.

Several Windward faculty members presented at the 41st Annual “Everyone Reading” conference, held March 18 and 19 at New York University’s Kimmel Center. Betsy Duffy, the School’s Director of Language Arts, presented on “Teaching Expository Writing Skills: The Common Core Standards,” which gave an overview of Dr. Judith C. Hochman’s Teaching Basic Writing Skills program and the manner in which it supports student success in reaching the Common Core Standards. Lisa Bambino, Coordinator of Social Studies and Library Services, and Jill Fedele, Middle School Language Arts Coordinator, gave a presentation titled “Teaching Documents– The Link to the Common Core.”

The presentation detailed a unique, multisensory methodology developed to teach students to prepare and write a DocumentBased Question (DBQ) essay, and to analyze distinct categories of documents in a range of media formats. In addition, Ms. Bambino and Ms. Fedele presented effective strategies that educators can use to teach students to produce clear, coherent writing that synthesizes informational text.

Also representing Windward at the “Everyone Reading” conference were Danielle Carpentieri and ToniAnn Hutchison, members of Windward’s math department. Their presentation, “Making Math Meaningful: Language-Rich Math Instruction,” centered on the importance of multisensory instruction for students with language-based learning disabilities and the strategies teachers can use to help students organize their thinking, acquire math vocabulary and express themselves mathematically.

The International Dyslexia Association (IDA)’s 64th Annual Reading, Literacy & Learning Conference, held in New Orleans from November 6-9, 2013, drew a number of Windward faculty and administrators. Kaarina Bauerle, the Lower School’s Language

Arts Coordinator, and Amy Linden, a reading specialist at the Lower School, presented on the Preventing Academic Failure (PAF) program and the manner in which it prevents or remediates reading failure in children with language-based learning disabilities. Ronnie Berish, Windward’s Coordinator of Special Services, presented “The ABCs of Testing: Using Reading Test Results to Plan Instruction,” which detailed how to interpret reading tests to best identify students’ strengths and weaknesses.

Rachel Whilby, the School’s Coordinator of Diversity and research associate, gave a poster presentation titled “Teacher as Researcher: A School’s Innovative Approach to Investigating the Reading Performance of Students with Language-Based Learning Disabilities.” The presentation detailed the role of Windward’s research associate and the impact the School’s instructional program has on its students’ reading performance.

Leslie Zuckerwise, Head of Lower School, brought her extensive knowledge of classroom technology and multisensory instruction to her IDA presentation, “What’s In Your Technology Toolbox? Infusing Multisensory Lessons with Technology Does Not Mean Reducing Direct Instruction!” Danielle Carpentieri and ToniAnn Hutchison presented “Language-Rich Math Instruction,” bringing their expertise in multisensory instruction and mathematics to the conference.

In addition to presenting at the IDA Conference, Kaarina Bauerle, along with Jill Fedele, presented at the fall ERB Conference, held in Fort Worth from October 23-25, 2013. The pair presented at the conference’s Academic Leadership Summit:

The Beacon Spring 2014 News from WTTI 15

Windward Presents: Windward consistently shares its expertise with the larger community. Professional conference presentations, such as the poster presentation below, given by Rachel Whilby at the IDA Conference, seek to educate the broader community about the School’s research-based practices.

Former Windward Faculty Member Alice Cohen to Be Honored by Smart Kids with Learning Disabilities

Best Practices Showcase, and their presentation was titled “Teaching Basic Writing Skills: Direct Instruction and Expository Writing.”

Ms. Bauerle and Ms. Fedele at the ERB Conference in October

WTTI Congratulates Faculty Achieving IMSLEC Certification WTTI is proud to acknowledge the following Windward faculty members who have earned their IMSLEC certification: Laura Dreyer, Roberta Plotycia and Lisa Rainey. Ms. Dreyer and Ms. Plotycia are Middle School faculty members, and Ms. Rainey teaches at the Lower School. To achieve this certification, faculty must complete a minimum of 100 hours of IMSLEC-certified coursework and conferences, and participate in an extensive supervised practicum.

IMSLEC, which is dedicated to improving reading instruction for children and adults nationwide, accredits high-quality training courses in multisensory-structured language education. WTTI is one of the few training centers in New York State accredited by IMSLEC and able to offer IMSLEC’s professional certification.

WTTI and The Windward School are pleased to announce that Alice Cohen, a former Lower School faculty member, will be honored April 25 as an “Outstanding Teacher” at the annual benefit gala for Smart Kids with Learning Disabilities.

Smart Kids is a Connecticut nonprofit dedicated to educating the families of children with learning disabilities. Ms. Cohen, who retired in 2013, taught second grade at Windward and is a current member of the WTTI faculty. She is also a member of the School’s Platinum Circle, which recognizes faculty members who have served the School for 20 years or more. Both WTTI and the School extend their congratulations to Ms. Cohen on the Smart Kids honor, which recognizes her commitment to the education of children with language-based learning disabilities.

The Windward School

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40 West Red Oak Lane White Plains, NY 10604-3602 Address Service Requested If this issue is a duplicate or addressed incorrectly, please notify advancement@thewindwardschool.org.

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The Windward School Newsletter for Professionals, Parents and Faculty Spring 2014 Vol 3 Issue 1 Head of School John J. Russell Associate Head of School Jonathan Rosenshine Board of Trustees Thomas E. Flanagan President Timothy M. Jones Vice President Michael R. Salzer Vice President Mark A. Ellman Treasurer Susan C. Salice Secretary Ellen Bowman Michael S. Bruno, Jr. Fredrick Chapey, Jr. Thomas Coleman Amy Jo Dowd Andrew R. Feldman Devon S. Fredericks Lori Garbin Mark Goldberg Arthur Gosnell John K. Halvey Craig Hatkoff Gregory Kennedy Stacy Kuhn Michael V. McGill Katie Robinson Eric Schwartz Ann Sullivan Robert Sweeney Editor Lindsay Kennedy Director of Communications Design Frank Palazzolo Design for Business Website www.thewindwardschool.org

BE INFORMED. BE INSPIRED. TRANSFORM LIVES. Windward Teacher Training Institute provides professional development based on scientifically validated research in child development, learning theory and pedagogy. The IMSLEC-accredited training program leads to national certification in multisensory structured language education.

Courses, Programs and Workshops

Multisensory Reading Instruction • Expository Writing Instruction National Certification in Multisensory Structured Language Education Multisensory Instruction in Specific Content Areas • Singapore Math

Register Now for the Robert J. Schwartz Memorial Lecture

Wednesday, April 30, 2014 at 7:30 p.m. • Gordon Sherman, Ph.D., Lecturer “Welcome to the Future: Where Diverse Brains Thrive” • www.thewindwardschool.org/lecture

Save the Date: Fall Community Lecture Tuesday evening, October 21, 2014 • Harold S. Koplewicz, M.D., Lecturer For Further Information:

(914) 949-6968 • wtti@thewindwardschool.org • www.thewindwardschool.org •

@WindwardTTI

Windward Teacher Training Institute is a division of The Windward School, an independent school for students with language-based learning disabilities, located in White Plains, NY.