Don't Accept Me as I Am: Helping 'Retarded' People to Excel

Don't Accept Me as I Am: Helping 'Retarded' People to Excel

Don't Accept Me as I Am: Helping 'Retarded' People to Excel

Don't Accept Me as I Am: Helping 'Retarded' People to Excel

Synopsis

Presents the steps of mediated learning and how they may be applied to children and adults. Annotation(c) 2003 Book News, Inc., Portland, OR (booknews.com)

Excerpt

We believe that the educator -- parent, teacher, coach -- should be, and often is, the most powerful force in a child's education. Sometimes, however, the educator has been cast into a role that de-emphasizes dynamic, strong educator-child interaction.

We contend that a dynamic type of interaction, which we call mediated learning, is essential for all children, at least at certain times. And, for those children who are neglected or disadvantaged or are termed mentally retarded, mediation is absolutely essential.

Consistent with our belief in the power of good mediation is our preference for the term retarded performers rather than the term retarded persons. The former implies, as it should, that a person's performance rarely reflects that persons potential.

Sincerely hoping that this book will be a source of hope, an agenda for action, and an outline for intervention, we stand committed to the proposition that intelligence and competence are much more modifiable than we often give them credit for being.

REUVEN FEUERSTEIN YAACOV RAND JOHN E. RYNDERS

Jerusalem and Minneapolis . . .

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