Notes FAQ Contact Us
Collection
Advanced
Search Tips
ERIC Number: ED477411
Record Type: RIE
Publication Date: 2002
Pages: 401
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-932186-00-X
ISSN: N/A
Upside-Down Brilliance: The Visual-Spatial Learner.
Silverman, Linda Kreger
This book describes the unique characteristics of visual-spatial learners and teaching techniques designed for this population. Following a quiz to identify visual-spatial learners, chapters address: (1) how visual-spatial learners think and the plight of being non-sequential; (2) the power of the right hemisphere, eye movement patterns, and engaging the right hemisphere; (3) the hidden culprit in underachievement, the impact of early ear infections, signs of central auditory processing disorder (CAPD), and accommodations for children with CAPD; (4) visual spatial learners with dyslexia, attention deficit/hyperactivity disorder, and giftedness; (5) differences among visual-spatial learners and learning styles for teachers; (6) differences between visual-spatial learners and auditory-sequential learners; (7) early signs of visual-spatial learners; (8) assessing visual-spatial abilities; (9) visual-spatial learners with disabilities and the importance of early identification; (10) the inner world of introverts; (11) visual-spatial learners with attention deficit/hyperactivity disorder; (12) the challenge of parenting visual-spatial learners; (13) teaching techniques for visual-spatial learners; (14) the Visual Spatial Identifier and its validation; and (15) visual-spatial adults and the future of education. Appendices include a description of visual-spatial learners in school and a list of resources. (References are provided for each chapter.) (CR)
DeLeon Publishing, Inc., P.O. Box 461027, Denver, CO 80246 ($24.95). Tel: 303-331-8725; Fax: 303-331-1116; e-mail: sales@deleonpub.net; Web site: http://deleonpub.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A