Why arent schools training processing skills?
Most school personnel have not been trained in the concept of processing skill development. They, for the most part, cannot test for deficiencies, do not discuss processing deficiencies with parents, and do not have the tools or resources to alleviate processing problems. If schools should find a processing problem, they do not have the programs, time, and training to alleviate it. For the most part schools take a different approach. When students need neurological development training, the schools proceed to do the opposite to that which will solve the problem, i.e., they accommodate the curriculum to match the deficiencies. Instead of training the mind to perform, they water down the curriculum to meet the capacity of the brain. Special education and resource classes take this approach. Allowing students to slide through with C grades is another use of this procedure. There is also a very practical problem to implementing this training in schools. Neurological development training ta
