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This methodology is not based on the usual methods by which languages are taught. Rather the approach is patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning of foreign languages. Consequently, the learner is not thought of as a student but as a client. The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors. The language counseling relationship begins with the clients linguistic confusion and conflict. The aim of the language counselors skill is first to communicate an empathy for the clients threatened inadequate state and to aid him linguistically. Then slowly the teacher counselor strives to enable him to arrive at his own increasingly independent language adequacy. This process is furthered by the language counselors ability to establish a warm, understanding, and accepting relationship, thus becoming an other language self for client. Community Language Learning is an innovative approach that Brown 1994:58 lists as one of the Designer Methods of the Spirited Seventies. It is certainly unique in that it is one of the first methods to be developed that really focused on the feelings of the students and tried to address affective factors in learning particularly for adult learners. It was also the first method to combine the field of language learning with dynamics and principles of counseling.

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?If you have a hungry kid in the classroom they can actually test for having a disability,?said Andrea Kalvesmaki, a medical anthropologist specializing in mental health disability at the Education Policy Institute, a nonprofit educational research and public policy group. With less community support and fundraising power, schools in low income areas shouldn?t be blamed for ?flagging problems they see ?That is their only means for helping,?she said. Placing a student in special education because of poverty related challenges ?can actually help them so they can get extra services. ?The federal Individuals with Disabilities Education Act of 1990, last amended in 2004, governs special education and states a child cannot be deemed disabled if the ?determinant factor is lack of proper reading instruction, lack of math instruction or limited English fluency. ?There?s no way to tell if a school is unfairly labeling students, said Debra Gardner, communications specialist for the Maryland State Education Association, a union that lobbies for teacher and student needs. ?But it does raise a red flag when you see a trend in a specific area, school or neighborhood.

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