Hey,

You will not get an rr r Act ion just by taking this MEe d cine.   DIIA.G
RA   helps a man with   re  ct le dys function get an Error ac tion only
when he is excited.

Be ready for R0mance in under 15mins


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But, I spent the next three weeks making a piece of simple software for her
son to her specifications. While I was at it, I put 4-8 pictures on the
screen as well. The simple program was finished and ready for her child to
see. As I was presenting it, the other children in my classroom were pushing
each other to get to the computer screen to touch that Touch Window and hear
the word spoken again and again. I looked at these kids and was amazed.
There was no music, no animation, nothing cute about this program at all,
just real pictures with real words. I was stunned. I just watched the
children. Within 10 minutes, several children who had never said a word in
their life, made approximations of several words. I was hooked. 
Then I started 'teaching'. You know, I'm a good teacher. (Well, maybe just
an average teacher, but you get the jist). I know what good teachers do. Or
I thought I did. I sat with the children at the computer. When they pressed
the IntelliKeys' keyboard or the Touch Window' and the computer said the
word, I repeated the word and then expanded on the word. After they had
pressed the same word several times, I said, "That's right, that's a cat,
can you find the dog?? Suddenly, I would see the child's back get stiff, and
before you knew it, he got up and left the computer. I didn't understand.
Just a few seconds ago, he loved it. What happened? 
THE PARENT arrived back on the scene. She gave me a tape by Dr. Laura
Meyers from UCLA. I listened to that tape eight times. I listened over and
over and heard the same thing again and again. Ms. Meyers said, 'These kids
may need to hear a word many times (perhaps 72 times) before they ever say a
word. A computer can be patient and say it the same way every time.' Now I
understood. I was not patient enough. I did not allow the student to hear
the words over and over. I was interrupting their learning by interjecting,
when they were totally engrossed in what they were doing. I was asking
questions they were not ready to answer. They were just learning language.
They didn't have the answers yet. 
From that day on there were new rules in my classroom. Each student was to
have an adult 'communication partner' at the computer. This adult was to sit
with the child, not saying a word until the student stopped and looked at
the adult or in some other way indicated that communication was desired.
Then the adult was only to encourage the student by saying the word, nodding
the headand smiling. The student was allowed to continue his or her
learning. When the student imitated a word, the adult was to respond
appropriately. NO QUESTIONS WERE ALLOWED during this beginning phase. The
students were just learning to talk. 
Another rule implemented was that the student was allowed to spend as much
or as little time at the computer as he/she wished. There would be no more,
'We aren't finished, yet.' The student would to be in charge of his own
learning at the computer. 
And what were the results? Let me tell you some stories: 
Mark at 27 months looked ?normal?. He came from a good family who provided
lots of stimulation. Mark had one word--'ba' as in 'Ball.' Everything was
'ba.' After a few days of orientation in the classroom, I presented the
computer. The first day he sat at the computer for 20 minutes and pressed
the ball, bus, bee on the IntelliKeys keyboard over and over again. He then
looked at me and pointed to the ball and said ?Ba? Then he pointed to the
bee and said 'Be' and the Bus and said 'Bu.' I was astonished and his mother
started to cry. 
Until that day, he could not hear the language differences. He asked for
the computer every day by pointing to it. He was allowed to spend time each
day on the noun program. One year later he was talking in full sentences and
was staffed into normal preschool. 


Best Regards, 
Derek   Sousa