From: Gue Frank [mailto:email@example.com]
Sent: Wednesday, February 10, 2016 2:07 PM
To: Maclean’s Letters
Subject: How Universities are helping students with “invisible”disabilities
Filename: Macleans re disabilities Feb 10
Date: 10 Feb 16
For: Letters, Macleans
By: Frank Gue, B.Sc., MBA, P.Eng., Professional Engineer
2252 Joyce St., Burlington ON L7R 2B5 905 634 9538
Re: How universities are helping students with
A question not asked in this article is: Which of these “disabilities”, especially depression and anxiety which seem to be the big ones, are due to the fact that the public education system didn’t educate those members of the public?
Many of our young people are well spoken, numerate, and ordinarily knowledgeable in science. This is thanks to the dedication of educators who ignore the diktats of the Education Ministries in most provinces, and who instead stand before their classes and teach their subjects.
But many, sadly, are “disabled” because they have been subject to “whole language”, “spiral (math) curriculum”, “learning by discovery”, and other educational monstrosities. They cannot write or speak an accurate sentence (“Me and him was … “), read anything (three words per minute for one Grade 11 “graduate”), count 75 cents lying on the counter, or understand the first word that they are told about climate science.
Yes indeed, it must be “depressing”, giving rise to great “anxiety” and low “self esteem”, to find that one cannot cope with the ordinaries of everyday life, much less the demands of post-secondary education. The public education system has a lot to answer for.