Teaching Shakespeare to Learning Disabled Students

Abstract

fyou are dyslexic, words slip far more quickly than in the slow semantic changes, the decay of generations, which impede most readers of Shakespeare. If you have Attention Deficit Hyperactive Disorder (ADHD), words seldom stay still. Bouncing, running, perseverating, words display the same motor overflow as their speaker, often leading to poor communication, tense relationships, and social strain. How, then, do learning disabled (LD) students, especially those with language deficits, learn and per