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Getting A Grip

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"I am extremely grateful to my colleagues at NILD who have encouraged me over the past ten years to 'Please write this book!' It has gone through many iterations involving piles of data, multiple school visits and interviews with many whom you will find in the text. In short, it has taken on a life of its own and I have needed to exercise the patience to wait for it (not one of my strong suits!). Special thanks go to Susannah Dailey, my daughter and special education teacher par excellence from whom many of these ideas have flowed. She lives the humor and pathos daily as she extends grace to struggling learners. I am indebted to Tamara Thornton, Yale University Press, whose thorough research of ``Handwriting in America`` has provided historical documentation for some of the reasons surrounding the current handwriting dilemma in America today. Truly, there is both humor and pathos as we watch the profound changes taking place in literacy. Thank you, Tamara, for your fine contribution.

I received several refusals by publishers who found the book to be a 'niche' market, not mainstream, nor relevant for learners today. How sad, America! Then along came a publisher from India, who loved it and now its message will be shared worldwide. God moves in mysterious ways his wonders to perform.

Special thanks also to my husband, Ralph, whose patience greatly exceeds mine!"

About the author:
Kathleen Hopkins, Ed.D.

Dr. Hopkins has been involved in the field of education for over 40 years. She received her doctorate in education from the College of William and Mary. From 1999 to 2012 Dr. Hopkins was the Executive Director of the National Institute for Learning Development (NILD). Currently, she serves as an educational consultant. She presents workshops around the country as well as internationally on topics related to learning development. Dr. Hopkins is also an instructor for the Feuerstein Program of Instrumental Enrichment and studies in Israel and France to receive this distinction. She is the author of Teaching How to Learn in a What-to-Learn Culture which gives encouragement and tools to classroom teachers.

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