Summary of I got a D in Salami

“How you learn does not define how unbelievably brilliant you are as a human being on this earth.” - Henry Winkler

This book opens with Hank in grade 4, trying to learn his spelling homework, but being completely distracted and unable to concentrate. Similarly, in school, despite his obvious efforts and time spent trying to learn, he does poorly. As well, despite his trying hard to “behave” he frequently will “wind up doing face time with Principal Love” (p.29), and getting in trouble repeatedly with his teacher. From the first person point of view, it is clear that Hank wants to do his best. “You can do it, Zip. Just breathe,” he coaches himself (p. 24), and “I try to behave in school... I try hard.” (p.29). He maintains this hope that his efforts will finally pay off. “If people had mottos, I think I’d pick ‘Hope’ for mine. I sure do hope a lot.” (p.20).

Despite his hope, he is faced with a report card that confirms his fear that, “Let’s face it... I’m a school flop.” (p. 36). When the big brown envelope was passed to him and the other kids laughed, his worst fears were to be made reality... D’s in almost everything. The note accompanying the report card confirmed that he “Doesn’t follow directions...,” and has “sloppy work,” with “below average performance.” (p.46). Poor Hank was devastated. Imagining all the horrible things that would befall him as a result of bring this report card home, and terrified to show the report card to his parents, he and his friends managed to feed his report card to the meat grinder in his Mother’s deli, hence explaining how the D got in the salami!

When Hank and his friends learn that the contaminated salami was en route to an important taste testing meeting to promote his Mom’s business, they concocted an elaborate plan to replace it with a paperless version. What follows is a harrowing and hilarious sequence of events involving the kids and overly-excited dogs that culminates in the meeting falling apart, the salami being eaten by the dogs, and Hank in trouble again.

Here is where the turning point occurs, when the businessman working with his Mom suggests that Hank get tested for a learning disability. This eventually confirms that Hank does, indeed, have a learning disability, and finally he will receive the help that he needs. (And Mom gets the salami deal, so all’s well in the end!)

Teaching of children with learning disabilities has often followed a framework of deficit based education. For example, children with reading difficulties find themselves in special classes for reading, and receive tutoring after class etc. This makes sense given that the current curriculum requires a certain degree of linguistic competence, the ability to read and write. However, it is unlikely to encourage the full expression of the right brained skills of children with learning deficits. When these skills can be allowed to blossom, they produce very creative, brilliant, successful people (who were originally thought to be “stupid”), as we will see in class on Thursday. Einstein, himself, who probably had a learning disability and ADD, admittedly used creativity and imagination more than knowledge to do the work for which he is so famous.

According to Gardner’s theory that all persons possess seven intelligences (linguistic, logico-mathematical, musical-rhythmic, visual-spatial, bodily-kinesthetic, interpersonal, and intrapersonal), it stands to reason that schooling that is more responsive to these intelligences will better cater to students’ individual learning needs. However, “At first blush, this diagnosis would appear to sound a death knell for formal education. It is hard to teach one intelligence; what if there are seven? It is hard to enough to teach even when anything can be taught; what to do if there are distinct limits and strong constraints on human cognition and learning?” (Gardner, 1993: xxiii)

Given that art and imagination – based curricula can draw on multiple intelligences, how can they enable children with learning disabilities to be successful? Art can improve fine motor skills, cognitive skills and problem solving, social integration, confidence, self-discipline, and expression. Music can be used to teach math concepts (multiplication song); art to teach history (famous battles etc depicted in art); contrast of cartoons and paintings to stimulate critical thinking etc., etc. We are only limited by our own imagination.

The arts have been called the great equalizer in education (Gregoire & Lupinetti, 2005). Regardless of language, ability, disability, culture, or race, the arts are relevant. Does it not stand to reason that the arts may be the basis to teach the right brained amongst us, but also the bridge to teaching tolerance, and the appreciation of the beauty and wisdom in all cultures.

References:
Gardner, Howard (1993. Frames of Mind: The theory of multiple intelligences. Britain: Fontana Press.

Gregoire, M.A., & Lupinetti, J. (2005). Supporting diversity through the arts. Kappa Delta Pi Record, 41(4), 159-163.

Winkler, H., & Oliver, Lin. (2003). I got a D in salami. New York: Gossett & Dunlap.