| You wonder why different professionals
| |
| | over a period of time, and in different
|
| come to different conclusions about
| |
| | environments, e.g., school, home, child
|
| whether or not your child has a learning
| |
| | care settings, community.
|
| disability (LD). Why did the private
| |
| | Preschool Speaks later than most kids Is
|
| assessment results say that your child
| |
| | unable to find the right word when
|
| has LD, but the public school disagreed?
| |
| | carrying on a conversation Can't rapidly
|
| What is a Learning Disability? A learning
| |
| | name words in a specific category Has
|
| disability affects the way kids of
| |
| | difficulty rhyming Has trouble learning
|
| average to above average intelligence
| |
| | alphabet, days of the week, colors,
|
| receive, process, or express information
| |
| | shapes, numbers Is extremely restless and
|
| and lasts throughout life.
| |
| | easily distracted Can't follow directions
|
| It impacts the ability to learn the basic
| |
| | or routines Grades K-4 Is slow to learn
|
| skills of reading, writing, or math.
| |
| | the connections between letters and
|
| The Coordinated Campaign for Learning
| |
| | sounds Can't blend sounds to make words
|
| Disabilities (CCLD), a coalition of
| |
| | Makes consistent reading and spelling
|
| national organizations within the
| |
| | errors Has problems remembering sequences
|
| learning disabilities community, defines
| |
| | and telling time Is slow to learn new
|
| LD as "a neurobiological disorder in
| |
| | skills Has difficulty planning Grades 5-8
|
| which a person's brain works or is
| |
| | Is slow to learn prefixes, suffixes, root
|
| structured differently." Diagnostic and
| |
| | words, and other reading strategies
|
| Statistical Manual of Mental Disorders
| |
| | Avoids reading aloud Has difficulty with
|
| Fourth Edition (DSM-IV), used by
| |
| | word problems in math Spells the same
|
| psychologists and medical doctors,
| |
| | word differently in a single piece of
|
| doesn't list "learning disability," but
| |
| | writing Avoids reading and writing tasks
|
| describes disorders in reading,
| |
| | Has difficulty remembering or
|
| mathematics, and written expression.
| |
| | understanding what she had read Works
|
| Academic achievement, as measured by
| |
| | slowly Has difficulty understanding and
|
| standardized tests, must be substantially
| |
| | or generalizing concepts Misreads
|
| below expectations for the child's
| |
| | directions and information Assessment for
|
| chronological age, intelligence, and
| |
| | LD If you suspect that your child may
|
| age-appropriate education.
| |
| | have LD, consult with her teacher and
|
| If you suspect that your child may have
| |
| | other school staff to decide next steps.
|
| LD, consult with her teacher and other
| |
| | A prereferral support team may be one
|
| school staff to decide next steps.
| |
| | option.
|
| Individuals with Disabilities Education
| |
| | Remember that the public school is
|
| Act (IDEA), the federal law that provides
| |
| | obligated to assess your child to see if
|
| for special education, defines "specific
| |
| | she has a disability and needs special
|
| learning disability" as a disorder in one
| |
| | education services to benefit from her
|
| or more of the basic psychological
| |
| | general education program. This is true
|
| processes involved in understanding or
| |
| | whether she attends a public or private
|
| using spoken or written language. Skills
| |
| | school. The public school is not legally
|
| of listening, speaking, reading, writing,
| |
| | required to provide a diagnosis, give you
|
| and/or mathematics may be negatively
| |
| | more information for her tutor, or
|
| affected.
| |
| | qualify her for extra time on college
|
| What a Learning Disability is Not
| |
| | entrance exams.
|
| Attention disorders, such as
| |
| | Under law, LD must be identified by a
|
| Attention-Deficit/Hyperactivity Disorder
| |
| | group of professionals from different
|
| (ADHD) and learning disabilities often
| |
| | fields, a multidisciplinary team, who has
|
| occur at the same time, but they're not
| |
| | assessed your child. While public schools
|
| the same.
| |
| | must consider reports you obtained
|
| Learning disabilities are not the same as
| |
| | privately, they have the right to assess
|
| mental retardation, autism, hearing or
| |
| | your child before making any decisions.
|
| visual impairment, physical disabilities,
| |
| | With the right support and interventions,
|
| emotional disorders, or the normal
| |
| | your child can succeed in school and
|
| process of learning a second language.
| |
| | become a successful adult.
|
| Learning disabilities aren't caused by
| |
| | Following assessment, the public school
|
| lack of educational opportunities, such
| |
| | team will meet with you to discuss the
|
| as frequent changes of schools, poor
| |
| | results and decide if your child is
|
| school attendance, or lack of instruction
| |
| | eligible for special education services
|
| in basic skills.
| |
| | at the public school. Whether or not
|
| Facts about LD: Difficulty with basic
| |
| | she's eligible, evaluation results can be
|
| reading and language skills are the most
| |
| | used to plan her educational program,
|
| common LD.
| |
| | help her understand her learning
|
| LD may be inherited.
| |
| | disabilities, and find ways to be
|
| LD affect girls as frequently as they do
| |
| | successful.
|
| boys.
| |
| | What Can You Do? With the right support
|
| Kids don't outgrow or get cured of LD.
| |
| | and interventions, your child can succeed
|
| With support and intervention, kids with
| |
| | in school and become a successful adult.
|
| LD can be successful in learning and
| |
| | You can help her in the following ways:
|
| life.
| |
| | Speak with her openly and acknowledge her
|
| What Should You Look For? Most kids have
| |
| | learning difficulties.
|
| some problems in school at one time or
| |
| | Remind her that she is intelligent but
|
| another. Some struggle with a specific
| |
| | has a different way of learning.
|
| subject while others have trouble
| |
| | Identify her strengths and talents, and
|
| relating to a certain style of teaching.
| |
| | encourage her to develop them.
|
| Sometimes learning disabilities are
| |
| | Coach her on strategies that will help
|
| blamed on lack of motivation, immaturity,
| |
| | her through her learning challenges.
|
| or behavior problems. But if your child
| |
| | Support her efforts to succeed.
|
| has significant ongoing problems with the
| |
| | Be available to help her with homework.
|
| "3 R's" basic skills of reading,
| |
| | Be a role model read a book or newspaper
|
| writing, and arithmetic then he may have
| |
| | or write a letter while she studies.
|
| a learning disability.
| |
| | Set realistic goals and expectations.
|
| Because each child has a unique set of
| |
| | Work collaboratively with school staff.
|
| strengths and challenges, you'll want to
| |
| | Understand the educational system.
|
| talk with the teacher, other school
| |
| | Listen to your child when she wants to
|
| staff, family members, and your child to
| |
| | talk.
|
| get their input. As you think about the
| |
| | Teach her to understand her own needs and
|
| following factors, ask yourself if your
| |
| | advocate for them.
|
| child has shown these characteristics to
| |
| | Appreciate her for her uniqueness,
|
| a greater degree than normal for her age,
| |
| | special qualities, and contributions.
|
