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