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