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