Learning Disabilities

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4 years ago

What is a Learning Disability?

A learning disability is a neurological disorder. In simple terms, a learning disability results from a difference in the way a person's brain is "wired." Children with learning disabilities are as smart or smarter than their peers. But they may have difficulty reading, writing, spelling, reasoning, recalling and/or organizing information if left to figure things out by themselves or if taught in conventional ways.

A learning disability can't be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.

Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.

Not all great minds think alike

Did you know that Albert Einstein couldn't read until he was nine? Walt Disney, General George Patton, and Vice President Nelson Rockefeller had trouble reading all their lives. Whoopi Goldberg and Charles Schwab and many others have learning disabilities which haven't affected their ultimate success.

Facts about learning disabilities

  • Fifteen percent of the U.S. population, or one in seven Americans, has some type of learning disability, according to the National Institutes of Health.

  • Difficulty with basic reading and language skills are the most common learning disabilities. As many as 80% of students with learning disabilities have reading problems.

  • Learning disabilities often run in families.

  • Learning disabilities should not be confused with other disabilities such as autism, intellectual disability, deafness, blindness, and behavioral disorders. None of these conditions are learning disabilities. In addition, they should not be confused with lack of educational opportunities like frequent changes of schools or attendance problems. Also, children who are learning English do not necessarily have a learning disability.

  • Attention disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD) and learning disabilities often occur at the same time, but the two disorders are not the same.

Common learning disabilities

  • Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder.

  • Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts.

  • Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space.

  • Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.

  • Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions.

Common Signs of Learning Disabilities

The good news about learning disabilities is that scientists are learning more every day. Their research provides hope and direction.

If parents, teachers, and other professionals discover a child's learning disability early and provide the right kind of help, it can give the child a chance to develop skills needed to lead a successful and productive life. A recent National Institutes of Health study showed that 67 percent of young students who were at risk for reading difficulties became average or above average readers after receiving help in the early grades.

Parents are often the first to notice that "something doesn't seem right." If you are aware of the common signs of learning disabilities, you will be able to recognize potential problems early. The following is a checklist of characteristics that may point to a learning disability. Most people will, from time to time, see one or more of these warning signs in their children. This is normal. If, however, you see several of these characteristics over a long period of time, consider the possibility of a learning disability.

Preschool

  • Speaks later than most children

  • Pronunciation problems

  • Slow vocabulary growth, often unable to find the right word

  • Difficulty rhyming words

  • Trouble learning numbers, alphabet, days of the week, colors, shapes

  • Extremely restless and easily distracted

  • Trouble interacting with peers

  • Difficulty following directions or routines

  • Fine motor skills slow to develop

Grades K-4

  • Slow to learn the connection between letters and sounds

  • Confuses basic words (runeatwant)

  • Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home)

  • Transposes number sequences and confuses arithmetic signs (+, -, x, /, =)

  • Slow to remember facts

  • Slow to learn new skills, relies heavily on memorization

  • Impulsive, difficulty planning

  • Unstable pencil grip

  • Trouble learning about time

  • Poor coordination, unaware of physical surroundings, prone to accidents

Grades 5-8

  • Reverses letter sequences (soiled/solidleft/felt)

  • Slow to learn prefixes, suffixes, root words, and other spelling strategies

  • Avoids reading aloud

  • Trouble with word problems

  • Difficulty with handwriting

  • Awkward, fist-like, or tight pencil grip

  • Avoids writing assignments

  • Slow or poor recall of facts

  • Difficulty making friends

  • Trouble understanding body language and facial expressions

High School Students and Adults

  • Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing

  • Avoids reading and writing tasks

  • Trouble summarizing

  • Trouble with open-ended questions on tests

  • Weak memory skills

  • Difficulty adjusting to new settings

  • Works slowly

  • Poor grasp of abstract concepts

  • Either pays too little attention to details or focuses on them too much

How to Respond

Know your child's strengths

Children with learning disabilities are often highly intelligent, possess leadership skills, or are superior in music, arts, sports, or other creative areas. Rather than focusing solely on your child's deficiencies, emphasize and reward your child's strengths. Encourage your child in areas of interest outside the classroom.

Collect information about your child's performance

Meet with your child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. Observe your child's ability to study, complete homework, and finish tasks that you assign at home.

See the tips below on how to organize information about your child’s learning disability.

Have your child evaluated

Ask school authorities to provide a comprehensive educational evaluation including assessment tests. Tests for learning disabilities are referred to as assessment tests because they evaluate and measure areas of strengths and weaknesses. A comprehensive evaluation, however, includes a variety of procedures in addition to the assessment tests, such as interviews, direct observation, reviews of your child's educational and medical history, and conferences with professionals who work with your child. Either you or the school can request this evaluation, but it is given only with your written permission.

Since you are one of the best observers of your child's development, it is important that you be an active participant in the evaluation process. If you don't understand the test results, ask questions!

Work as a team to help your child

If the evaluation shows that your child has a learning disability, your child is eligible for special education services. If eligible, you will work with a team of professionals, including your child's teacher, to develop an Individualized Education Program (IEP). The IEP is a written document summarizing your child's current educational performance; annual goals and short-term objectives; nature and projected duration of your child's special services; and methods for evaluating progress. For students 16 years and older, an IEP must include a transition plan to move the student from school to the "real world."

If your child does not qualify for special education, it is still important for you to work with your child's teacher to develop an informal program that meets your child's learning needs. You are a vital part of your child's education!

Talk to your child about learning disabilities

Children with learning disabilities must be assured that they are not dumb or lazy. They are intelligent people who have trouble learning because their minds process words or information differently. It is not easy to talk with your child about a disability that you do not fully understand. Be informed. It is important to be honest and optimistic-explain to your child that they struggle with learning, but that they can learn. Focus on your child's talents and strengths. Tell them you are confident that with effort and the right help they will be able to meet the challenge and succeed!

Find accommodations that can help

Teachers can change classroom routines to help children with learning disabilities. Meet with your child's teacher about these possibilities: reading written information aloud, allowing extra time on exams, taping lessons, and using technology. Have your decisions written into the IEP.

Monitor your child's progress

Watch your child's progress to be sure that your child's needs are being met. Keep your child's education folder up to date, adding new samples of schoolwork and test results. If your child is not making progress, discuss your observations with school personnel and work together to make changes. Keep a copy of your child's IEP and review it before each IEP meeting

Lastly,although learning disabilities may be difficult to deal with at the beginning,following the aforementioned guidelines will go a long way and in time will yield good results

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