Learning Disabilities: What to Know and What to Do

article provided by North Cross

As sure as the sun rises and sets, most kids are going to complain about having to read and do homework. At what point should you, as a parent, be worried that their complaints are a sign of a deeper problem? If you notice that your elementary-aged child is avoiding homework, is easily distracted from the task at hand, or takes a long time to complete their nightly assignments, it might be time to dig a little deeper.

Other cues may also indicate that your child’s situation is more complicated than typical “homework woes” or an aversion to reading. You may be surprised to learn that the quality of a child’s working memory (the brain’s ability to hold onto information for a short period to use it in some way) is linked to learning differences. If you have noticed that your child has a hard time remembering directions or following directions with more than one step, along with other red flags, this might be a sign of a learning difference.

Though all children learn at different speeds, if you, as a parent, are noticing persistent patterns that prevent your child from enjoying school and succeeding, you should take the steps necessary to get to the bottom of the issue.

First, talk to your child’s teacher. He or she will have a good understanding of your child’s academic performance and their relative success when compared to their peers. If questions still remain about the source of your child’s struggle, seek professional help. An educational psychologist will be able to administer a thorough evaluation and identify your child’s progress, abilities and deficits.

By diagnosing a learning disability early on, remediation for these differences is much more effective—and faster. “Remediation” refers to a set of strategies a child is taught in order to deal with his or her learning difference so they can succeed in a traditional classroom. While a student may be offered a set of accommodations for their specific learning disability, remediation is the only way to offer these students lasting tactics for coping. It’s like the difference between a lifevest and learning to swim: Accommodations, like reading to a student or allowing them extra time or a quiet room in which to take a test, make the necessary allowances for your child’s disability, but do not address the root of the problem.

Think of it as a map, and depending on where a child turns, a new road may appear that requires a new set of directions.

“When students come to us in the early grades, it makes such a difference in helping improve their ability to contribute and succeed in their daily classroom lives,” notes Kit Prillaman, teacher and director of the CrossWalk Program at North Cross School. At CrossWalk, remediation and accommodations go hand in hand to help each student progress.

“A young child’s brain hasn’t yet landed on the best way to understand and dissect the written language, so we’re able to help give them the tools to make sense of language in a way that we know works for them,” she adds. “Additionally, outside of CrossWalk, their teachers are made aware of what they need in terms of accommodations to help them succeed in class.”

What does remediation look like? At CrossWalk, the teachers employ the Orton- Gillingham (OG) approach to remediation. This cognitive strategy, comprised of systematic multisensory techniques, is seen as the “gold standard” in instructing students with language-based learning differences.

“Our approach gives meaning to what our students are learning by weaving together tactile (touch), visual and audible memories,” she describes. As the International Dyslexia Association points out in an article detailing multisensory language instruction: “Teachers and their students rely on all three pathways for learning rather than focusing on a whole word memory method, a tracing method, or a phonetic method alone.”

Because OG is an approach and not a prescribed curriculum, it is tailored to each student’s needs. Prillaman adds, “Each child is unique, so having a method of instruction that allows for a lot of flexibility is critical. We meet each student where they are and repeat and review skills to achieve mastery. The OG approach is called an ‘approach’ because it truly is adaptable to each child and changes with them. Think of it as a map, and depending on where a child turns, a new road may appear that requires a new set of directions.”

CrossWalk is ideally situated on the North Cross campus, an independent preK-grade 12 school, where enrolled students with a diagnosed learning disability meet daily during the school day to work with their instructor in the CrossWalk space. “Our location also helps us easily stay in touch with our students’ homeroom teachers so we can share the strategies that work for each student,” Prillaman says.

These strategies, along with in-class accommodations, help remove the barriers that previously caused these students frustration and poor self esteem in the classroom. “These kids are incredibly bright,” Prillaman adds, “Most people don’t realize that having a learning difference has absolutely no relationship to an individual’s IQ. In fact, some of these students end up being gifted in other areas because they are so used to coming up with creative ‘work-arounds’ for everyday obstacles; they are the epitome of creative problem solvers.”

Discovering whether your child has simply a lackluster affection with homework or a diagnosable learning disability can offer a great deal of relief, not only to the student but to the family as well. “Very soon after she started at CrossWalk, we saw a nightand-day difference in her enthusiasm and excitement to go to school,” remembers parent Kelly Dalaski whose daughter started in the program three years ago in fourth grade. “No longer were we fighting to get her ready in the morning, or hammering her to do homework every night. CrossWalk not only helped her with her reading and writing, it took away a lot of stress in our family’s day-to-day life. She was confident. She was herself again. I had my kid back.”

What’s a parent to do?

Talk to your child’s teacher. Teachers are your best window into your child’s academic life. Find out how long assignments should take and if they have noticed your child struggling in class. Kids who are challenged with a learning difference tend to figure out how to “fly under the radar” to avoid unwanted attention. Their teacher may not be completely aware there is a problem, but they may have noticed some withdrawn behavior. They may also see your concern as motivation to personalize your child’s instruction further.

Don’t do the work for them. Stepping in and helping is one thing, completing their homework to alleviate anxiety and avoid an argument is detrimental. It is a band-aid approach that won’t address or solve the larger problem.

Be patient. A lot of children with learning differences are very aware of their challenges and might be embarrassed that they cannot keep up with their classmates. This can cause anxiety which may manifest itself in increased behavior problems or a dislike of school. Encouraging your child through patient guidance and positive reinforcement will help increase their self confidence and give them an ally as your family navigates the next steps.

Seek help. Save notes of your child’s progress to show to your child’s school administration or an outside professional. If you have written letters of concern, or emails to teachers, save them also. You should request to have your child tested at the school. If you are not able to have this done, you should obtain a private evaluation. The Federal law, the Individuals with Disabilities Education Act, was amended in 2004 to give parents and guardians of children in public schools the right to request an evaluation for a child when there is a suspicion that a child has a disability. This evaluation can provide the proof needed to obtain the instruction your child needs.