Learning Disabilities

 

Learning Disabilities are due to an organic problem (about 90%) which affect one's ability to use or process language or other symbol systems (such as mathematics). These disabilities can interfere with how your child processes written or spoken language. Dyslexia is the most common form of learning disability. Dyslexia (dys=cannot lexia=words) affects how well your child can read, write, or spell. The other kinds of learning disabilities affect:

        • speech
        • reading
        • writing
        • hearing
        • organization
        • memory
        • coordination
        • reading facial expressions

An important part of the national definition put forth by the National Joint Committee on Learning Disabilities is that these disabilities are noted by:

“Significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual and presumed due to central nervous system dysfunction (1995).”

If your child is functioning 1-2 years below grade level, you can request that he or she be tested for learning disabilities by going to your local public school and submitting your request in writing. Since, children with Learning Disabilities are entitled to remedial help under federal law 94:142 (IDEA), your local public school must test your child to see if he or she qualifies for services.

Possible school-based services can include:

        • tutoring (in class or in a pull-out program) with reading, spelling, writing or math
        • speech therapy
        • adaptive physical education
        • psychological counseling
        • classroom accommodations
        • use of assistive technology
        • books on audiotape, a service provided by Recording for the Blind and Dyslexic
        • programs which train auditory skills, such as Fast ForWord.

If your child qualifies for services, you will have a meeting to set up your child's IEP (Individual Educational Program). At the IEP meeting the following people should be present: your child's teacher, his/her principal, the school psychologist, the resource person, and one or both parents. The purpose of this meeting is for the school to define a course of action it plans to take to help your child master their deficiencies. It should include a summary of your child's testing results, annual goals for your child, and a description of the services (tutoring, speech therapy, adaptive p.e., etc) which the school plans to provide to your child.

Evaluation for Learning Disabilities. Testing for learning problems is usually done by a psychologist. The child is tested for I.Q. (if allowed in your state), or ability. Ability is compared to your child's performance. When a child performs at least 1.5 years below his or her ability, he or she should be tested for specific Learning Disabilities. The tests can include:

        • Standard achievement tests
        • I.Q. or performance tests
        • Specific tests to measure memory, sequencing, auditory, visual or motor processing

Children who have severe Learning Disabilities are usually evaluated in grammar school. Usually the children who get missed are the ones who have more minor disabilities or children who perform at grade level. If you have a 9th grader who is capable of doing 12th grade work in math and science, but functions at grade level or slightly below in reading or writing, your child may have an undiagnosed Learning Disability, but may never be evaluated by the school system. Most school districts focus on the children who are performing below grade level.

Advocacy groups, such as TASK, Team of Advocates for Special Kids, can answer any further specific questions which you might have. You can call them at (714) 533-8275 or email them at taskca@aol.com.

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