K12 Educational Learning Disabilities

As parents you advocate for your children from the moment they become the center of your world, it is part of the job description! You have absolute authority because no-one knows your children like you do.

Before you even became a parent advocate you were pretty accomplished self-advocates: used to figuring out what you need and making it happen, with varying rates of success of course. So if self-advocacy is a daily routine for us and advocacy for our children is a natural part of parenting, how can we use the same skills to navigate the somewhat unfamiliar territory of special education?

Truly no-one knows your child like you do, so find a clear, concise, and positive way to describe your child to her teachers. Never dismiss or ignore anything teachers say about your child. Treat the information as neutrally as you can and figure out how to use it to learn more about your child and her needs. Try to integrate all the information you receive to create a whole picture of your child.

Don’t spend time and energy disputing other people’s perspectives even if you think they are wrong. Remember, the Individualized Education Plan (IEP) already contains your positive perspective on your child.
If information sounds very negative, ask the person to reword their thoughts in a positive way. If it conflicts with your picture of your child, remember that her behavior is a product of her environment and the relationships she has with the people she shares it with, try to change her environment and strengthen the relationships she has with others. It’s OK to have goals for your children and to expect other people to get excited about them also. If your goal is for your child to have a best friend at school or to learn to read, why would her teacher not want this too? Share your goals and ideas and invite teachers to share theirs also.

If you want to see your child achieve her goals, you have to be absolutely clear with yourself, and others, about what success will look like and what you are prepared to do to support your child in achieving the goal.

Focus only on the goal. The truth is that energy flows where the mind goes. Some healing may occur once your child starts to make progress towards the goal. Success feeds off success and pain feeds off pain, so choose success.

Never doubt your goal is achievable. If you feel discouraged hold onto the goal and decide if you need to take a different road to achieve it.

Make requests of people, and avoid making demands. Ask if people are willing to help you explore and idea or try something new. I find that people are more enthusiastic about pursuing their own goals and ideas than those that are imposed upon them.

Focus on relationships.

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Individuals with Asperger and Autism, or AS, are at the high functioning end of the autism spectrum. Patients with this disorder show impairment in social behavior and motor skills and are also marked by clumsiness. Because it can resemble other forms of autism, it can sometimes be misdiagnosed. While the treatments can be similar, it is important to get a correct diagnosis as there are certain individual treatments that are added for individual patients. Find a Special Education Advocate to help you.

Hans Asperger, an Austrian pediatrician, was the first to pinpoint the disorder in 1944, when he described his patients as failing to demonstrate empathy, as well as lacking nonverbal communication skills. It wasn’t until 50 years later that this syndrome was finally recognized and classified as an actual disorder. Today, there are still many questions about the autistic disorder-like impairment. There has long been doubt about the differences in high functioning autistic individuals and those that have AS.

Many physicians use individual treatment plans, depending on the age of the individual, to help manage the lives of those who have Asperger syndrome. The plans vary depending on the development and functioning of the person and can be changed as the person progresses in development. Treatments for AS are very similar to those used to treat highly functioning patients with autism.

Asperger syndrome is one of many disorders that fall within the autism spectrum. There have been many studies and much research done to try and find out more about this disorder. While a lot of information has been discovered, there is still much more to learn. Experts understand some of the reasons why individuals may have this disorder but, as with other disorders, such as autism, not all of the answers have been found. Much has been discovered to help those afflicted to increase their social skills and to stop repetitive behavior skills. Helping individuals to increase these skills allows them to live a more prosperous lifestyle and have a more productive future. Get ILP Help today.

Many physicians use individual treatment plans, depending on the age of the individual, to help manage the lives of those who have Asperger syndrome. The plans vary depending on the development and functioning of the person and can be changed as the person progresses in development. Treatments for AS are very similar to those used to treat highly functioning patients with autism.

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Children with Learning Disabilities who have difficulty with certain tasks often feel frustrated and stupid. These feelings can lead to a low self-esteem. If children are teased and taunted by their peers, these feelings can be worsened. Although parents may be relieved by the understanding that a learning disability diagnosis can bring, children with learning disabilities may be afraid of the diagnosis and become even more isolated. There is also the possibility that the child may begin to use the diagnosis as a crutch to excuse behavior problems and poor performance.

Parents and teachers must remain sensitive to the needs and feelings of children with Special Education Needs. The possibility of sending learning disabled children to special learning disability schools does exist, and for extremely sensitive children or those with a severe learning disability this may be the best option. However, learning disability schools carry their own stigma and are generally not appropriate for mildly learning disabled children. Most often, mainstreaming is the best choice for children with learning disabilities that are mild or moderate in severity.

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The question of how best to treat a learning disability is not easily answered. Usually the answer is as individual as the student is. Assistive technology products may be helpful in allowing the child to work around the learning disability. High-tech solutions such as optical character readers and voice-activated calculators can be expensive but worthwhile as learning disabled children advance in school. For smaller children, low-tech assistive technology products will often suffice. Assistive technology products should not, however, be considered the be-all end-all solution for students with learning disabilities.

Remediation is often the treatment of choice for students with learning disabilities. Methodical teaching processes can gradually re-train the brain to some extent, as well as teaching the student strategies to use to work around the learning disability. An individual treatment plan should be developed with input from the teacher, student, parents, and school psychologist or other expert.

Adults must keep in mind that children with learning disabilities will eventually become adults with learning disabilities. Teaching students with learning disabilities to advocate for themselves will give them the maximum chance at successful and productive adult lives. The younger a child is when beginning to manage the learning disability, the easier the transition to adult life will be.

Parents and teachers should remember that children with learning disabilities are not slow. Usually the IQ of a learning disabled child is at or above normal, and some are extremely intelligent. When remediating the learning disability it is important to continue to challenge the child intellectually. Intellectual stimulation can be the catalyst that sparks a learning disabled child to continue working through the disability.

Parents and teachers must remain sensitive to the unique emotional needs of children with learning disabilities. These children often suffer from low self-esteem and may be taunted by their classmates. It is the responsibility of the adults in their lives to provide positive coping techniques and a sense of empowerment to the child. Allow the child to take the lead in managing his/her own learning disability as much as possible.

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There is a preconception involved when discussing specific learning disabilities or learning disabilities in general.  A generalized learning disability can be the result of many things such as a neurological condition, environmental disadvantage, mental retardation or a physical diagnosis (i.e. blindness, or deafness).
Specific learning disabilities are categorized by their individual characteristics.  The inability to organize thoughts or actions, not being able to control motor functions in a way that impedes the ability to handle a pencil or crayon and even listening skills are all specific learning disabilities.
Language based learning disabilities are when a child cannot express his or herself, have difficulty reading and understanding the words, or cannot make the connection to the words being spoken and their meaning.  In these cases the parents and the educators must find alternative means in which to get across their message and for the child to express his or herself.
A test for learning disabilities will illuminate what areas the child is having problems with and then a program can be tailored to the individual needs.  The solution might be as simple as issuing clear, concise directions that are step by step.  This eliminates any confusion on the child’s behalf when there is one direction issued at a time.
A great example of this would occur when a parent or teacher instructed the child to clean up an area after playtime.  Telling a child to stop what they are doing, go wash their hands, and then pick up all the play things, all at once might generate some confusion.  The child might do the first item on the list and the last item but forget the things that were said between.
Specific learning disabilities can also be discovered later in life.  Adults with learning disabilities often go years not knowing why they have difficulty reading or understanding complex orders.  By breaking down the individual tasks, it can make the overall concept a bit more manageable.
All methods in instructing students or adults with specific learning disabilities include one commonality: consistency.  There always needs to be the same rules and same guidelines.  Change, while not always bad, is something that may be upsetting when it comes to basic functions and learning.  This is why professionals advocate strongly that a consistent method and discipline always be maintained.
There is no such thing as someone that cannot be taught.  It may just mean that there must be an alternative method or technique used.  Time and patience is incredibly important to understanding that specific learning disabilities do not mean that it is a lost cause.  It may just require more understanding and knowledge.
To find out more about specific learning disabilities go to the local school or healthcare system or the Learning Disabilities Association of America.  The LDA offers information for parents, adults with learning disabilities, educators and students.

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Teaching children with learning disabilities has never been an easy task for educators.  Many school had a simple philosophy of “passing kids along” until they reached the age to graduate or quit to obtain their general education diploma (G.E.D.).  It meant that many kids affected by a learning disability were forgotten and parents had to fend for themselves or tolerate failing grades and outburst of behavior from frustration.
In 1992, President Bush changed how elementary and secondary education institutes could handle children and teaching children with learning disabilities became a real issue within the public school system.  The new legislation meant that all children were given equal opportunity and any help they needed to learn the skills and knowledge to succeed in life.
This new law is known as the “No Child Left Behind Act” and makes all public school educators accountable for their education program.  Testing ensures that each grade is acquiring the knowledge they should have based on a guideline determined by the federal government and state government.
The first step before the first book or program is initiated is to test for learning disabilities.  This testing procedure allows educators and parents to know the exact nature of their child’s learning difficulties.
Once the particular area of learning disability has been assessed then the educators, working together with parents and family members, can work out an education plan that everyone can implement.
Teaching children with learning disabilities requires different techniques and methods than in the regular classroom.  There is usually more one-on-one time and there also may be the use of assistive technology equipment in the form of computer software programs, electronic media and hand held items to supplement the learning plan.
Teaching children with learning disabilities does not end with the classroom.  It is important for parents to realize that they must take an active role in their child’s life.  There are after school programs that are designed to help any student.  It is not just about catching a child up and keeping them at the basic level they should be on.  Many programs help children, even those with learning disabilities, get a head start on subjects.
With the “NCLBA” the federal government has set up guidelines to ensure that schools, professionals and teachers are held accountable for each child.  No longer will it be tolerated that a child is simply passed through.  Each and every child deserves a quality education and a chance to learn to the best of their abilities.  Teaching children with learning disabilities is no different and is held under the same rules and regulations as any other child.
Children are the future.  The time and education invested in them today becomes the rewards of the future.  No matter the race, age, ethnic group or sex, everyone deserves a quality education.

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