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Even before their babies are born, parents begin shaping their hopes and aspirations for their children. Facing the fact that your child may have a learning disability (LD) and might not reach his or her full potential can be a heart-wrenching experience.
Parents might feel guilty, assuming they have caused the problem. Other parents deny the problem exists or might wrongly blame the teacher or school. However, a learning disorder's causes are unclear.
These initial reactions are normal, and often the first step in finding the best ways to help your child succeed.
Incidence
According to the National Center for Learning Disabilities (NCLD), between 10 percent and 15 percent of the overall U.S. population has some form of LD. LDs affect about 5 percent of all children enrolled in public schools, according to the U.S. Department of Education.
Definition
LD is a broad term applied to children who have a wide range of characteristics, including problems with reading, spoken and written language, difficulty with arithmetic, reasoning or organizational skills. Other traits include unpredictable or uneven test performance, perceptual impairments, motor problems and behaviors such as impulsiveness, poor attention span and difficulty in social situations.
Causes of LD
Researchers remain uncertain of what causes LDs. One leading theory is that LDs result from subtle disturbances in the brain structure and function. The brain somehow short-circuits so that information cannot flow in a normal pattern.
Other evidence suggests LDs may have a hereditary pattern. Some research shows a correlation between parents with LDs and children with similar problems. However, many families of learning disabled children have no history of learning problems.
Environmental factors may play a role. Maternal drug and alcohol use during pregnancy can contribute to the disorders. Also, lead poisoning, poor nutrition and low birth weight may play a part.
Although much information is needed to determine the exact causes of LDs, what is known is that affected children are intelligent, may perform well in music, sports and the arts, and they may possess strong leadership skills. Early intervention is key to helping your child successfully meet the challenges that lie ahead in school.
Common characteristics associated with LD
Parents are a child's first and best teachers, and they are often the ones to identify the early signs of LDs. Although there is no typical profile of an affected child, some common characteristics include:
Preschool children
- Speaks later than most children
- Has problems with pronunciation when he or she does begin to speak
- Develops a vocabulary very slowly; may have trouble finding the correct word
- Shows difficulty learning the alphabet, counting, recognizing colors, naming the days of the week
- Easily becomes distracted, is very restless, has trouble following directions
- Slow to develop fine motor skills
Kindergarten to fourth grade
- Has difficulty learning the connection between letters and sounds
- Often confuses basic words
- Makes consistent spelling and reading errors, reverses, inverts or transposes letters often
- Transposes number sequences and confuses math signs
- Has trouble remembering facts and learning new skills
- Shows difficulty holding or gripping a pencil
- Behavior is often impulsive, unable to plan
- Has trouble learning about time
- Has poor coordination; is accident-prone
Fifth through eighth grades
- Has difficulty reading and will not read aloud
- Shows difficulty doing word problems
- Handwriting is poor, and pencil grip is awkward
- Is slow to learn prefixes, suffixes, word roots and other spelling strategies
- Poor ability to recall facts
- Shows difficulty making friends
- Has low self-esteem
- Demonstrates extreme gaps in sections on IQ and other tests
High school
- Continues to be a poor speller
- Has trouble summarizing
- Memory skills are weak
- Works very slowly and either pays too little attention to details or focuses on them too heavily
- Has difficulty making and adjusting to changes
- Avoids reading and writing activities
- Unable to grasp abstract concepts
- Misreads information
Assessments and testing for children who exhibit signs of LD
When a LD is suspected based on parent and/or teacher observations, a formal evaluation of the child is necessary. A parent can request this evaluation, or the school might advise it. Parental consent is needed before a child can be tested.
Many types of assessment tests are available. Your child's age and the type of problem determine tests that your child needs. Before any formal testing, a conference is usually arranged between the child's parents and representatives from the special education department. Parents often feel intimidated or overwhelmed during this period, so it is a good idea to write down any questions or thoughts that you wish to discuss before you get to the meeting. Don't be afraid to ask for more complete explanations if you are unclear about what a specialist is telling you.
Just as there are many different types of LDs, there are a variety of tests that may be done to pinpoint the problem. A complete evaluation often begins with a physical examination and testing to rule out any visual or hearing impairments. Many other professionals can be involved in the testing process. Examples of the types of testing and evaluations include:
- Interviews and direct observation of the child
- Review of the child's educational and medical history
- Parent conferences (a parent's input is of great importance because you have observed the child since birth and can provide important details about his or her growth and development)
- IQ testing and psychological evaluation usually performed by a psychologist or psychiatrist
- Developmental history or social assessment
- Speech and language evaluation usually performed by a speech therapist
- Evaluation of fine motor skills, visual-motor integration and sensory integration usually performed by an occupational therapist
- Evaluation of gross motor skills, muscle tone and balance usually performed by a physical therapist
The purpose of any evaluation for LDs is to determine your child's strengths and weaknesses and to understand how he or she best learns and where they have difficulty. The information gained from an evaluation is crucial for finding out how you and the school district can provide the best possible learning environment for your child.
Developing a plan for treating LD
If an evaluation shows your child has an LD, your child is eligible for special educational services. The initial step in treating the child is developing an Individualized Education Program (IEP). The IEP is a written document summarizing your child's school performance, projected goals for the short- and long-term, description of services to be provided, and how to evaluate the child's progress. Parents are an integral part of the team and should be present when the IEP is created.
Children with LDs may see themselves as dumb or lazy. All team members should recognize the strengths and talents of the child. Explain to the child that an LD does not mean they cannot learn but that they need to learn in alternate ways from other children.
Special education services should be given in the regular classroom whenever possible. This is so the child doesn't feel alienated from classmates. However, sometimes special education services are done outside of the normal classroom to achieve the individualized goals for your child.
A parent is a child's best advocate, and the best way to advocate for your child is to stay informed. Meet often with teachers and other school professionals to discuss your child's progress. Parents have the right to examine all school records pertaining to their child. Many federal laws are in place regarding special education. Your individual school system or state department of education are good sources for information about federal regulations governing the education of students with LDs.
Examples of some of the most common learning disabilities include:
Attention deficit disorder (ADD) and attention-deficit/hyperactivity disorder (ADHD) - ADHD is a neurobiological disorder that starts early in childhood and can continue into adulthood. The disorder is characterized by a delay or permanent inability to self-regulate behavior or to control behavioral responses. Usually a pediatrician or a neurologist can make the actual diagnosis of this disorder.
Language and speech disabilities - Two areas of language are receptive (the language of understanding what is spoken or read) and expressive (the language of saying and writing). There are many characteristics of children who have language difficulties. If your child has a speech problem, you may be aware of it when he or she speaks. Language problems are not always so easily recognized. The child may have difficulty with abstract language, problems expressing themselves or problems retrieving words for every day conversations. If you suspect that your child has an LD in the area of language or speech, different tests can be administered to pinpoint the problem.
Reading disabilities - Children with reading disabilities might have trouble taking in information, using the information once it is stored or they may have difficulty getting out the information. Dyslexia is a broad term describing a reading disability. A complete reading evaluation examines your child's ability to recognize, remember and understand information taken in through sight. Reading remediation needs to be tailored to the child. Children can also have disabilities in math, writing or any task that involves inputting of information to the brain. If the flow of information is somehow disrupted or disorganized, it will not be processed in a way that the brain can make sense of and use.
Resources for parents and children who are affected by learning disabilities
It is easy to see why children with LDs can feel inferior to their peers. Promoting and maintaining good self-esteem is an important task for parents and teachers of children with LDs.
Try not to focus solely on the child's deficiencies but rather emphasize and reward the child's strengths. Help your child to find areas of interest outside the classroom. Activities such as music, the arts, drama, sports or other groups that promote socialization could offer your child the chance to excel.
As a parent, know your rights. Stay informed on special education issues. Find other parents who can offer support and encouragement. Most importantly, don't give up. The good news is that researchers are learning more about LDs every day. Their research provides hope and direction for those children and parents affected.
This article was reviewed and updated June 2007.
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