The Interactive Checklist Can Be Found at the Bottom of This Article<\/em><\/strong><\/p><\/blockquote>\n\n\n\n A learning disability interferes with one\u2019s ability to receive, process, recall, or communicate information. Learning disabilities can primarily affect an individual in the areas of reading, writing, math, speaking, and listening. <\/p>\n\n\n\n Focus, reasoning, memory, coordination, social skills, and behavior may also be impacted as a result of a learning disability. <\/p>\n\n\n\n Research shows that students who display signs of learning disabilities benefit from extra instruction and support. To read more about this research see Intensive Interventions for Student Struggling in Reading and Mathematics<\/a>.<\/p>\n\n\n\n If You Have Concerns that Your Child is Having Challenges in an Area of Learning What Should You Do?<\/p><\/blockquote><\/figure>\n<\/div>\n<\/div>\n\n\n\n Ask for support from your child’s doctor, school, or state early intervention department as soon as you feel concerned. While it is difficult to accept that your child is having trouble learning and very common to fear that your child will be labeled<\/a>, it is also important to know that you are not alone. Literally millions of children need extra support and are identified as having learning disabilities in schools. <\/p>\n\n\n\n It is also important to note that “labels”, which are actually either diagnoses or “educational classifications” are only utilized to get children services and supports. We need a system where we can provide support based on what the individual needs. What we call it shouldn’t matter. <\/p>\n\n\n\n Why not say “Johnny needs support in reading because sounding out words has been challenging” instead of “”Johnny has a learning disability in reading.” <\/p>Rachel Wise<\/cite><\/blockquote>\n\n\n\n It is important to note that the presence of a learning disability determined by an outside psychologist or other related professional would fall under the category of a diagnosis. However, when students meet criteria for learning disability in the school setting, it is referred to as an educational classification, rather than a diagnosis. A diagnosis from a provider in your community, may help your child connect and link with resources and supports that may not be available through the school (e.g., social groups, counseling services, etc.).<\/p>\n\n\n\n Please know that delaying help makes it more difficult for a child to make sufficient progress. It is also critical to seek help as soon as you have concerns to prevent a child from feeling frustrated and disappointed when they struggle in school and don’t know why. School challenges, frustration, and disappointment can lead to symptoms of anxiety<\/a>, depression<\/a>, withdrawal, and low motivation…which often lowers self-esteem and affects the trajectory or that child’s life. <\/p>\n\n\n\n Professionals (school psychologists, child psychologists, etc.) utilize a number of measures to determine whether or not a child meets criteria for a learning disability. To read more about what measures are utilized in schools see Individuals with Disabilities Education Act (IDEA): Identification of Specific Learning Disabilities<\/a>.<\/p>\n\n\n\n Learning disabilities are generally identified when an evaluation by a psychologist shows that a student’s academic performance is significantly below that of their peers, despite consistent instruction over time. Often the child will show patterns of strengths and needs (high and low scores) within their IQ and\/or achievement testing completed by the school psychologist. <\/p>\n\n\n\n They may have a significant discrepancy between their intellectual ability on IQ testing and their academic performance on achievement testing. Sometimes students are identified to have a learning disability when they have received a research-based intervention for a period of time, and they are still struggling to made sufficient academic progress in that area. The student’s schoolwork and homework, school assessments, attendance, and report card grades should all be considered as well when a student is evaluated for a learning disability.<\/p>\n\n\n\n Sometimes schools will ask parents if they can try interventions to support a student first, before moving to conduct an evaluation to see if the child meets criteria for a learning disability or any other educational disability.<\/p>\n\n\n\n If you want your child to be evaluated by a school psychologist immediately, without having to wait for the school to try interventions first, let them know that. Work with the school team to determine the best course of action. The school can still put interventions into place while you wait for the results of the school psychologist’s evaluation. <\/p>\n\n\n\n You can ask about the type of intervention they are using and whether the intervention is backed by research. You can also ask the school to keep you posted on your child’s progress periodically throughout the intervention period. <\/p>\n\n\n\n If you have concerns of a learning disability for a child in kindergarten, your child’s school psychologist or a private evaluator (e.g., child psychologist) may<\/em> not have enough evidence to support a learning disability, and may <\/em>recommend more academic instruction and possibly that academic interventions take place in school for a certain amount of time (e.g., until the middle or end of kindergarten or first grade). If the child is still struggling with learning at that time, the psychologist may then evaluate for a learning disability.<\/p>\n\n\n\n With young students (e.g., Pre-K, Kinidergarten), it may be difficult to determine the presence of a learning disability without prior interventions due to the little formal instruction they have had. <\/p>\n\n\n\n Also, young children, such as those in preschool and kindergarten, develop at different rates. For example, some children may struggle with learning to add numbers in kindergarten, but catch up in first grade.<\/p>\n\n\n\n If you have learning concerns for a preschool age child, contact your state’s early intervention department, which you can find through a Google search. They will provide you with a free evaluation. They will not evaluate for a learning disability at that young age, but they can provide support if your child shows significant learning delays.<\/p>\n\n\n\n If your child meets criteria for a learning disability after an evaluation from the school psychologist, and that disability is found to have a negative impact on their progress in school, your child will receive an Individualized Education Plan (IEP).<\/p>\n\n\n\n Related Article: How Do You Know if Your Child Needs and IEP?<\/a><\/strong><\/p>\n\n\n\n An IEP is a legal document that will provide your child with specialized educational services, including:<\/p>\n\n\n\n *Again, if your child attends private school or school outside the United States, you may need to ask which supports they provide<\/em> Depending on your child’s needs, they may be able to stay in the general education setting, while receiving small group instruction from a special education teacher, either within the classroom, in a small group outside of the classroom (during certain times of the day), or virtually. You and the rest of the IEP team will meet when the IEP is first implemented and once a year thereafter.<\/p>\n\n\n\n As a critical part of the IEP team, you know your child best. Your input is important in the decisions regarding your child’s accommodations\/modifications<\/a>, goals, and placement. <\/p>\n\n\n\n If you have questions about anything regarding the IEP ask and if you have concerns make them known. If you think changes need to be made to the IEP or important information needs to be discussed, you can request an IEP meeting prior to the annual meeting.<\/p>\n\n\n\n You can also ask school professionals if they are using any strategies that have been successful with your child that you may be able to implement at home. Also, share any strategies you have tried with your child that you have found to be effective.<\/p>\n\n\n\n Keep in contact with your child’s school team to ensure they are receiving the accommodations\/modifications listed in their IEP and to determine if accommodations or goals need to be changed or modified. Keep a copy of your child’s most recent IEP and bring it to each IEP meeting, even if it’s an electronic version in your smart phone or other device.<\/p>\n\n\n\n To effectively monitor your child’s progress over the years, organize information about your child’s education and learning disability. Keep all important papers in a folder so you will have them to review with professionals if necessary. You can also search for an app or program to help you keep everything organized. <\/p>\n\n\n\n Documents can include:<\/p>\n\n\n\n If you want support from a knowledgeable professional at your IEP meeting or other related meetings, you can bring an educational advocate. Search for an advocate in your area through Google or the Yellow Pages. For more tips on finding an advocate check out How Can I Find an Advocate?<\/a><\/p>\n\n\n\n I also provide educational advocacy in person, virtually, or on the phone. Contact me for more information at rachelwise@educationandbehavior.com<\/a><\/p>\n\n\n\n As a parent having a child evaluated for a disability in school, you are offered certain rights, such as the right to dispute the findings of the evaluation and your child’s accommodations and\/or placement as described in the IEP. Your child’s school should give you a copy of these rights when you sign the permission form for the evaluation.<\/p>\n\n\n\n As stated previously, tell your child’s doctor if you are concerned that your child may have a learning disability. They can refer you to a specialist to evaluate your child, such as a child psychologist, to determine the presence of a learning disability or other possible reasons for any difficulty your child is experiencing. <\/p>\n\n\n\n You can also find your own child psychologist by doing a Google search for child psychologists in your area or by contacting your child’s insurance provider. <\/p>\n\n\n\n If a child psychologist or other related professional (e.g. developmental pediatrician, neuro-psychologist) determines that your child has a learning disability, ask them for suggestions to support your child at home. <\/p>\n\n\n\n Additionally, share the results with your child’s school. The school will take those findings and recommendations into consideraton. They will also conduct their own evaluation, with your permission, to determine more specifically what your child’s needs in the school setting.<\/p>\n\n\n\n You May Like Orton Gillingham <\/a>or Reggio Approaches<\/a> to Try at Home<\/strong><\/p>\n\n\n\n Ask your child’s school how you can help at home or visit me at educationandbehavior.com<\/a>, for ideas. If you can’t find what you are looking for, contact me<\/a>! Also contact me<\/a> if you have questions pertaining to this article about a child who is homeschooled or attends a cyber or charter school.<\/p>\n\n\n\nHave You Ever Wondered if Your Child or Student May Need of Support for a Learning Disability?<\/h2>\n\n\n\n
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<\/figure><\/div>\n\n\n\n1. What Is a Learning Disability?<\/h3>\n\n\n\n
2. Start Asking Questions and Communicating with Appropriate Professionals as Soon as You Feel Concerned<\/h3>\n\n\n\n
3. Keep in Mind That Labels Drive Services<\/h3>\n\n\n\n
3. Diagnosed Disability Vs. Educational Classification: What’s The Difference?<\/h3>\n\n\n\n
5. Acting Sonner Rather Than Later Increases Your Child or Student’s Chance for Success<\/h3>\n\n\n\n
6. How Are Learning Disabilities Identified?<\/h3>\n\n\n\n
7. Research-Based Interventions Can Occur While Waiting for the Evaluation Results<\/h3>\n\n\n\n
8. Determining the Presence of a Learning Disability Can be Challenging with Very Young Students<\/h3>\n\n\n\n
9. What Happens if Your Child is Found to Have a Learning Disability?<\/h3>\n\n\n\n
10. What is an IEP?<\/h3>\n\n\n\n
Your child’s IEP will also allow them to receive intensive instruction by a special education teacher in their area(s) of need. <\/p>\n\n\n\n11. Special education does not always require a student to go into a special class or smaller classroom. <\/h3>\n\n\n\n
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<\/figure><\/div>\n\n\n\n12. You Are Part of the Team: You Can Advocate for Your Child as Much as You See Fit<\/h3>\n\n\n\n
13. Some Possible Accommodations and Modifications for Students with Learning Disabilities Include:<\/h3>\n\n\n\n
14. Keep an Eye on Your Child’s Progress Towards Their IEP Goals.<\/h3>\n\n\n\n
15. What is an Educational Advocate and Should You Get One?<\/h3>\n\n\n\n
16. What Are Your Rights as a Parent Having a Child Evaluated for an Educational Disability?<\/h3>\n\n\n\n
17. Go Beyond the School By Seeking Resources in Your Community<\/h3>\n\n\n\n
18. Work Consistently and Collaboratively with the School Team and Outside Providers<\/h3>\n\n\n\n
19. Support Your Child at Home if Possible<\/h3>\n\n\n\n