I have had many parents during my career ask me to explain a learning disability. Unlike other disabilities that can be explained or diagnosed with a medical exam, a learning disability is invisible and mysterious. The cause is often times unknown.
Simply put, a learning disability is the brain's inability to process and/or retain information. Information goes into the brain through the five senses: sight, hearing, smell, touch and taste. In a typical child, the brain takes in the information, sorts it and puts it into short and long term memory for retrieval later. In the child with a learning disability, the brain is either lacking the ability to make sense of the information coming in through one or more of the senses (a processing disorder) and/or it is unable to retrieve it later (memory deficit). Children with a learning disability may be able to process what they hear, but are unable to process visual information (or visa versa).
I like to use the illustration of a filing cabinet. My husband's filing cabinet is neatly organized. Every file is properly labeled. The papers are all sorted by what they are and he can quickly find anything he is looking for at any given time. My filing cabinet has papers stuffed in where ever there is space. Many of the papers that need filing are sitting in a big pile for when I have a few extra minutes, where they will sit for the next couple of years. When I need a paper that I have saved, I have to dig through the pile and the entire filing cabinet until I am able to locate the needed information. The brain of a student with a learning disability is much like my filing cabinet. The information sometimes makes it into the brain, but is not properly filed for future retrieval. Other information never even makes it into the brain and is therefore not filed at all.
When brain scans of a child with a learning disability are compared to brain scans of a typical developing child's brain, the typical child's brain is far more efficient. Researchers can predict which part of the brain will light up based on the task given. The brain of the learning disabled child is much more unpredictable. Different parts of the brain will light up even when the same task is given repeatedly. When the learning disabled child is given a task, several areas of the brain light up in an attempt to locate the stored information. This indicates that the brain is looking for the information in several areas of the brain at the same time.
A learning disability can be quite frustrating to parents and teachers because the child often appears to be lazy. This is not the case. The child with a learning disability typically has to work far harder than a typical child to learn the same information. Even when the child learns something, he often times will be unable to retrieve it later. I have had many parents say to me, "He was able to do it yesterday. He just doesn't want to do it today." A learning disability is not a motivational issue. It is a retrieval issue. The child's filing cabinet has papers shoved everywhere with no order to them. Some days they get lucky and find what they need on the first try. Other times they have to dig through the cabinet repeatedly to find the information.
A learning disability can be diagnosed through a process at your child's school. If you suspect that your child has a learning disability, write a note to the psychologist at your child's school requesting that your child be assessed to determine if he or she has a learning disability. The school is required to respond to your request within 15 calendar days by providing you with an assessment plan that you will need to sign. The school is unable to assess your child without your signature. Once you have signed the assessment plan, the school will test him or her and hold an Individual Education Plan (IEP) meeting within 60 calendar days from the time that you returned the assessment plan to them. In order to qualify for services, there will need to be at least 22 points between the child's IQ score and the standard score in one or more academic areas. The school may also use a Response to Intervention model for determining if there is a disability. This model does not look at the scores, but rather looks to see if the child is able to learn when specific interventions are provided over a period of time. Both models for determining a learning disability are permissible in the United States. It is determined by the individual school district which model they wish to use.
Tuesday, February 5, 2013
Tuesday, November 27, 2012
Communication Boards
Communication is one of the many things that most people take for granted. There are more than 200,000 words in the English language. The average two year old has a vocabulary of 200 words. By the time a child enters kindergarten, he will have a 10,000-20,000 word vocabulary. Now imagine going into a language based world with no usable vocabulary because of a disability or having that basic skill stripped from you due to a stroke or an accident.
A child with little or no language skills will often times exhibit frustration through behavior issues such as tantrums. He may also be withdrawn around typical children because of the language barrier. Giving a child a way to communicate is imperative to his emotional and social development. Research has shown that providing a child with communication boards will not hinder him from learning to speak. Providing him with these tools will allow him to have his needs met and reduce his frustration level while he is learning to use language. Once a child is able to use oral communication skills, the communication boards can be faded from use.
Recently, I had a friend severely injured in a motorcycle accident. After suffering a brain injury, he was left with an inability to speak. In the past few days, he has been able to answer yes and no questions by pointing to words that his wife wrote on a piece of paper. I was excited to hear of this recent development because it means that he can now communicate by using communication boards. I printed up a few simple boards that he can use to let others know what he needs.
If you are the parent of a child with a communication issue or the spouse of a person suffering from a brain injury or stroke, these boards can be useful. They can be very simple or more complex depending on the person's ability to process and their fine motor coordination. The ones that I made for our friend are quite simple as he is just coming out of a coma and could become easily overwhelmed by too much information on a page. I did include a more complex board as an example. I made these with the program Boardmaker, however they can be made using a word document and clip art. If you wish to purchase Boardmaker, it can be bought from http://www.mayer-johnson.com/. It is one of my favorite programs and I use it almost daily in my classroom.
A child with little or no language skills will often times exhibit frustration through behavior issues such as tantrums. He may also be withdrawn around typical children because of the language barrier. Giving a child a way to communicate is imperative to his emotional and social development. Research has shown that providing a child with communication boards will not hinder him from learning to speak. Providing him with these tools will allow him to have his needs met and reduce his frustration level while he is learning to use language. Once a child is able to use oral communication skills, the communication boards can be faded from use.
Recently, I had a friend severely injured in a motorcycle accident. After suffering a brain injury, he was left with an inability to speak. In the past few days, he has been able to answer yes and no questions by pointing to words that his wife wrote on a piece of paper. I was excited to hear of this recent development because it means that he can now communicate by using communication boards. I printed up a few simple boards that he can use to let others know what he needs. 
If you are the parent of a child with a communication issue or the spouse of a person suffering from a brain injury or stroke, these boards can be useful. They can be very simple or more complex depending on the person's ability to process and their fine motor coordination. The ones that I made for our friend are quite simple as he is just coming out of a coma and could become easily overwhelmed by too much information on a page. I did include a more complex board as an example. I made these with the program Boardmaker, however they can be made using a word document and clip art. If you wish to purchase Boardmaker, it can be bought from http://www.mayer-johnson.com/. It is one of my favorite programs and I use it almost daily in my classroom. 
Monday, November 19, 2012
Thanksgiving Survival Guide
As families travel and get together for the holidays, it can be a stressful time for special needs children and their parents. Children with disabilities can become easily overwhelmed. They may resist participating or act out during a traditional family gathering. This can be embarrassing and frustrating for the parents. Parents want their child to have the same experiences as typical children, but at times are not sure that it is worth the effort. There are ways these parents can lessen the anxiety of their child while still having a traditional holiday. If you are the parent of a special needs child, here are some ideas that may help you get through the day successfully.
The first thing a parent can do to lessen the anxiety level of their child is to make the day as predictable as possible. Start by making a schedule of the day for your child. This is not always easy if you are visiting in someone else's home. If you going to someone else house for the day, call ahead and explain that you would like to make a schedule for your child and have them provide you with the necessary information. If the schedule changes throughout the day, make the changes on your child's schedule as soon as you are aware of the change. Make sure to discuss the change with your child so that he is expecting each event in advance.
When you arrive, provide a quiet place for your child to go if they become overwhelmed by the crowds. Make sure that your child knows where they can take a break and have a system of how they can inform you if they are going to the quiet area. For children who struggle to self-regulate, you may need to prompt them to take a break if they are showing signs of anxiety or frustration. This is not a punishment for bad behavior, but simply a spot to allow them to calm themselves internally. You may need to excuse yourself from the festivities to go with your child and read him a familiar story or rub his back while he calms himself. Once your child has demonstrated that he is relaxed, encourage him rejoin the family. You can also take a walk with your child. Sometimes getting him outdoors and strolling around the block is settling and will distract him from his frustrations.
At family gatherings, there are frequently people that the child may not recognize or hasn't seen in a long time. This can be a source of anxiety for some children. Before the event, make a small photo album with the relatives and friends that will be in attendance. Write each person's name of the picture. Go through the album with your child several times prior to people arriving. On the day of the event have the album readily available for your child to reference. When a person arrives, open the album and show your child the picture for that person. This allows him to make the connection and will assist him in initial greetings.
Food issues can also come into play when traveling or eating at someone else's house. If you have a child who finds it difficult to try new dishes, don't require them to try new foods during the holidays. This day is already difficult for both of you and this would be a time to "pick your battles." Make sure that you bring with you something that your child will eat without getting upset. If you know that your child will eat turkey, volunteer to make your child's favorite vegetable dish or side dish. If turkey is not an option, volunteer to make another protein type casserole that your child likes to have available so that you don't end up with a food battle.
If your family has a tradition like going around the table and stating what they are thankful for, practice ahead of time with your child. You can write what they are thankful for on a card and hand it to him at the appropriate time. If your family plays a game, make sure your child knows the rules of the game. Create a card that your child can reference if he becomes confused or stressed. Make visual prompts that will help him participate. If turn taking is an issue, make a card that says "your turn" on one side and "wait" on the other. Turn the card to the appropriate side as the game is played. If your child wishes not to participate in a particular activity, don't force him to do so. Again, your goal is to get through the day without a battle or melt-down.
Helping a child understand the duration of an activity can also be helpful and reduce anxiety. Set a timer that counts down for each segment of the day. For example, set a timer that lets the child know when you will be leaving to go to Grandma's house or when the guests will begin to arrive. Set the time to let them know when dinner will be ready, when the football game will begin, and when you will be leaving to go home. I like using a visual time such as a Time Timer. This can be purchased from a variety of sources including www.amazon.com for around $25. You can also download a Time Timer app on your ipod, smart phone or ipad for little to no money.
Hope these ideas make your Thanksgiving enjoyable. Keep in mind that your child's needs come first and don't allow the opinions of relatives to influence your decision making. God placed this child in your life because He knew that you were the right person for the job. You are the number one advocate for your child. Do what you can to make the day fun and as stress-free as possible.
The first thing a parent can do to lessen the anxiety level of their child is to make the day as predictable as possible. Start by making a schedule of the day for your child. This is not always easy if you are visiting in someone else's home. If you going to someone else house for the day, call ahead and explain that you would like to make a schedule for your child and have them provide you with the necessary information. If the schedule changes throughout the day, make the changes on your child's schedule as soon as you are aware of the change. Make sure to discuss the change with your child so that he is expecting each event in advance.
When you arrive, provide a quiet place for your child to go if they become overwhelmed by the crowds. Make sure that your child knows where they can take a break and have a system of how they can inform you if they are going to the quiet area. For children who struggle to self-regulate, you may need to prompt them to take a break if they are showing signs of anxiety or frustration. This is not a punishment for bad behavior, but simply a spot to allow them to calm themselves internally. You may need to excuse yourself from the festivities to go with your child and read him a familiar story or rub his back while he calms himself. Once your child has demonstrated that he is relaxed, encourage him rejoin the family. You can also take a walk with your child. Sometimes getting him outdoors and strolling around the block is settling and will distract him from his frustrations.
At family gatherings, there are frequently people that the child may not recognize or hasn't seen in a long time. This can be a source of anxiety for some children. Before the event, make a small photo album with the relatives and friends that will be in attendance. Write each person's name of the picture. Go through the album with your child several times prior to people arriving. On the day of the event have the album readily available for your child to reference. When a person arrives, open the album and show your child the picture for that person. This allows him to make the connection and will assist him in initial greetings.
Food issues can also come into play when traveling or eating at someone else's house. If you have a child who finds it difficult to try new dishes, don't require them to try new foods during the holidays. This day is already difficult for both of you and this would be a time to "pick your battles." Make sure that you bring with you something that your child will eat without getting upset. If you know that your child will eat turkey, volunteer to make your child's favorite vegetable dish or side dish. If turkey is not an option, volunteer to make another protein type casserole that your child likes to have available so that you don't end up with a food battle.
If your family has a tradition like going around the table and stating what they are thankful for, practice ahead of time with your child. You can write what they are thankful for on a card and hand it to him at the appropriate time. If your family plays a game, make sure your child knows the rules of the game. Create a card that your child can reference if he becomes confused or stressed. Make visual prompts that will help him participate. If turn taking is an issue, make a card that says "your turn" on one side and "wait" on the other. Turn the card to the appropriate side as the game is played. If your child wishes not to participate in a particular activity, don't force him to do so. Again, your goal is to get through the day without a battle or melt-down.
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| Time Timer |
Hope these ideas make your Thanksgiving enjoyable. Keep in mind that your child's needs come first and don't allow the opinions of relatives to influence your decision making. God placed this child in your life because He knew that you were the right person for the job. You are the number one advocate for your child. Do what you can to make the day fun and as stress-free as possible.
Friday, November 16, 2012
Visual Schedules
No matter what the age, I find that all children need a schedule that is easy for them to follow. For younger children or children with disabilities, a schedule should include pictures of the activity. For older, more advanced children, they may not need this level of support. They are often able to use a Day Planner or an electronic calendar much like most adults use. There are as many different versions of visual schedules as there are children. This is a great tool for parents of students with some type of disability to use in the home as well. I find the most effective use of these in the home is to have two schedules, one for the morning routine and one for the evening routine. Most parents that have implemented the use of visual schedules in the home reported to me that their children were far more independent that they had been previously.
Visual schedules can easily be made using a Word document and clip art or pictures from the Internet. There is also a program that I use in the classroom called Boardmaker. It has templates and pictures readily available for your use. It can be purchased by going to www.mayer-johnson.com/boardmaker. Another site that has ready made visual schedules is http://www.schkidules.com/index.html. Thursday, November 15, 2012
Introduction
I began teaching in 1985. Young, naive and excited to change lives by my very presence in the classroom. It didn't take long until I realized that my theoretical views would soon be challenged by the reality that every child is different. Every child comes to the classroom with various backgrounds, beliefs, and learning styles.
My first year teaching, I had a student in my class who was hard of hearing. Her hearing loss had gone undiagnosed because of her ability to compensate for her lack of hearing by reading lips and environmental cues. One day I noticed that if her back was turned, she did not respond to verbal instructions. After her parents and I spoke, she was taken to an audiologist and was diagnosed with a severe, progressive hearing loss that would eventually cause her to become completely deaf.
I was fluent in sign language, so she remained in my class and I began running a lunch club in my room to teach her and her classmates sign language. I also began meeting with the parents weekly to assist them in learning sign language so that they would be able to communicate with her as her hearing loss progressed. The time with her parents soon became an opportunity for us to discuss their fears, challenges and guilt regarding their daughters issues. These lengthy, personal discussions reignited a desire in me to begin working with kids diagnosed with special needs. I went back to school and became a special education teacher.
My career for the past 20 years has been dedicated to meeting the unique needs and challenges of these special kids. My true love, however, is working with their parents. Helping them to find ways to meet the daily challenges presented by these kids in the home. The purpose of this blog is to offer ideas, support and understanding to a world that, at times, is very lonely and challenging. I hope that if you are a parent of a special needs child that you will find the words in this blog inspiring and helpful. I hope that you will also find some ideas that you can implement in your home that will make both your life and the life of your child more enjoyable.
My first year teaching, I had a student in my class who was hard of hearing. Her hearing loss had gone undiagnosed because of her ability to compensate for her lack of hearing by reading lips and environmental cues. One day I noticed that if her back was turned, she did not respond to verbal instructions. After her parents and I spoke, she was taken to an audiologist and was diagnosed with a severe, progressive hearing loss that would eventually cause her to become completely deaf.
I was fluent in sign language, so she remained in my class and I began running a lunch club in my room to teach her and her classmates sign language. I also began meeting with the parents weekly to assist them in learning sign language so that they would be able to communicate with her as her hearing loss progressed. The time with her parents soon became an opportunity for us to discuss their fears, challenges and guilt regarding their daughters issues. These lengthy, personal discussions reignited a desire in me to begin working with kids diagnosed with special needs. I went back to school and became a special education teacher.
My career for the past 20 years has been dedicated to meeting the unique needs and challenges of these special kids. My true love, however, is working with their parents. Helping them to find ways to meet the daily challenges presented by these kids in the home. The purpose of this blog is to offer ideas, support and understanding to a world that, at times, is very lonely and challenging. I hope that if you are a parent of a special needs child that you will find the words in this blog inspiring and helpful. I hope that you will also find some ideas that you can implement in your home that will make both your life and the life of your child more enjoyable.
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