Learning disabilities are more prevalent than many think. According to the U.S. Survey of Income and Program Participation, an estimated 4.67 million Americans ages six and older have a learning disability. However, only 2.4 million students are diagnosed with specific learning disabilities, and receive services, according to the National Center for Education Statistics. This means there are millions of students with undiagnosed learning disabilities.
As your child’s advocate, it is vital that your son or daughter receives early intervention to develop the skills needed to learn based on their strengths and way of learning. Recognizing, accepting, and understanding your son or daughter’s learning disability are the first steps to ensuring your child’s success.
What Is a Learning Disability?
A learning disability is a neurologically-based processing problem that may impair an individual’s ability to listen, think, speak, write, read, spell, and do math. In addition to interfering with basic learning skills, a learning difference may also interfere with higher level learning skills, including organization, long or short-term memory, attention, impulsivity and time management.
A learning disability is not a learning problem stemming from visual, hearing, or motor deficits. Learning disabilities however often coincide with other neurological disorders, such as Attention-Deficit/Hyperactivity Disorder (ADHD).
Learning disabilities often run in families, as they can have a genetic component. A learning disability is a lifelong obstacle; while children don’t “grow out of it,” they can learn skills to compensate for their learning disorder. Early recognition, diagnosis, and getting proper help early on is key to your son or daughter’s academic success.
Types of Learning Disabilities:
- Dyslexia – dyslexia is a learning disability that impacts a person’s ability to learn to read and interpret words, letters and other symbols. Because dyslexia affects reading comprehension, it is colloquially called a reading disability or reading disorder. Dyslexia is by far the most common type of learning disability affecting between 5% – 17% of students in the United States.
- Dyscalculia – dyscalculia is a learning disability that affects a person’s ability to learn math facts, understand numbers, make calculations, and solve math problems. It is estimated that dyscalculia affects between 5% – 7% of students in the U.S.
- Dysgraphia – dysgraphia is a learning disability that impacts a person’s fine motor skills and affects writing skills like handwriting, typing, and spelling. It is estimated that dysgraphia affects between 7% – 15% of students.
- Non-Verbal Learning Disabilities (NLD or NVLD) – Students with NVLD have trouble interpreting nonverbal cues like facial expressions or body language and may have poor coordination. This can happen when a person has strong verbal/language process abilities paired with visual-spatial processing abilities.
- Processing Disorder – a processing disorder occurs when a person isn’t able to use all of the data collected by the senses.
- Auditory Processing Disorder (APD) – students with auditory processing struggles can’t process what they hear the same way other people do. This can affect how they recognize and interpret sounds.
- Language Processing Disorder (LPD) – Language Processing Disorder is a specific type of Auditory Processing Disorder. Students with a language disorder have extreme difficulty understanding and processing the speech and language they hear and have trouble expressing what they want to say.
- Visual Processing Disorder – someone with a visual processing disorder struggles to interpret the visual information coming through their eyes. It is different from needing glasses since the eyes can work perfectly. The difficulty is how the brain processes the information coming through the eye.
Types of Learning Disabilities:
Attention-Deficit Hyperactivity Disorder (ADHD) & Executive Functioning
Attention-Deficit Hyperactivity Disorder (ADHD) & Executive Functioning – while there is a lot of debate as to whether or not ADHD is a learning disability in the technical sense, there is no doubt that attention disorders impede learning. Between 5% – 11% of students have been diagnosed with ADHD.
Developmental Coordination Disorder (also known as Dyspraxia) – students with DCD are often called “clumsy” or “awkward” due to their poor general coordination and hand-eye coordination needed for everyday tasks. “By definition, children with DCD do not have an identifiable medical or neurological condition that explains their coordination problems.” Developmental Coordination Disorder occurs in 5% – 6% of children when there is a delay in motor skills development.
Memory Deficits
Memory Deficits – working memory, short-term memory and long-term memory are all crucial tools the brain utilizes in the learning process. If the brain encounters any problems when trying to store or retrieve information, it may be unable to process both verbal and non-verbal information.
It is important to recognize that learning disorders are not an intellectual disability. People with learning disabilities are not dumb, in fact, they are often extremely intelligent. Students with learning disabilities simply have brains that work differently than someone who doesn’t have the same learning problems.
Developmental Coordination Disorder (also known as Dyspraxia)
Developmental Coordination Disorder (also known as Dyspraxia) – students with DCD are often called “clumsy” or “awkward” due to their poor general coordination and hand-eye coordination needed for everyday tasks. “By definition, children with DCD do not have an identifiable medical or neurological condition that explains their coordination problems.” Developmental Coordination Disorder occurs in 5% – 6% of children when there is a delay in motor skills development.
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Signs of a Learning Disability in a Teenager
The National Center for Learning Disabilities estimates that 1 in 5 children in the US have a learning disability. The first step in getting help for your child is recognizing the signs of a learning disability. The following are some signs to look for in your child’s behavior and cognitive performance:
Cognitive Signs of a Learning Disability:
- Often spelling the same word differently in a single assignment
- Trouble with open-ended questions on tests
- Poor reading and language comprehension
- Weak memory skills
- Difficulty in adapting skills from one setting to another
- Slow work pace
- Difficulty grasping abstract concepts
- Inattention to details
- Excessive focus on details
- Frequent misreading/misinterpretation of information
- Trouble filling out applications or forms
- Easily confused by instructions
- Poor organizational skills
- Mental health problems like depression or anxiety
Behavioral Signs of a Learning Disability:
- Not wanting to go to school
- Complaining about the teacher
- Reluctance to engage in reading/writing activities
- Saying the work is too hard
- Not wanting to show you schoolwork
- Avoiding assignments/homework
- Saying negative things about his or her academic performance, such as: “I’m dumb”
- Disobeying teacher’s directions
- Frequent misreading/misinterpretation of information
- Cutting class and skipping school (in adolescents and teens)
- Bullying
If your son or daughter is displaying some of these cognitive or behavioral symptoms, it is time to take the next steps.
I Think My Child Has a Learning Disability. What Do I Do?
Once you suspect that your son or daughter has a disability and have recognized some signs of a specific learning disorder in their behavior, it is time to take action:
Talk to Your Child’s Teacher About Your Concerns
Share your concerns with your child’s teacher; chances are, he or she may have noticed some of the same things you did. Use this opportunity to collect information about your child’s academic performance and communicate openly about your son or daughter’s performance.
Find Out about Pre-referral Services
Before you have your son or daughter formally evaluated by a psychologist, his or her school may have an established process for providing you and your son or daughter with support. Find out what your child’s school can do or is doing for your child.
Keep Diligent Records of Your Child’s Education
Keep your own notes on your child’s academic development and meetings with their school’s personnel. Additionally, be sure to add all communication about your child’s academic performance from the school: test scores, report cards, and written comments from teachers. Keeping your son or daughter’s academic records organized will help you and their educators monitor his or her progress and will be crucial for their evaluation.
Know Your Rights
Under the Individuals with Disabilities Education Act (IDEA), you, as a parent, have a right to request a free, formal evaluation for your child. Once you make a formal request for evaluation, IDEA puts a set of legal requirements and procedures into motion for his or her school district.
Request for Formal Evaluation under IDEA
The Individuals with Disabilities Education Act (IDEA) gives parents the right to request a free, formal evaluation of their child. If you decide to make a formal request for evaluation, ensure that you put your request in writing.
Your local school district is responsible for the IDEA-mandated formal evaluation, even if your son or daughter is home-schooled or enrolled in private school. If your child is referred for evaluation by their school, you will receive written notice of the referral and will need to give your consent in order to proceed with the evaluation.
Under IDEA, schools have several requirements once it has been established that your son or daughter will be evaluated by the school district. The law requires:
- You will be given a copy of the “Procedural Safeguards Notice,” which outlines your legal rights to ensure that your child receives the services he or she needs. This document is extremely important; be sure to read it carefully and know your rights as a parent.
- The school district is required to complete the evaluation within an established period of time; IDEA requires that the evaluation is conducted within 60 calendar days of receiving parental consent; however, timing guidelines may vary by states.
- The law sets certain requirements for evaluations. The evaluation must use a variety of scientifically proven procedures, strategies, and tools to examine each area in which a disability is suspected.
- The school must present you with the plan for your son or daughter’s evaluation before the evaluation begins.
- As a parent, you have the right to object to certain assessments or tests. In addition, you have the right to request that additional assessments or tests are added to the plan.
You also have the option to have your child privately evaluated, as opposed to having an evaluation facilitated by the school; however, if you choose to go with a private evaluation, the school is not responsible for the cost. As the parent, you have the right to choose whether or not to share the results of a private evaluation with your child’s school.
After your son or daughter’s evaluation, the school is required to provide you with a copy of the evaluation report. It is very important to request a copy of the evaluation report in writing.
My Child Has a Learning Disability. Now What?
Some parents get discouraged upon finding out about their son or daughter’s diagnosis; however, many individuals who have a learning disability can succeed scholastically and professionally. The key to success is individualized instruction that is carefully targeted, well-delivered, and research-based.
In addition to individualized instruction, a strong support system and high expectation (of themselves and from others) are two key aspects to success. It is vital that, as a parent, you are an advocate for your son or daughter. In order to become an effective advocate for your son or daughter, you should become informed about their learning disability, their rights under the law, and ways to help him or her succeed.
What Laws Give My Child Educational Rights?
There are three federal statutes that you should familiarize yourself with. These laws guarantee your son or daughter’s access to a Free and Appropriate Public Education (FAPE). The three federal laws include:
- The Individuals with Disabilities Education Act (IDEA) provides special education services for public school students ages 3 to 21 who have disabilities; however, having a learning difficulty doesn’t automatically make a student eligible for special education. He or she must first go through an eligibility evaluation.
- Section 504 of the Rehabilitation Act of 1973 is a civil rights law prohibiting discrimination against people with disabilities in programs and activities which receive federal funding.
- The Americans with Disabilities Act (ADA) is a civil rights law that protects individuals with learning disabilities from discrimination in schools, the workplace, and other settings.
Once your child is formally diagnosed, he or she may receive an IEP or a 504 Plan; however, not all students who have disabilities require specialized instruction. Depending on your child’s diagnosis, he or she may receive a specialized plan.
What Is an IEP?
IEP stands for an Individualized Education Program. An IEP is required under IDEA for every student who receives special education services to make sure that each student receives individualized instruction and services. The IEP is written for each student by a team, which includes his or her parents, classroom teacher, special education teacher, school psychologist, and a school district representative who has authority over special education programs.
What Is a 504 Plan?
A 504 Plan is designed for students who have been diagnosed with a learning disability or an attention deficit who do not meet the eligibility requirements under IDEA. Since Section 504 of the Rehabilitation Act of 1973 has a more expansive definition of a learning disability than IDEA does, students who do not meet the criteria to qualify for an IEP may be eligible to receive accommodations under a 504 plan. Like an IEP, a 504 plan is also a plan written specifically for each student to ensure his or her success in the classroom.
What Is the Difference Between 504 and IEP?
For students who do require specialized instruction, IDEA controls the requirements, and an IEP is developed for that student. The program document is in-depth and outlines the child’s present academic performance, annual academic goals, special services the child will receive, how the institution will track the goals, standardized testing protocol, accommodations, and modifications. The IDEA process requires documentation of measurable growth and specialized instruction.
504 plans are less involved and are designed for students who do not require specialized instruction. While a team of at least five or six people are required to develop an IEP, a 504 plan can be developed among the child’s parent(s) and teachers. They are designed to ensure the student receives equal access to public education and services. A document is usually created to outline their specific accessibility requirements and names of who will provide each requirement or accommodation.
Accommodations vs Modifications
Some parents get discouraged upon finding out that their child has been diagnosed with a learning disability; however, many individuals who have a learning disability can succeed scholastically and professionally. When children are diagnosed with a learning disability, parents can sometimes be overwhelmed by the educational options; depending on their diagnosis, a child could receive an IEP or a 504 plan. In addition, a child’s curriculum could have accommodations or modifications to meet his or her specific learning needs; but, what’s the difference? Here is an overview of accommodations vs modifications, and examples of how each could be applied to your son or daughter’s academic curriculum.
What Is an “Accommodation”?
Accommodations are instructional or test adaptations that allow the student to demonstrate what he or she knows without fundamentally changing the targeted skill being taught in the classroom or measured during testing sessions. Accommodations do not reduce performance expectations; they simply change the manner or setting in which the information is presented, or how the student will respond.
Generally, many accommodations can be grouped into five categories:
- Timing: ex. giving extended time to complete a test item or task
- Flexible scheduling: ex. giving two weeks, rather than one to complete a project
- Accommodated presentation of material: material is presented for the student in a different manner than traditionally presented
- Setting: ex. completing a task or test in a quiet room
Response accommodation: ex. allowing the student to respond orally to a written test
What Is a “Modification”?
Modifications are instructional or test adaptations that change the targeted skill and often reduce learning expectations. They may affect the content in such a way that what is being taught or assessed is fundamentally changed.
Modification may lower performance expectations by:
- Reducing the number of items required
- Reducing the complexity of the items or task required
- Simplifying the material, including vocabulary, principles, and concepts
- Changing the scoring rubric or grading scale
While parents can get wrapped up in the details of their child’s educational plan, it is important to remember that the key to your son or daughter’s success is individualized instruction that is carefully targeted, well-delivered, and research-based. Aside from individualized instruction, a strong support system and high expectations (of themselves and from others) are vital to ensuring that children with learning disabilities succeed academically.
How Can I Help My Child Succeed at Home?
There are many ways you can help your son or daughter succeed– aside from being involved with their education plan and progress. Here are some ways to help your child reach their full potential:
1. Educate Yourself about Your Child’s Learning Disability
Find out as much as you can about teen learning disabilities. Learn about what kinds of tasks will be difficult for your son or daughter, what resources are available to aid him or her in overcoming those obstacles, and what you can do to make learning easier for your child.
2. Use Your Child’s Strengths to His or Her Advantage
Search for indications of how your son or daughter learns best, paying special attention to his or her interests, talents, and skills. Use these strengths to help them learn in a way that is most enjoyable for them. For example, if your son or daughter has a hard time reading information, but can easily comprehend things when listening, take advantage of this. Allow your son or daughter to listen to a book on tape or watch a video to take in new information.
4. Increase Your Child’s Self Confidence
It is important to foster and grow your son or daughter’s self-confidence and maintain high expectations for him or her. While it is vital not to underestimate him or her, it is also important not to set unrealistic expectations. Rather than focusing on his or her shortcomings, focus on his or her strengths. In addition, make sure books are on your son or daughter’s reading level. Many children with a learning disability are reading below grade level. Foster your child’s love of reading, while making sure they do not become frustrated by ensuring that he or she is reading books on an appropriate level.
Conclusion
If you suspect your son or daughter has a learning disability, the best thing you can do is to get them the help necessary to be successful. Recognizing, accepting, and understanding your son or daughter’s learning disability are the first steps to ensuring your son or daughter’s success.
Being an advocate for your son or daughter involves being involved in the testing process, knowing which laws your child is protected under, and helping your teenager succeed in and outside of the school environment.
About ThreePeaks Ascent Nature-based Therapy Program
The ThreePeaks Ascent program is uniquely crafted to assist students and their families in creating lasting, life-long emotional changes through compassionate, intentional, research-backed, and safe nature-based therapy programs. The professionals at ThreePeaks Ascent understand individuals don’t come with instructions, and every student is unique, capable, and amazing in their own right.
Our program focuses on helping adolescents and their families through difficulties that occur when various behavioral, cognitive, or developmental issues are present. Research shows that engaging individuals on a personal level with strategic and intentional activities will aid in developing the tools and skills necessary to engage in life in a healthy and positive way.
Benefits of a Nature-Based Short-Term Residential Treatment Program
Being immersed in nature can have a profound impact on a teenager. It improves their mental, emotional, and physical health. Combined with a proven clinical approach, a therapeutic experience helps teens heal. Here are specific benefits your family can expect to see while your teen is in nature-based short-term residential treatment.
The first stage of effective short-term residential treatment focuses on assessment and stabilization.
1. Assessment
By observing your teen in a novel environment, our experienced therapists gain a deep understanding of what is really happening with your child. Research indicates accurate mental health assessments can lead to a 20% reduction in the number of days in treatment.
2. Stabilization
Mental health stabilization provides a safe environment to deescalate your teen’s level of distress and/or reduce their acute symptoms of mental illness. Until teens feel genuinely safe, they cannot begin to heal. One therapeutic modality emphasizes that “Cues of safety are the treatment” and “safety is defined by feeling safe and not simply by the removal of threat.” It is not enough to merely tell a teen in crisis that they are mentally and emotionally safe, they must actually feel and believe it.
Once your teen feels safe, our nature-based residential treatment program provides a novel and challenging environment that disrupts their unhealthy patterns and behaviors. Behaviors that either:
- cause your teen's mental & emotional health struggles
- or that your teen has developed as a negative way of coping with their struggles.
The second stage of an effective residential treatment program focuses on engaging teens in the therapeutic process and empowering them with the skills needed to thrive.
1. Engaging Teens in Therapy (even if they’ve been resistant to it before)
The ThreePeaks Ascent treatment program is designed to re-engage teens in healthy adolescent development. When your teen attends a short-term residential program, they are taken away from negative distractions they may have at home. They engage in treatment in a way that would not be possible in any other setting.
Your teen will participate in individual, group, and family therapy sessions while in treatment. This allows them to process their behavior as well as make changes in their personal life and family relationships. They are also able to learn from their peers, realize they are not alone in their struggles, and gain motivation to make changes.
We've found that by the time of discharge, 90% of teens were actively engaged in treatment. When contacted six months after treatment, most of these teens maintained the motivational progress they made during treatment.
2. Empowering Teens Through Skill Development
As your teen engages in the therapeutic process, they’ll start to see huge progress. But for long-term healing, it is not enough to only alleviate your teen’s struggles, we must also empower them with the skills needed to thrive in life. These skills include:
- Self-awareness skills like a growth mindset, identifying one's feelings, developing interests & sense of purpose
- Self-management skills like emotional regulation, self-motivation, resilience, setting & achieving goals, planning & time management
- Responsible decision-making skills like showing curiosity & open-mindedness, anticipating & evaluating the consequences of one’s actions, internal locus of control
- Relationship skills like communicating effectively, seeking & offering support, resolving conflicts constructively
- Social awareness skills like showing empathy & compassion for others, taking others’ perspective, recognizing strengths in others
Your teen is powerful, intelligent, and capable. They are among the leaders of tomorrow. That is why the third stage of our short-term residential treatment program focuses on helping teens redirect their previously misused potential toward developing mastery in life.
Philosopher Friedrich Nietzsche observed years ago, “Happiness is the feeling that power is increasing—that resistance is being overcome.” When teens develop competence and mastery they:
- gain self-reliance and self-confidence
- become more resilient
- have a greater sense of meaning and purpose
- and better resist negative emotions.
Overall, building mastery helps teens develop a positive mindset. Because they feel competent and in control, they go from feeling, “I’m not capable” to “I can do this!”
Additional References & Mental Health Resources
- National Center for Learning Disabilities – http://www.ncld.org/
- U.S. Survey of Income and Program Participation – http://www.census.gov/sipp/
- National Center for Education Statistics http://nces.ed.gov/
- The University of Washington Alliance for Students with Disabilities in Science, Technology, Engineering, and Mathematics – http://www.washington.edu/doit/Stem/articles?52
- Reynolds, C. (2007). Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals.(3rd ed.). New York: John Wiley & Sons.
- The State of Learning Disabilities Facts, Trends and Emerging Issues (Third Edition, 2014)
- The State of LD: Understanding Learning and Attention Issues
- Learning Disabilities Association of America
