What We Can Learn from Students with Learning Disabilities

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A learning disability indicates that there is an issue or difficulty with acquiring knowledge or grasping concepts, information, or processes. Because of our common understanding of students with learning disabilities, it is unfortunately typical to view a disability as a disadvantage in the classroom. While this can and certainly is the case on some level, what we often neglect to notice are the advantages that come with what we consider a disability. Yes, learning disabilities make certain skills more difficult, but they also bring many unique perspectives to the classroom. Perhaps viewing these disabilities more as differences would open our eyes and allow for a more optimistic outlook.

Attention Deficit Hyperactivity Disorder

Students with attention deficit hyperactivity disorder (ADHD) exhibit periods of difficulty focusing, hyperactivity, and impulsivity. These symptoms vary from person to person, but can notably interfere with learning. But, believe it or not, ADHD symptoms may also have their own unique benefits. For instance, hyperfocus occurs when children with ADHD are able to hone in on one specific activity or task for long periods of time. Whether this form of hyperfocus comes about athletically, artistically, technologically, etc., students that practice channeling their attention and excess energy find great success in their interests.

Furthermore, having adapted to managing the ADHD symptoms over time, children learn to self-check and recognize when their level of attentiveness dips and peaks. Children with ADHD are often forced to think or learn a little differently. They become experts at streamlining information, honing in on significant details, and gauging their own comprehension. This sort of self-awareness helps students play off of their strengths and develop creative means of achievement.

Students with attention deficit hyperactivity disorder are also highly sociable and friendly. Because they are prone to being talkative, their verbal language skills are often higher than those of their peers. Storytelling, public speaking, and debating are some of their common social strengths.

Dyslexia/Dysgraphia

Dyslexia, a learning disability that affects a reader’s ability to decode, comprehend, and read fluently, certainly presents its own challenges in and out of the classroom. Reading levels can range from below grade level to nearly illiterate—which is not only frustrating for a child, but greatly discouraging, as well. The advantages of dyslexia are widely unknown, as the disorder is seen as a major educational roadblock. However, there seem to be undeniable benefits. Since reading presents a major challenge, some believe that the following behaviors are a means of compensating for the gaps in reading. For example, students with dyslexia typically thrive at tasks involving abstract thinking, creativity, and holistic or “whole picture” thinking. Children with dyslexia also display strengths in reasoning, problem-solving, and persistence.

Similarly, dysgraphia, a disability that affects written language, also has its own unique benefits. Since motor skills affect pencil grip and the ability to master written language, children with dysgraphia compensate by sharpening their listening skills. These learners are masters of recalling oral details, memorization, and storytelling. These conversationalists thrive in social situations and are often helpful problem solvers.

Removing Roadblocks to Build Avenues: Learning Disabilities Awareness Month

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Removing Roadblocks to Build Avenues

October is Learning Disabilities Awareness Month. This important topic was first observed during the Reagan administration in 1985, and it has continued to bring awareness for the 15 million Americans that live with learning disabilities today. Awareness for disabilities such as processing disorders and dyslexia is important for everyone–not just the individuals that live with these disabilities. The National Education Association explains that, “one of the biggest challenges faced by individuals with learning disabilities is the overall lack of acceptance by society.” This lack of acceptance and understanding is precisely why Learning Disabilities Awareness Month is so important. Education is key in terms of building peer relationships, promoting advocacy, and supporting families.

Here are 6 things that may surprise you about learning disabilities:

  1. While the “nature vs. nurture” conversation is constantly debated, there is no proof that environmental factors are tied to learning disabilities. There is also no evidence to support that learning disabilities are linked to low socioeconomic status. The truth is, learning disabilities span across all races, ethnicities, and income levels.
  2. For an unknown reason, boys make up two-thirds of the students receiving special education services in the public school system. There is no explanation for the apparent gender distinction.
  3. Most children with learning disabilities have average or above-average IQs. Contrary to popular belief, learning disabilities are not linked to deficits in intelligence, motivation, or emotional development. There is no “effort factor” present in students with learning disabilities–they simply require a different set of strategies to learn and retain information.
  4. A child with a family history of academic difficulties could be at a higher risk for a learning disability. Certain learning disabilities, such as dyslexia, are known to run in families.
  5. Learning disabilities cannot be medically cured. These disabilities do not go away; however, they can certainly be managed or treated. A factor in successful management is to recognize how to capitalize on strengths and circumvent areas of weakness.
  6. Experts believe that around 5% of the population struggles with a learning disability. With such a prevalent statistic, it is likely that a learning disability hits close to home in some area of a person’s life.

The truth is, learning disabilities do not determine someone’s capabilities. It is important to educate ourselves about these various educational difficulties so that we may better accommodate our students and children. A learning disability is not a roadblock. We simply must continue to create alternate avenues for learning so that everyone’s unique needs are met.

 

Small Steps to Help your Children Self-Advocate in a Big Way

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Self-advocacy is not an innate skill for everyone. Children are often unfamiliar with the concept because, for the most part, many of their needs are met before they even ask.

In order to introduce self-advocacy skills, parents have to ignore the natural instinct to step in and assist and instead allow their children to recognize, specify, and vocalize their needs.

These three aspects are crucial to help children self-advocate:

Children must have opportunities to recognize when they need something.

They then must practice identifying exactly what they need to help them through the task or challenge.

They need communicative skills to relay that information to others who can provide assistance.

Tips for Parents

Provide children with space to initiate a task or challenge on their own before stepping in to “solve it” for them. This small, hands-off practice allows for three things: (1) Children are given the opportunity to approach the task and problem-solve on their own. (2) They are required to ask for help when they need it, instead of simply waiting for and relying on an adult to intervene. (3) They subconsciously establish self-confidence by independently recognizing their capabilities.
Encourage children to feel comfortable discussing specific obstacles and struggles. Again, a major piece of self-advocacy involves self-awareness because children must know what they need before they can ask for it. It puts children in a vulnerable position when they need to open up about their needs and weaknesses; however, modeling the process shows them that everyone needs help sometimes. Talk about your own struggles in school, sports, social circles, etc. Discuss how you managed those prickly situations and provide examples of how you problem-solved. It is important for children to feel comfortable speaking up when they need help, so a little encouragement goes a long way.

Similarly, parents can help put their child’s self-doubt at ease by clarifying what it means to learn something new. Children often expect instant gratification—they want to “do it right” on the first try. Explain to them that success is sweeter after struggle, that, as they progress through their education, learning should be more and more challenging. Reassure them that they are not expected to know and do everything perfectly every time. They will be much more inclined to speak up and advocate for their needs when they know that immediate perfection is not the expectation, but rather, growth and grit indicate success.

Help your child to feel more comfortable speaking up by encouraging her voice and thanking her when she contributes to conversation and/or problem-solving. Positive reinforcement is great for encouraging the shy or timid child because it sends the message that her opinion has worth. When a reluctant child does speak up, it is important to praise that effort to show that her opinion is valued. Even asking something as simple as, “What movie do you think we should watch tonight?” opens the door for your child to share an opinion.

When applicable, remind children of their special education services and accommodations and when to advocate for those supports. Placing a laminated “at a glance” sheet in your child’s binder that lists his accommodations and supports is a great start when familiarizing him with his IEP or 504 plan. The reference sheet acts, not only as a reminder of the accommodations, but also as a prompt for a reluctant child to speak up for himself when his needs are not being met. Sometimes, especially for children with executive functioning or processing difficulties, students may struggle to specify exactly what they need to move forward in a complex task. They know that they’re stuck, but they don’t know what is tripping them up or how to move through the hurdle. Obviously, this can be frustrating for a child. The accommodations grid acts as a visual self-advocacy reminder that lists the child’s personal “tools” to support them in the classroom.

IEP Process Must-dos for Parents

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The IEP process can be daunting for families, especially for those parents who are new to the concept of special education. When you combine the lengthy documents, clinical terminology, and educational/legal jargon, the individualized education plan can seem like a beast to be conquered. However, it is imperative for parents to always remember this: you are your child’s greatest advocate. With your participation and advocacy throughout the IEP process, parents can ensure that their child’s needs are prioritized.

 

Speak up

 

For the initial evaluation and any future reevaluations, it is crucial that parents vocalize any and all concerns regarding areas of need. The IEP team is obligated to test and evaluate the suspected disability or disabilities; however, you know your child best. If you suspect other learning disabilities not originally identified as a concern, speak up about them. Be specific about what you have seen. What does the specific struggle look like for your child? What have you observed over the course of several months? How would you objectively define this need? It is your job to make sure that all avenues are explored when it comes to your child’s learning needs.

 

Do your homework

 

Unless waived by the parent, schools are required to send the IEP 5 days prior to the meeting so that parents can review. Please do your due diligence. Comb through the documentation thoroughly; highlight areas where you have questions or need clarification. Ask specifically what certain accommodations will look like in the classroom. If possible, seek assistance from your own private consultants, including an advocate, psychiatrist, pediatrician, etc. You want to maximize your time during the meeting by coming prepared, as opposed to reviewing documentation at the table.

 

Simplify it

 

Creating and sharing an easy-to-read reference sheet with teachers at the start of the school year can be very beneficial when it comes to supporting your child’s needs. Of course, teachers have access to students’ IEPs; however, they are rarely given direct/full copies of the documentation. They also are not typically given ample time to review the IEP thoroughly, unless that teacher is also the child’s case manager. To ensure that your child’s needs are met and areas of concern are known, consider making a “vision statement” to share with your child’s teachers. Include a recent photo on the sheet to familiarize the teachers with your child. It may be beneficial to include the specific learning disability; however, it is not required. The important information to include on the vision statement should be as follows:

  • Your child’s motivators
  • Personal interests/hobbies
  • Successful learning strategies
  • Most beneficial accommodations from the IEP
  • “Look-fors” or areas of concern that may require extra attention or support

Talk to your child

Discussing learning needs directly with your child is a great way to build self-advocacy skills. Ask about where they sit in each class; the time they are given during class to work on assignments; the relationship that they have with the teacher; the additional adults/supports in the classroom; the resources that are provided to help them through a difficult task. All of these questions allow parents to see more closely inside their child’s learning.  

 

 

 

Sign when you are ready

Too often, the IEP meeting flies by with questions still lingering. Since changes to the IEP are typical during meetings, it is important that parents take time to review those changes to look for inaccuracies, unclear language, or missing details. Do not feel pressured to sign the documentation until you have had the chance to thoroughly review it and get clarification where needed. Parents can request that all other parties sign the document and send the “draft version” home for further review before signing.