Smart Kids With LD

As the national education agenda focuses greater attention on the fields of science, technology, engineering, and mathematics (STEM), many students with learning disabilities are finding it difficult to meet curriculum expectations. Students with language deficits are often challenged by the technical writing in textbooks, as well as the vocabulary and instructions given to carry out related activities.

In a study recently published in Learning Disabilities Research & Practice, researchers from George Mason University analyzed a number of studies that examined strategies to overcome the challenges students with language-learning deficits (dyslexia) face in the science classroom. The team found  the following strategies to be the most effective:

• Verbal learning of declarative information: Keyword mnemonics (patterns of letters or other devices to assist memory) can be used to promote quick acquisition and persistent recall of vocabulary and fact-based content

• Processing information in texts: Students taught to evaluate the structure of writing in textbooks (e.g., list, order, main idea, etc.), along with graphic organization strategies (e.g., embedding framed outlines and illustrations in text) help with remembering information

• Activities-based instruction/experiential learning: learning by doing (e.g., experimenting with electro-magnetic fields) results in improved understanding and proficiency

• Scientific thinking and reasoning: To help students with inductive reasoning (generalizing from immediate experience), it’s helpful for instructors to explicitly coach students through the thought process, increasing prompts until students draw correct conclusions

• Differentiated instruction: Working with peer tutors in small groups or one-on-one and providing additional practice and support with content and concepts benefits all students, including those with LD

To learn more see Science Education and Students with Learning Disabilities

Although most states have enacted anti-bullying laws, Congress is now considering a federal layer of protection through the Safe Schools Improvement Act. Introduced this fall by Senators Robert Casey (D-Pa) and Mark Kirk (R-Ill), the provision requires schools and districts that accept federal funds to establish codes of conduct that prohibit bullying and harassment for any reason. In addition, the legislation calls for states to track and report incidents of bullying to the Department of Education for oversight by Congress.

According to an article in Education Week the legislation, currently in committee, has garnered the support of 32 members of Congress, though it is facing opposition from some who question the role of the federal government in what they maintain is a local education matter.

While bullying impacts students from all sectors of the school population, it is a particular concern for students with disabilities who are often the victims. As noted in our article, Bullying: Kids with LD Are Easy Targets:

School bullying is a widespread problem throughout the United States. Research shows that at least 20% of children in U.S. schools experience frequent bullying. And while specific data is hard to come by, it is widely acknowledged that children with special needs make up a significant proportion of that group because of their unique vulnerabilities and challenges. Read more

Pete and Pam Wright produce the Wrightslaw special education website, books, and newsletter, and conduct advocacy training programs for parents around the country. Pam is a psychotherapist; Pete, a prominent attorney, won the 1993 landmark Shannon Carter case before the U.S. Supreme Court, benefiting children with disabilities. In an interview with Smart Kids’ Sheryl Knapp, the couple went on the record about the increasingly pervasive trend to intervene first and then evaluate—a strategy promoted by IDEA 2004 known as Response to Intervention (RTI).

SK: Are you finding that schools are doing a better job interpreting and implementing RTI than they were when it first was introduced?

Pete: We are seeing more emphasis on the concept of RTI, but what does that really mean? Many school districts tell parents, “No, we cannot do a comprehensive evaluation of your child until we have tried RTI.” Children are spending months—or years in RTI.

That’s like saying, because you have a stomachache, I will tell you to take two aspirin a day, and if that doesn’t work a week later we’ll try 10 aspirin a day, and if that doesn’t work we’ll try a bottle a day… and once we know that none of these work, we’ll do a comprehensive diagnostic assessment with a gastroenterologist specialist.

SK: Are the schools using RTI as a diagnostic tool in itself then?

Pete: More like a delay tactic, used to postpone evaluations.

Pam: In theory RTI sounds good: We’ll give an intervention and after two weeks we’ll measure. But the success depends upon having teachers who are proficient in understanding and measuring progress, skills, and reading methods—and that’s not happening. That’s going to take a lot of time to happen. I think that’s the real Achilles heel of this program.

SK: So you don’t think that RTI is making schools implement more research-based practices?

Pete: I think that’s certainly the intent, and there may be districts that are doing that, but those aren’t the districts we hear about. We hear about districts that use RTI to delay doing a comprehensive evaluation to see what the kid’s needs are.

Pam: Change in schools takes a lot of time. I always think about trying to turn the Queen Mary around in the middle of the ocean; you don’t just turn her on a dime. For RTI to work, millions of teachers will need to learn how to use research-based teaching methods and how to measure and monitor student progress. School districts have no desire to do these necessary things. That’s a huge problem.

Join the conversation by sharing your experiences with RTI.

By Lindsey Wright

Despite the fact that public schools are mandated by federal law to support the educational needs of all students, parents of kids with learning disabilities and ADHD know that doesn’t always happen. To fill in the gaps, parents often find themselves seeking alternatives outside the traditional classroom–including online courses. But like most alternatives, the online learning environment has its pluses and minuses.

Benefits of Online Education

Perhaps the most obvious advantage to enrolling your child in online courses is that without unkind classmates there will be no teasing. In middle school especially, the bullying and shame associated with not working at the same pace as other students can be debilitating, but in a learning space where classmates are unaware of one another that problem does not exist. Students can work at their own pace without fear or embarrassment, which can allow them to flourish academically.

Thanks to a wide variety of course offerings online, you’re apt to find classes in any field of study to suit your child’s needs and interests. And those classes can be tailored to his learning level rather than his grade level. The breadth of selection allows for personalized pacing: your child’s weaker subject areas can be bolstered, or he can tackle higher-level material that supports his strengths, including online college courses.

Furthermore, this kind of personalized education affords the opportunity for one-on-one instruction, which is an absolute must for most kids with LD. In traditional classroom environments, many students clamor for the teacher’s attention. In online environments, instructors are able to provide individualized comments and are often available for meetings via chat or video conferencing. And let’s not forget that since your kids will be at home, you too can support them with their coursework.

Additionally, many online courses are designed with universal accessibility in mind, so there are several options for kids with LD who may also have hearing or sight issues. Assistive technology is compatible with many courses, and videos have captions more often than not, which can be of great value.

Risks and Shortcomings

As good as all that sounds, web-based learning isn’t without its pitfalls. At the opposite end of the spectrum, getting instruction at your child’s pace could mean that she may develop the habit of putting off work indefinitely. Without the imperative of a face-to-face interaction, it may be too easy to shrug off work. For children who still need to improve their organizational skills this can be a big problem.

Teachers sometimes design online course materials with heavy graphics, which can contribute to visual overstimulation, distraction, and confusion for some. Moreover, the availability of the Internet can make it difficult for kids to focus on their classwork—it takes just a couple of clicks to switch to Facebook, YouTube, or something else. Students with attention issues may find this kind of instruction much more difficult to handle, and most any child left alone at home with the options of studying or playing will probably choose play.

Another problem is that of socialization, which can be difficult for any child studying on his or her own at home. Homeschoolers often have this problem; kids can get lonely or feel frustrated that they have to do additional study at home when they perceive that all the other kids only study at school. If web-based classes are supplementary to classroom education, this may be a minor issue, but even so, finding ways to help your child continue to make friends can be difficult if a good deal of after-school time is devoted to online learning.

Kids hoping to get credit for online courses may face another hurdle. While legitimate web-based schools are regionally or nationally accredited, that doesn’t guarantee that your district will accept those credits. Speak with your school administrator to verify that the accreditation meets their requirements.

Whether or not your child is a good candidate for online courses is something only you can decide. You know how your child learns best, and what his strengths and weaknesses are. Ask other parents their opinions and do your own research, but the final decision should be made with your child’s specific needs in mind. Be sure to ask his opinion as well; your child’s understanding of the situation may surprise you.

Lindsey Wright writes about emerging educational technologies, including web-based learning, electronic and mobile learning, and the future of education.

By Beth Margolin

Starting a new school year can be exciting—but it also can be stressful, particularly for kids who have learning disabilities or ADHD and have struggled in academic settings in the past. Here are five ways to minimize those first-day jitters and start the new school year off right:

1. Don’t over-promise

Every school year I feel the need to talk up how this year will be the best one yet in order to spark some excitement and reduce anxiety in my child. Don’t do it. Each year is a bit more challenging, so it’s better to remind your child how he overcame certain difficulties last year, and discuss upcoming hurdles as challenges you can work through together.

2. Check out the school and the teacher

Along with your child, visit her school a few days before the semester begins to do a walk-through. Go to her classroom and acquaint (or reacquaint) her with the building. Perhaps you can even schedule a five-minute meet-and-greet with her new teacher. Seeing the school and her classroom beforehand will help prepare her mentally and eliminate some of that first-day-of-school stress.

3. Speak with the teacher

Don’t let your child’s learning difficulties remain just words on a piece of paper. Call his teacher as soon as school begins, and share with him or her the things that have worked and not worked for your child in the past. The teacher may already know that he shouldn’t read out loud, but tell her how much he loves to share his vast knowledge in science or art.

4. Find a friend

Get on the mommy hotline to see if you can find out who is in your child’s class. One friendly face, even if it’s not a great pal, can help reduce the anxiety of walking into a new situation.

5. Build in free time

With more homework, sports, religious school, music practice, and tutors, it’s easy to over-schedule your child. Make sure you set aside a few hours a week to do nothing. She may use that time to talk with you about what’s going on at school, so you can continue to be there to support her.

By Devon MacEachron, Ph.D.

School districts may conduct evaluations under certain mandated conditions. Although these evaluations are free of charge, there are potential drawbacks. Before your child can receive an evaluation, he typically must meet the following criteria:

• Be performing at a level below the average for his grade (the definition of “average” is above the 25^th percentile);
• “Failed to respond” to general classroom instruction for an undefined period of time (Tier 1 in Response to Intervention);
• Failed to respond to a Tier II general intervention, which need not have been customized to his specific learning needs.

Thus a bright student whose verbal ability is at the 95^th percentile but is reading at the 26^th percentile may fail to qualify for testing as he is performing in the “average range” for his grade.

In addition, valuable time can be lost in waiting for “failure to respond” to general classroom instruction. Finally, a student with reading comprehension weaknesses may be grouped in Tier II with students being given instruction in phonological processing (which is not the intervention treatment that the student with reading comprehension difficulties needs).

Even if your child qualifies for a public school evaluation, due to time and cost constraints the evaluation is not likely to be as thorough as most independent assessments. School evaluations tend to focus on the child’s areas of weakness, not on developing a full profile of strengths and weaknesses. This gives you just one side of the picture—the bad news—and the disappointing feeling that your child is somehow lacking. When a school conducts an evaluation the findings become part of your child’s permanent school record. Labels may be given which can stick with your child throughout their academic career.

In my experience the recommendations in school evaluations are often limited to interventions that are readily available at the school the child attends. These are not necessarily the optimal recommendations to address the child’s learning needs. It is highly unlikely, for example, that a school evaluation would recommend a program that is available outside of the school as this would give the child’s parents (and advocate) just the information they need to argue that the school district should pay for private treatment.

In contrast, an independent, privately contracted psychoeducational assessment gives you the information you need to help your child realize his or her full potential. With this information in hand it is possible to work cooperatively with your child’s school to see what they are willing and able to provide, while supplementing what they can do outside of school.

Devon MacEachron is the Co-Founder and Director of Psychoeducational Assessment at the CT Center for Exceptional Learners, LLC.

by Shelley Lacey-Castelot, ATACP, M.S.

Kids with dyslexia and other learning disabilities are finding that the iPad helps level the academic playing field. Below is a list of iPad apps that students find most helpful. While the list is not comprehensive—and new apps are introduced daily—it’s a starting point for young iPad users that are struggling with schoolwork.

Books

Reading

Reading — Phonics

Reading — Text to Speech

Math

Math — Calculators

Math – Money Skills and Telling Time

Writing — Dictation — Handwriting

Writing — Graphic Organizers

Note-taking

Synchronize Documents and Files On-the Go

Organization and Homework Organizer

Reminders — Calendar

Study Help

Science & Geography

Research — News

Print from iPad

Scan and Read

By Marcia Brown Rubinstien, MA, CEP

When a child struggles with “grade-level appropriate” material, he is often retained in the same grade to take a second stab at the material that caused the problems in the first place. The name given to this practice by schoolchildren—staying back—shows that even our youngest scholars know how regressive this practice can be. In one poll sixth graders rated grade retention as the most stressful life event, followed by the loss of a parent and going blind.

Yet after decades of research that has failed to support the efficacy of retention, The National Association of School Psychologists (NASP) reports that the practice has increased during the past 25 years. NASP cites research that indicates that grade retention in elementary school has a negative impact on all areas of achievement (reading, math, and language) as well as social and emotional adjustment (peer relationships, self esteem, problem behaviors, and attendance). The effect is even more striking when measured at the secondary level, where students who were retained or had delayed kindergarten entry are more likely to drop out of school.

Better Alternatives

Since students with learning differences are more vulnerable on both academic and social/emotional levels, how can parents and educators foster a proactive learning curve without retention or meaningless social promotion? Following is an array of responsible strategies to discourage retention. It’s up to you as concerned parents to make sure that schools consider them.

Strategies to Discourage Grade Retention

• Ensure that your district maintains state-of-the-art early development and pre-school programs for students at risk for learning difficulties.
• Encourage sensitivity to different learning styles, cultural differences, and age-appropriate learning methods.
• Make sure that your schools use effective assessment tools, continuous monitoring and evaluation to promote the use of instructional modification.
• Insist on effective early reading programs and consistent reinforcement.
• Demand effective school-based programs for emotional and behavioral health at all grade levels.
• Understand the network of services available for children with learning disabilities; look for ongoing collaboration between regular, remedial, and special education professionals.
• Instead of retention, insist that your school system offer extended year, extended day, and summer school programs for children who could thrive with different schedules for learning.
• Stay actively involved with schools, district decisions, boards of education, and all systems affecting educational programs. With the cooperation of parents, educators, policymakers and students, the ineffective strategies of retention and social promotion can be replaced with educational systems that meet the diverse needs of all students.

By Miriam Cherkes-Julkowski, Ph.D.

Children with ADHD typically have trouble with math, which requires sustained attention, good working memory (how much information can be held on tap at one time), tracking (keeping track of where they are in a problem), and self-monitoring. As students move into higher grades, math performance tends to decline.

Students with ADHD not only make mistakes; the mistake may vary with each reworking, leading teachers to conclude the errors are “careless.”

The problem, however, is not carelessness but a lack of sufficient attention resources. To intervene effectively, teachers and parents need to avoid blaming the child.

It is helpful for these children to learn basic math facts—addition, subtraction, multiplication tables, etc. Few students with ADHD know their number facts. Most depend on counting up or down from those they know already.

Standard drills and repetitive worksheets aren’t helpful. Interactive instruction (computer games, teacher-led activities, etc.) is likely to be more effective. In addition, board games can be adapted so that the number of moves is determined by getting the right answer to problems on flash cards.

As math becomes more difficult it becomes more important to provide instruction that helps the child understand and therefore, commit the process to memory. Calculators make getting the right answer easier only when the student understands how to set up the problem and knows how it should be worked.

Two key ingredients make math instruction work for children with ADHD: Setting up a problem that the child really wants to solve, and capitalizing on understanding to reduce the need for sustained attention.

For further information on math learning disabilities see LD + Math = Struggles

By Jonathan Mooney

Learning disabilities activist Jonathan Mooney is the author of Learning Outside the Lines, a memoir of his struggles to overcome LD and ADHD and The Short Bus, his account of a journey across America visiting people whose lives are “beyond normal.” An honors graduate of Brown University, he is also the co-founder of Project Eye-To-Eye, a mentoring and advocacy non-profit organization for students with learning differences. Mooney, who often uses humor to describe the absurdities children with LD face, here relates a decidedly unfunny episode in his young life—one many young children with dyslexia deal with regularly.

An experience that haunts a lot of second graders—especially those with dyslexia—is something called “reading out loud.” Let me tell you how I remember it.

There I am in the reading circle. The first kid starts to read, and I start to flip ahead looking for my paragraph. If I can pre-read it, I’ll be okay. But that’s considered being “off task” or cheating, so my teacher yells at me to stop.

The next kid starts to read and my hands start to sweat, my face fills with fire, my words are broken up, and I’m choking.

As the kid next to me starts to read, I raise my hand. Where am I going? To the bathroom! I am so terrified that I get up and march intro the bathroom in tears. I cry. I throw up. Occasionally I even pass out. Sometimes I also think about suicide.

I’m hiding in the bathroom, praying that I get passed up, but when I march back into class, what do I discover? It’s my turn!

So I stand in front of all my friends, publicly humiliating myself. I stumble, I mumble, I choke, I suffocate over every word, every sentence for a 20-minute eternity. And we wonder why we’re picked on in the playground!

No child should ever have to go through that, yet it’s happening across America this minute. Let your kids know how wrong that is. Make them understand that it is not the fault of their disability—that it is the fault of the environment they’re forced to operate in.

Mooney’s recollections are similar to those of Greg Louganis, who before becoming a world-class athlete, faced similar trials and tribulations. In Golden Boy with a Secret, the Olympic gold medalist shares his struggles growing up with dyslexia.