Come with me on an informative journey to learn about learning disabilities. You will learn how to recognize a possible learning disability in your child, as well as strategies to make the challenges easier (whether or not there is a certified learning disability).

For a child to have a learning disability there must be a discrepancy (difference) between their IQ Score (intelligence) and their achievement scores (academic levels). School districts use different discrepancy scores.

There are 7 areas of learning disabilities and a person can have a learning disability in one or more of these areas.

Oral Expression is how well the child speaks their thoughts or how clearly they make the letter sounds. If this is the only problem, then the child is Speech and Language Impaired (SLI) rather than LD. A speech and language therapist can offer ideas that you can do with your child at home.

Listening Comprehension is the child’s ability to understand words and ideas and remember oral directions. (Listening and follow-through are frequent complaints for children with ADHD, but this may not be a learning disability.)

• Give only 1 or 2 oral directions at a time
• Pair a verbal direction with words or a picture
• Make a list for morning, after school, and evening routines
• Include pictures on the list (let the child help to select)

Written Expression is expressing oneself in writing. Often these children express themselves well verbally, but when asked to write, don’t know how to begin. They also may have difficulty with run-on sentences. Some children’s writing is to the point and they don’t know how to expand their writing. Written expression often includes fine motor coordination and difficulty copying from the board or a book.

• Eliminate or minimize the amount that needs to be copied (provide a set of notes)
• Allow them to write on a computer
• Have them dictate to you
• Provide oral tests
• Have the child brainstorm ideas, then write the essay (start in the middle if needed), then correct grammar and lastly punctuation

Reading Skills (decoding) and Reading Comprehension can occur together or a child might have just one. A learning disability in reading skills can include choppy reading, monotone reading, reversing letters, skipping lines, rereading words.

• Eliminate bright lights
• Use a plain ruler to place under the line they’re reading
• Read to them (books on tape, etc)
• Avoid scantron tests (which use fill-in-the-bubble answer sheets)
• Use colored paper to reduce the glare
• Allow extra time
• See an Irlen screener (www.irlen.com); use colored overlays
• Consider having your child’s vision tested by a Developmental Optometrist to determine if the eyes are working together properly
• Test for phonological difficulties – this is the ability to hear and manipulate sounds without seeing the lettersPlay rhyming games with your child; a specialist can share more ideas

Some children who are poor readers can have excellent comprehension. A learning disability in reading comprehension is when the child has difficulty with “higher level thinking” – analysis, synthesis, categorizing etc.

• Use pictures, your child’s interest areas and what they already understand to teach new concepts
• Offer lots of review
• Specialized tutoring is usually best for this difficulty

Math Skills is completing math problems. It is important that children understand the concepts of addition, subtraction, multiplication and division. Yet, children with learning disabilities rarely find success memorizing math facts.

• Use blocks and other three-dimensional objects to teach math facts and concepts
• Memorize facts in small chunks and review often
• Use a calculator
• Older children often need a math tutor (don’t wait until too many math concepts are missed)

Math Comprehension includes time, money, measurement and word problems.

• Use the child’s interest areas to help them understand the concepts
• A math tutor or specialist in learning disabilities may be needed

I hope that this information helps you to understand learning disabilities and to navigate your children’s challenges. If after reading this information you suspect that your child has a learning disability, contact your child’s teacher or counselor. You can contact me, or another specialist, if you are looking for strategies for your child’s specific needs, want information about Irlen, or are looking for guidance while navigating the world of IEPs, evaluations and meetings.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.

Published in Metro You Magazine, March 2011

Homework is the most frequent concern for students, parents and teachers. Let’s look at some of the reasons students have trouble with homework and specific ways to ease the conflict.

The student doesn’t turn in homework that you KNOW was completed: This is often the most distressing for families. Some students don’t remember to turn in the work; some can’t find it. The solution is to give the student a specific homework folder. The left pocket is for homework that needs to be completed and for notes or returned work to be filed (file that evening into the appropriate subject folders). The right pocket is for assignments to be turned in. With this system, papers won’t be lost in the bottom of the backpack. Also, if the student did not hear the teacher’s instruction to turn in the assignment, there is a much better chance that it will be found in a later class. The student can then turn it in before points are deducted.

The student won’t do the homework: Even if they don’t recognize it, many students find the school setting overwhelming. Once home they are exhausted, and the last thing they want to do is more schoolwork.

Some students are challenged by the instructional style or the concepts. They might think, “I didn’t understand this earlier today, how will I be able to do it now?” And, it is a human tendency to avoid what we don’t feel at ease in doing. To help this child, find out when the teacher offers tutorial sessions (most do). Ask the teacher for a meeting to learn more about your child’s difficulties. You can also find a National Honor Society student to provide tutoring.

Many students are not comfortable writing due to fine motor difficulties. Even if they only did the minimal work during the school day, they feel exhausted and avoid any tasks that require writing. This is a common difficulty for bright children or those with ADHD or other learning disabilities. Get the child off paper to solve this dilemma. Use a computer whenever possible or have the child dictate responses. Talk to their teacher about reducing the amount of work they need to copy from the board.

Some students are actually perfectionists (even the ones who appear to be the most uncaring and sloppy). If the end result may not measure up to what they think they should achieve, they won’t even try. Encourage the child and praise their effort (in all activities,  not just school). Keep expectations for yourself and for your child reasonable and reachable. Ask a counselor/therapist to work on the underlying issues of anxiety, self-worth and motivation.

In addition, follow these techniques for homework avoiders:
• Require homework/study time every day.
• Schedule frequent but short breaks. Some students can only work for 10 minutes, others for a 1/2 hour or more. Breaks for 10-minute workers should be 1or 2 minutes; for  30-minute workers, breaks are 5-10 minutes. Effective breaks: movement, snack or fresh air. Avoid: electronic games, phone or TV.
• Allow music. Some students use it to tune out the world and then they tune out the music.
• Work in a place with few distractions – working at the kitchen table might keep you available, but the noise of other family members can distract.
• Dim lighting reduces eye strain for those who are sensitive to bright lights or glare (more on sensitive children in a forthcoming article)
• Your child might like to be seated at a desk, lying on the floor, balancing on a large exercise ball or standing (try a tilted podium)
• Periodically switch assignments to a different subject that uses another part of the brain. Some students however, especially perfectionists, need to finish one assignment before moving on to another.
• Break down long assignments (which can seem overwhelming) into manageable chunks.

Some parents believe kids with homework problems just need to be pushed harder. After working with hundreds of families, I know that you ended up with poor results if you tried that. It is important to identify the child’s specific difficulties (there are usually more than one) and help this child to use their strengths and abilities so that they CAN be successful when they are pushed. The magic in the homework solution, in addition to the strategies, is to help the child rebuild self-trust, motivation and self-esteem. I hope that you understand your child better after reading this article and will try some of these strategies. If I can be of assistance, please contact me.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.

Published in Metro You Magazine, October 2010