HOW TO DETECT CHILDREN LEARNING PROBLEMS..................................

What should a parent do if it is suspected that a child has a learning disability?

The parent should contact the child's school and Arrange for testing and evaluation. Federal law requires that public school districts provide special education and related services to children who needthem. If these tests indicate that the child requires special educational services, the school evaluation team (planning and placement team) will meet to develop an individual educational plan (IEP) geared to the child's needs. The IEP describes in detail an educational plan designed to remediate and compensate for the child's difficulties.

Simultaneously, the parent should take the child to the family pediatrician for
a complete physical examination. The child should be examined for correctable
problems (e.g. poor vision or hearing loss) that may cause difficulty in
school.

How does a learning disability affect the parents of the child?

 

Research indicates that parental reaction to the
diagnosis of learning disability is more pronounced than in any other area of
exceptionality. Consider: if a child is severely retarded or physically
handicapped, the parent becomes aware of the problem in the first few weeks of
the child's life. However, the pre-school development of the learning disabled
child is often uneventful and the parent does not suspect that a problem exists.
When informed of the problem by elementary school personnel, a parent's first
reaction is generally to deny the existence of a disability. This denial is, of
course, unproductive. The father tends to remain in this stage for a prolonged
period because he is not exposed to the child's day-to-day frustrations and
failures.



Research conducted by Eleanor Whitehead suggests that the parent of an LD child
goes through a series of emotions before truly accepting the child and his
problem. These "stages" are totally unpredictable. A parent may move
from stage-to-stage in random. Some parents skip over stages while others
remain in one stage for an extended period. These stages are as follows:



DENIAL: "There is really nothing wrong!" "That's the way I was as
a child--not to worry!" "He'll grow out of it!"



BLAME: "You baby him!" "You expect too much of him."
"It's not from my side of the family."



FEAR: "Maybe they're not telling me the real problem!" "Is it
worse than they say?" "Will he ever marry? go to college?
graduate?"



ENVY: "Why can't he be like his sister or his cousins?"



MOURNING: "He could have been such a success, if not for the learning
disability!"



BARGAINING: "Wait 'till next year!" "Maybe the problem will
improve if we move! (or he goes to camp, etc.)."



ANGER: "The teachers don't know anything." "I hate this
neighborhood, this school...this teacher."



GUILT: "My mother was right; I should have used cloth diapers when he was
a baby." "I shouldn't have worked during his first year."
"I am being punished for something and my child is suffering as a
result."



ISOLATION: "Nobody else knows or cares about my child." "You and
I against the world. No one else understands."



FLIGHT: "Let's try this new therapy--Donahue says it works!" "We
are going to go from clinic to clinic until somebody tells me what I want to
hear.!"



Again, the pattern of these reactions is totally unpredictable. This situation
is worsened by the fact that frequently the mother and father may be involved
in different and conflicting stages at the same time (e.g., blame vs. denial;
anger vs. guilt). This can make communication very difficult.
The good news is that with proper help, most LD children can make excellent
progress. There are many successful adults such as attorneys, business
executives, physicians, teachers, etc. who had learning disabilities but
overcame them and became successful. Now with special education and many
special materials, LD children can be helped early.