Identifying learning disabilities early can pave the way for children to get the support they need to experience successful futures both in and out of school. Knowing the early warning signs that put young children at risk for learning disabilities and understanding normal developmental milestones helps with early diagnosis and intervention. Read more about the early identification process for LD.
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If you think your child might have a learning disability, this article will help. Dr. Larry Silver tells parents the clues to look for in pre-school and elementary school children. Then the article talks about how to get a "psychoeducational evaluation" to find out for sure.
How do parents know if their child's reading delay is a real problem or simply a "developmental lag?" How long should parents wait before seeking help if their child is struggling with reading? Susan Hall answers these questions.
The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or younger. The document was developed for researchers, administrators, and people who need an academic overview.
Read tips for raising a child with dyslexia, written by a mother of a dyslexic son. This article describes how to get your child evaluated,how to hire and work with a tutor, and ways to work reading and academic skills into your daily life with your child, and how to handle the ups and downs of parenting a child who has troubles in school.
To help prepare for school meetings and share your knowledge of your child, use the observation profile below to record the information. Your observations are important in helping the school determine if learning problems do exist and what special services your child may need.
Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. These children may exhibit problems in areas such as language development, phonological awareness, perceptual-motor abilities, and attention, which have been considered precursors of learning disabilities in older children. However, under current state and federal guidelines, these children are unlikely to meet eligibility criteria for having a learning disability. This is because formal identification of a child's learning disability generally does not occur until there is a measurable discrepancy between the child's aptitude and academic achievement, often not until the second or third grade.
This digest discusses the identification of students who are gifted, the difficulties in the identification process, appropriate identification practices, and procedures that can help with identification.
A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.
An expert explains how math disabilities are identified and how parents can work with teachers to help their kids.