Our 13-year-old daughter tests well for reading (consistently the 90+ percentile for her grade level), writes beautifully, and draws/paints exceptionally well. She also has a lovely singing voice and had some success for three years as a Suzuki piano student. (The emphasis with this method is on hearing, rather than reading the music.)

On the other hand, math has been consistently difficult and despite repeated lessons, she has great difficulty interpreting--or even remembering the names of certain musical symbols. (I have assumed that the math and music problems are related.)

In addition, she is very disorganized, and though she will sometimes remember to write assignments in a planner, does not have the presence of mind to check it later. As a result, books stay in the locker or wherever she left them.

She also has serious problems memorizing lines of poetry, songs, or scripts and though she would like to participate in drama clubs, she does not trust that she will find the words at the right moment.

My sense is that this isn't simply a problem of confidence. He is a bright kid but is having serious problems in school. She was tested in second grade when the math problems began to surface. Results were 'inconclusive.' Should she be tested again, and what for?

Thank you,
Mary

I am an early high school student. I just completed eighth grade but I find that a lot of my skills seem well below my classmates skills. I have had a learning disability since before I can remember. I have dysgraphia, fine motor difficulties, and speech difficulties. However I take a combination of regular, college prep, and honors classes. I am in no "special ed. classes" with the exception of supplemental.

I know for a fact that my skills in grammar, written expression, and spelling are well below the eighth grade level. However, I am receiving no help in those areas outside of my college prep English class. My teacher seem to think of me as "stupid." I have asked for extra help but she seems too busy to provide any after or before school help. So instead she sent me home with English text books to borrow over summer which doesn't help much since it takes me hours to get through one page due to my handwriting difficulties.

I learned very little in her class and I know the skills I lack in are not taught in high school but in elementary and middle school. I fear that without these skills I won't be able to be successful in school and work. A tutor is financially out of question and my case worker, who also happens to be my supplemental teacher, doesn't seem to think that I lack these skills or just doesn't realize it. I find she doesn't pick up on a lot of my difficulties.

How can I learn these skills that I need (e.g. basic grammar, spelling, and vocabulary) if I will not receive it through my classes? Do you have any suggestions?

Thanks
Cassie

My son was diagnosed with a seizure disorder at age 4. He was put on medication, seizure activity disappeared, and medication stopped by age 7. At age 7 he was diagnosed LD. He has had 4 separate evaluations over the years all indicating he has LD. He has experienced a lot of failure in school, despite attempts by myself, the school, learning support, private school, agencies, counselors, to remediate and help with self-esteem issues. He tested high average IQ, but at age 16 was failing all of his 10th grade classes and being consistently suspended from school for behavior problems. He has been in a wilderness program, and is now enrolled in a residential academic setting. The teacher says she sees no signs of LD. My question is, how can he be tested 4 times for LD, and now at 16, appear to have no signs? I'm very confused and not sure what to do for my son. Any suggestions?

Debbie,
Pennsylvania