What is a Specific Learning Disability?
Parent Advocacy Series: Early indicators of Specific Learning Disabilities and how to work with the school for support.
Last week Behind the Behavior Psychology posted a blog titled What is the difference between an Individualized Education Program (IEP) and 504 plan in school? highlighting important laws for parents to be familiar with in the school setting if they are concerned about their child’s school performance. Next step? It is important to be aware of some of the common underlying reasons behind a child’s poor school performance, as well as how to initiate the process of working with school districts to learn about options. Of note, this blog series will cover some common underlying reasons for what may be behind a child’s poor school performance and does not address all unique circumstances. Let us start with some questions you may have asked yourself…
Is my children ready for pre-school or a structured school setting?
Why is my child’s school performance or behavior declining?
Why is my child struggling to perform?
Why is my child avoiding reading tasks or struggling with math?
My child knows how to do the work, why can’t they show it?
Why was my child previously successful in another school, grade, or program and no longer performing at the same level?
Why can’t my child remember to do their work or organize their materials?
Why can’t my child focus?
Why does my child get stomach aches or feel sick before school?
Common reasons for learning difficulties in school: Learning Disability
There can be many reasons for poor academic performance in school or changes in your child’s behaviors, focus, or achievement. What is behind your child’s difficulties could be a result of adjustment to change, instruction/learning style imbalance, underlying learning difficulties/brain differences, executive functioning concerns, social conflict, anxiety, or other underlying symptoms. It is also common for children to behave differently at home and school and you may observe different behaviors that teachers are not aware of, or vice versa. As a caregiver, follow your instincts as it is not always clear what may be impacting your child’s academic functioning. Under special education law, when a child is having difficulties in school, a parent, caregiver, teacher, or other professional can make a referral to the school’s special education committee. This referral ultimately indicates the observed student’s concerns and the need for an evaluation to determine what is impacting learning and whether additional services are needed. Difficulties in school, regardless of age, can impact more than just a child’s learning. Poor school achievement or attitude towards school may also impact a student’s sense of agency, self-esteem, mood, peer relationships, as well as other areas of functioning and mental health.
In this Parent Advocacy blog series, the goal is for you to become more knowledgeable about some of the common underlying reasons for school learning difficulties as well as know the steps you can take in working with the school. First stop, one of the most common areas explored when students are struggling to perform is determining whether they have an underlying learning disability. A Specific Learning Disability is one of the 14 special education eligibility classifications used in schools, as well as one of the most common. In fact, according to the National Center for Education Statistics, approximately 33% of students who receive special education services in public schools are under the classification of a Specific Learning Disability (SLD).
What is a Learning Disability?
It is not unusual to have a child struggle with a specific topic or subject from time to time. This in itself does not mean they have a learning disability. Children with learning disabilities struggle with a specific set of skills, even when their overall intelligence or other aspects of functioning are not affected. Learning disabilities are a result of brain based differences that make some subjects or school-based activities difficult for children if they do not have accommodations. Children with a learning disability may feel frustrated they cannot complete tasks despite their hard work and you may see hopelessness, behavioral outbursts, withdrawal, or negative perceptions of school develop over time if undetected. Eligibility requirements in determining whether your child can be classified as having a Specific Learning Disability may differ by state, however, in the state of North Carolina a Specific Learning Disability is generally defined as the following.
A Specific Learning Disability is a disorder in one or more of the basic psychological processes that aid in helping a student understand or use written or spoken language and impairs the student’s ability to listen, think, speak, write, read, or spell. This also includes a disorder in one or more of the basic psychological processes involved in the ability to do mathematical calculations, including perceptual disabilities.
A Specific Learning Disability may include, Dyslexia (reading), Dysgraphia (writing), Dyscalculia (math), Auditory Processing Disorder, or a Nonverbal Learning Disability.
When can you start to detect a Specific Learning Disability?
Underlying learning disabilities are a result of differences in how your child’s brain processes or retains certain information. Although present in early development, they may not become apparent until late elementary school. Why? Pre-school and early elementary years of school tend to focus on learning foundational skills, such as the alphabet or counting, but more importantly focus on appropriate school behaviors, such as listening to directions, taking turns, sustaining attention, socializing with peers, and overall active engagement with learning. Some children also learn at different paces and schools typically want to provide ample opportunities for them to respond to general education. It is not until 3rd or 4th grade when there becomes a big shift in education where children are expected to now build upon and utilize those foundational skills to learn new and more challenging concepts. While this is the most common timeline for identifying Specific Learning Disabilities, it does not mean that a child cannot be detected earlier. In order for a child to get special education services to support their learning disability, they must first be found eligible. Eligibility ultimately comes down to the school Individualized Education Program (IEP) team, which includes a free and in depth evaluation of your child’s learning. As a parent, you are an essential stakeholder in this process and you can also get a psychoeducational evaluation conducted by an outside provider that you can give to the school to either expedite the process or have as an additional layer of support for your case. While you or your child’s school may not detect an underlying learning disorder until late elementary school, there are early signs of learning disorders that you can take note of.
What are some early indicators of a Specific Learning Disability?
Dyslexia
Early speech delays or difficulties, such as mixing up sounds or difficulties pronouncing certain letters
Early history of chronic ear infections
Difficulties telling right from left
Delayed acquisition of reading skills
Trouble sounding out unfamiliar words or misreading whole words. For example, reading Card as Candle or Sand as Snake
Avoids reading tasks or complains about how difficult reading is
Dyscalculia
Early difficulties with recognizing patterns during play. For example, difficulties sorting by colors or shapes
Difficulties with corresponding numbers to items. For example, difficulties counting the number of gold fish for snack even if they can count to 10 out loud
Difficulties telling time
May rely on counting on their fingers even when they are taught more efficient means for problem solving. This can include memorization/efficiency with basic math facts, such as 5+5-10
Difficulties with measuring or directions
Directional confusion or difficulty following along with information shared in graphs, maps, or charts
Avoidance of math games or counting activities
Dysgraphia
Difficulties writing inside margins or on straight lines
Slow or laborious writing, even if copying information straight from a text
May know what to say but has difficulty organizing words or ideas on the page
Difficulties holding a pencil correctly, cutting with scissors, or tying shoes
Poor spelling with no clear pattern of errors
Mixing upper- and lowercase letters
Avoidance or anxiety related to writing tasks
Can read a word that is written incorrectly but has a hard time detecting it is spelled wrong
How can I work with the school to support my child?
To determine whether your child is eligible for services in school, the school will first try to determine whether your child can be supported in the general education classroom with a range of tiered supports (start with classroom wide strategies and move to more individualized strategies). Then, the school will conduct an evaluation. As a parent, you can also have a comprehensive psychoeducational evaluation conducted by an outside psychologist, who will write up a report that you can share with the school. Some examples of learning disabilities that may be identified and diagnosed by a psychoeducational evaluation, such as those conducted by Behind the Behavior Psychology, can include Dyslexia (reading based), Dyscalculia (math based), and Dysgraphia (writing based), as well as nonverbal learning disorders or auditory processing concerns.
If you have concerns about your child’s performance in school, here are a few first steps to follow…
Reflect on whether your child has had a recent appointment to get hearing and vision checked, as well as take note of any ongoing or recent changes that could be impacting their behavior or performance. Do they have a history of psychoeducational or developmental evaluations, diagnoses, or other concerns that may help provide information about their functioning? Is there a family history of learning disabilities? This can be helpful information to share with the school.
Begin by addressing your concerns at the classroom level. You can do so by talking to your child’s teachers about your concerns and gathering additional information. Teachers may or may not share the same concerns in the classroom setting, however they may have helpful strategies or work with you to closely track the behaviors of concern. The teacher may put in a referral for special education for your child or help guide you through the process. Starting with the classroom teacher is also helpful for data collection, as the school typically requires this as a first step. A good tip is to document, take notes, and develop a paper trail of your communication with your child’s teachers. Emailing is a good starting point.
If your child has had ample opportunity to utilize strategies at the classroom level with little to no success or if your concerns differ from that of your child’s classroom teacher, you can then address your concerns at the school level. In writing, communicate your concerns to the principal or special education chair at your child’s school. As a parent, you can request a meeting and put in your own referral. When reaching out to the school, include information about your previous communication with teachers, as well as your observations.
The school will need to conduct an evaluation of your child’s learning needs in order to be eligible for special education services. If your child has participated in an outside evaluation by a pediatrician, psychologist, or other provider, you should also provide this information to the school. A school psychologist will conduct a psychoeducational evaluation in the school. As previously noted, you can have a comprehensive evaluation conducted by a clinical or school psychologist that you can then provide to the school as well. Some families seek this option to expedite the eligibility process, when they would like a second opinion, or if they want an in-depth analysis of their child’s skills and areas in need of support.
*For more general information about special education eligibility, other common concerns, and the testing process, stay tuned for the next Behind the Behavior Psychology blog in the Parent Advocacy Series. Next up, Attention-Deficit Hyperactivity Disorder (ADHD)! Included within these informational blogs will be tips about the testing process in schools and how to be an informed advocate for your child.