Listen to thisA learning disability is defined as a disorder in which one or more of the basic psychological processes involved in understanding or using language, spoken or written, manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia (Ryan & Michael, 2004). Learning difficulties could be identified at an early age and are usually exaggerated in the early school years. It is estimated that 20 percent of Indian children suffer from learning disability (Thacker, 2007).
These children are
often termed as clumsy and inattentive in
classrooms and teachers often complain of their day dreaming habits.
Parenting such a child could be an overwhelming experience and
caretakers often benefit from
professional involvement. The
purpose of this paper is to enhance the joint efforts of professionals
in providing assistance to a child with a learning disability. We must
understand the focus in on enabling the child to cope well not just
perform well.
A “struggling” child is most often identified by the
teacher who takes note of the child’s constant failures despite having
taken efforts to improve. The teacher may
then contact the parents
and may be willing to have open discussions with
them regarding the
child’s performance. Discussions must focus on the child’s positives and
not just on the “complaints”. Most often parents are not willing to
accept what is told but want ready results.
This involves the child
in further stresses of having to attend tutorials, remedial classes and
in doing more homework. This could reduce motivation levels and also
hurt the self-esteem in these children.
Teachers play a vital
role by enabling parents to contact professionals who can help.
Initially many would express reluctance of having to seek help but, if
encouraged by teachers, many parents comply.
Professional
intervention for a child with learning needs begin by meeting a child
consultant, usually a pediatrician. The earlier the intervention begins
the better
is the response (Coleman & Buysse, 2006). Often, in the
Indian context, the pediatrician does the initial neurodevelopmental
screening and then the doctor suggests psychological assessment. In any
Indian Child Development Centre (CDC) the psychologist begins by first
discussing with the family about the primary needs of the child.
Information regarding school work, home behavior, communication skills
and social ability will be discussed. The family requires sharing as
much of information as is necessary for helping the psychologist to
understand the child. The psychologist also is required to build a good
rapport with the child so as to understand and elicit responses to
questions asked during the session. A good assessment may require 5 to 6
sessions with the family, preferably with the child, in order to gather
all necessary information to plan for intervention.
The psychologist
administers standard-
ized tests to assess the learning of the child.
The performance of the child enables the psychologist to make inferences
of probable difficulties experienced, areas that will require assistance
and to also prepare an individualized learning plan.
The psychologist
will also have to educate the family about the purpose of develop-
mental assessments. Standardized tests that are usually used for
identifying learning issues include the WPPSI (Wechsler’s Pre school and
Primary Scale of Intelligence-2 years 6 months to 7 years and 3 months),
WISC (Wechsler’s Intelligence Scale for Children6 to 16 years) and the
Stanford Binet Intelligence Test (SBIT2 to 23 years). These tests
measure reading, writing, number skills, copying ability, memory and
reasoning skills through verbal and performance subtests. Before
administering the test the psychologist will need to help parents
understand that these tests are not diagnostic labels but are only used
to identify gaps in learning.
The learning style of the child
(visual, auditory or kinesthetic) can be identified and that may further
help in recommending ways to improve problem areas.
Suggestions are
given to help the child organize, memorize and understand
complex
ideas using simpler methods. The psychologist will have to design an
Individualized Learning Program which will include the learning
objective, performance expectations and a review of pertinent skills and
concepts. The approach to each child is unique and specialized and the
basic objective is to present information in an organized manner, using
examples, demonstrations and visual prompts wherever necessary to
enhance learning.
The psychologist will have to enable the child in
making choices about the curricula he desires to learn, the subjects
that he likes to focus on and the methods to be employed so as to
perform well. The most delicate task for the psychologist is in winning
the confidence of the child. It is
certainly necessary that
the psychologist communicates to the child that he needs help and that
performance needs to be assessed periodically. Hiding information from
the child or making him feel that he has a disorder or a “problem” will
bring adverse effects. Once the child feels assured, then he is ready to
comply. Not to forget, the child is the active participant of the
therapy and suggestions given have to be tailored according to his or
her needs.
The family will need to be encouraged to implement the
suggestions and to report changes periodically. To begin with, visits
could be once a month and then gradually tapered down. The feasibility
of making the visits to the CDC must be considered and must not be a
cumbersome experience. Phone call conversations, reports from teachers
and even visits must be welcomed. Sibling issues too need to be
addressed. At times families compare abilities and perfor-
mances
between siblings and this may lead to increased stress reactions in home
and school.
A child with a learning disability is often termed a slow
learner in a classroom and it is not uncommon that schools recommend
grade retention. Parents become anxious and want to see immediate
differences. They require time and adequate information about the
child’s needs in order to cope (Healey, 1996). These children are often
at a greater risk for developing psychosocial problems as they are
subject to increased demands from both the family and the school. Coping
becomes stressful and too tedious. Many times they are wounded
emotionally and depressed and some may require counsel-
ing,
behavioral modification, and also
social skills training. Children
may also suffer from being made fun of in school, bullied and even
emotionally abused or neglected at home.
In young children it is
necessary to increase self regulation and to support the child through
the crisis experienced. Self affirming experiences are important in
raising the self-esteem in children or else it could result in fewer
grades, increased negative classroom behavior and also school drop outs.
If special education services such as mainstreaming or remedial tutoring
would benefit the child then intervention will have to be sustained and
the outcomes periodically monitored.
In helping children with
learning needs, it is important to build self awareness of abilities and
enable them to take pride in their accomplishments (Colorado, 2008).
Employment possibilities and vocational skills also need to be
addressed.
The psychologist will have to explore leisure time
activities, hobbies or interests that the child could develop. The child
should be encouraged to set realistic and achievable goals and the
family has to help him be perseverant. The child should be given the
opportunity to be proactive (Ryan and Michael, 2004).
Therapy cannot
promise instant or tremendous change. Efforts have to be consistent and
parents will need to continually support and accept the differences in
their child. Providing individual assistance and attention to the child
can be a demanding experience but it is crucial that we support the
child through the crisis experienced. Self affirming experiences are
important for these children and families
need to encourage social experiences.
Parents
are our co-therapists and they have the right to information regarding
the welfare of their child. It is the responsibility of the
professionals to disseminate information and to keep them actively
involved in the decision making process and in also implementing the
therapeutic recommendations. Professionals should work in liaison with
many other organizations that can render help in training and in
providing vocational inputs especially for adolescents. Every child with
a learning need has the right to a dream and to persevere in fulfilling
it. We have to acknowledge that every child is unique yet special and
therefore we need to accept and appreciate the differences we see in
them. In doing so, we help them experience the world differently a
secure place. They need us and in serving them we learn, grow and help
them experience the fullness of life.
References
Coleman,
M. R., Buysse, V. & Neitzel, J. (2006). Recognition Response: An early
intervening system for young children at-risk for learning disabilities.
Executive summary. Chapel Hill: The University of North Carolina at
Chapel Hill, FPG Child Development Institute.
Colorado, C. (2008).
Learning disabilities: An introduction for parents. The Coordinated
Campaign for Learning Disabilities. Taking the First Step: A Guide for
Parents of Children with Learning Disabilities. LD Online.
Healey,
B.(1996). Helping parents deal with the fact that their child has a
disability. CEC Today, Vol.3(5). The Council for Exceptional Children.
Ryan & Michael (2004). Social and Emotional Problems Related to
Dyslexia. International Dyslexia Association Fact Sheet series. The
International Dyslexia Association (IDA).
Thacker, N. (2007). Poor
scholastic performance in children and adolescents. Indian pediatrics,
44: 411-412
