Approaching Learning Differences - First Steps

A child's learning difficulties in school might be labeled as having a "learning disability" when he is unable to master a specific skill considered as developmentally appropriate for his particular age group. "Problem" or "Difficult" are most often used when a child begins to have trouble in school. Recent research suggests a neurobiological basis for "learning disabilities" in which a person's brain works or is structured differently from the "norm." As a result, a child may encounter difficulties in reading, writing, recalling/organizing information and possibly has attention issues.

There is a movement among those who work with children with "learning disabilities" to call them, "learning differences" instead. "Learning differences" is an encompassing term that reflects the natural and inherent differences in growth, development, and learning styles. Some feel that many so-called learning disabilities are "disabilities" due to a one-size-fits-all approach to educating children. If a child's most comfortable learning strategies are too divergent from the norm, these different strategies are deemed as "learning disabilities" - since they prevent the child from learning what is being taught in the way that is being taught.

For example, a child with a reading disorder who is not able to learn by reading textbooks independently is capable of learning through other means that allow him to receive and/or process information differently from his peers. He may need materials be presented through visual presentation, class discussion or be taught other specific strategies to approach the problem. The key to success then, is to employ a learning strategy that plays to the child's strengths. Once an appropriate strategy is devised, a child identified as "learning disabled" can be efficient learners. Some famous examples are Albert Einstein, Leonardo Da Vinci and Thomas Edison.

When a child faces learning difficulties in school, parents (& teachers) should always ask questions and think analytically about the issues their child is experiencing. Any kind of difficulty in school should always trigger the question "Why?" Sometimes, difficulties simply point to an area that simply needs additional time and effort. But, because learning is cumulative and information interconnected, difficulties may point to a larger pattern that should be recognized and addressed.

Recent research shows that parents who noticed their child exhibiting signs of difficulty with learning waited a year or more before acknowledging their child may have a problem. Difficulties should receive attention while they are simply difficulties, before they have a chance to start a negative chain reaction that can include broader educational, social, personal, emotional and family issues.

A critical first step for parents therefore, is to acknowledge the possible difficulties a child may be facing and engage the issues at hand. An informed parent is a child's greatest asset and advocate. Parents who learn to be receptive to information and solutions would encourage better outcomes for their children. In certain cases, recognizing a child's learning difference may lead to identification of a specific learning disability.

In others, it won't - but it may alert educators in modifying the curriculum or employing special learning strategies to facilitate learning. In all cases however, it should contribute to understanding and appreciating the various ways that our children learn.