Learning Disabilities

Our children are under enormous pressure to perform in school based on predetermined benchmarks or goals. The comparison of a child with the majority of his or her peers seems a necessary evil in the school system – to determine success or failure. Students are considered successful when their grades and performance are on the same level or above that of their contemporaries. It would be wonderful if there was more wiggle room and children could work at their own pace, some slower and some faster, but in most school settings this is seldom possible. Teachers must give grade students based on majority performance. Those who fall short of these established guidelines are labeled slow learners or learning disabled. Thousands of parents each year are told their child has a learning problem or disability; although, the majority of these children will test normal or above normal on IQ tests.

Many children with problems are receiving extra help through tutoring or have been placed in special education classes, as well as, being placed on medication. Often, these remedies are not producing the permanent results that parents and teachers had expected. Time is enemy for these children who are struggling and discouraged. Each day millions of parents are told their child has a learning disability. Learning disabilities usually consist of two or more of the following problems:

lack of attention and concentration
makes careless mistakes
slow finishing work
slow processing speed
long and short-term memory problems
works extra hard to keep up with everyone else
shows signs of depression, discouragement and lack of self-esteem
seem disinterested in school
will not try anymore.
shows signs of Dyslexia, ADD or ADHD

These are only a few of the debilitating problems of a child with a learning disability. The questions about this subject are haunting parents and teachers alike. Why are some children performing below their potential? Why does one child, with the same IQ and background as another, read and comprehend material faster than another; or why does one child make good grades on tests and finishes with time to spare, while another child knows the answers but fails because he or she cannot finish the test within the time limit? Inevitably, these problems get worse with time; with confidence and self-esteem issues mounting with each academic failure.

To be successful in school, a child must be able to learn information swiftly and accurately, and be able to retain and recall the information. In short, a child must process information fast and efficiently. Fully developed cognitive skills are at the core of this ability to process information. Cognitive abilities determine how well we can perform mental, visual, and physical tasks. For example, the amount of time it takes for our eye to scan a line of print in a book, how fast and accurately we comprehend the information we read, how well we can recall information for taking a test, or how well we can follow instructions, are all cognitive related functions. A student may know all the words in a book, but to read fast and comprehend the information requires good cognitive ability. Slow processing can cause a child to fail an assignment even though he or she knows the answers because there is a time limit. Some children lean on good cognitive skills to compensate for poor ones, such as taking copious notes because memory or visualization skills are poor. The ability to follow steps and directions in sequence, problem solving, as well as logic and reasoning skills are all cognitive related skills and abilities.

Much like a weight lifter increases in strength and muscle capacity through weight training; cognitive training increases the brain’s ability and capacity to learn through intense training, in a short period of time. As more and more information is relegated or forced to the subconscious or automatic level of learning through intense training: a child’s learning capacity expands and the ability to absorb information quickly and accurately increases. Visual and mental processing, long and short term memory, visualization and visual memory, concentration, simultaneous and sequential processing, as well as logic and reasoning skills are enhanced and developed through cognitive training.

One-on-one individualized cognitive training yields dramatic and permanent results in a short period of time. Children are able to work at their own pace and the nature of the program produces self-motivation. The competition for the child is in the race to exceed the goal accomplished in the last session. Confidence grows as each session brings a measure of success. Cognitive training is beneficial for any student; but, the results are especially dramatic for children who have a learning disability. Most children will exceed the standard grade norm 2 years or more after training. With faster visual and mental processing speed, enhanced memory and visualization skills, and the other cognitive related skills working at optimum speed; a child can tackle any academic subject and succeed!

Anne Sentell – President of Progressive Learning Solutions and Author of the Left Behind Survival Kit We welcome you to learn more at our website. E-mail us with any questions you may have about cognitive training at – asentell@live.com
http://www.leftbehindsurvivalkit.com

Thanks To : Karylborello.Ipacapao.Com Microsoft Esprit Memup http://shellieinghram.myownpages.com/ http://blog.csis.suu.edu/wordpress-mu/bettinarothfuss/

Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation First to review, but I’m not a shill — merely an involved parent.

This is an exceptionally valuable reference for professionals, academics and invested laypersons. This is not a casual read. The book is wonderfully concise — no fluff here.

For professionals and academics, it contains a wealth of references — of the ~300+ pages, ~250 are text, 10 are index, and a full 55 pages are references to other texts and journal articles. The book is worth purchasing for the references alone.

Professor Gregg documents ADHD & LD research, offers her own cogent analysis & insights, and provides practical recommendations for navigating the relevant legislative and therapeutic frameworks.

The only noteworthy omission is that the book, probably by design, contains virtually no discussion of medication. One must look for that discussion elsewhere.

The net result is that this book has helped & continues to help me to intelligently, knowledgeably and helpfully engage the professionals I work with to assist my son in leveraging his strengths and manage his deficits.

Very highly recommended. :

Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation

• Diagnosing Learning Disorders, Second Edition: A Neuropsychological Framework
• Adult Learning Disabilities and ADHD: Research-Informed Assessment (Oxford Workshop Series : American Academy of Clinical Neuropsychology)
• Essentials of WAIS-IV Assessment (Essentials of Psychological Assessment)
• Learning Disabilities: From Identification to Intervention
• Executive Function in Education: From Theory to Practice

Visit : Marjorymarcinek.Macpress.Org Tag Heuer Pigeons http://caddy-bay-collection.ladywatches.us/ http://charlagheen.blogfli.com/

Whether or not to disclose a learning disability in college can be a difficult decision for a student who has endured the stigma of the “Special Education” label for his entire school career. To shed the “LD” stamp and feel like their peers, students often choose not to disclose after high school. Be careful, however, to carefully weigh the pros and cons for each choice, for the ramifications of this decision can sometimes have dire consequences.

Students often fail to realize that college brings a whole new set of rules regarding disabilities — in college, students with disabilities are anonymous. Disclosure is confidential and involves only the Disability Services Office and any instructors whom the student informs. Labels are non-existent.

Should you disclose in an application? Probably not — unless you are applying to a college solely for students with disabilities, or you have the need to explain unusually poor grades or test scores. Generally speaking, you do not want to give a college any reason to have preconceived notions. One might logically assume that college admissions officers would have knowledge of disabilities and understand that students with LD can be assets – they are often highly creative, bright, “outside the box” thinkers. However, even among professionals, there is still an extraordinary lack of knowledge. Why risk the possibility of an uninformed individual reviewing your application?

Once admitted to a college, however, there are definite advantages to disclosure:

• Coming from high school, a supportive environment with lower expectations and a lighter workload, you will likely have difficulty navigating a new system without guidance or a safety net. Disclosure makes you eligible for accommodations such as extra time, a distraction-free test environment, a note-taker, specialized tutoring, etc. Using these accommodations does not provide you advantages – it simply levels the playing field, giving you the same opportunities as other students. Think about accommodations the way you would eye glasses.
• Disclosure provides protection under the Americans with Disabilities Act (ADA), specifically Section 504. If your documentation supports accommodations and you are being denied, you have the law on your side. Without disclosure you are unprotected, despite the fact that a disability exists.
• Disclosure and use of accommodations at the outset increase your likelihood of success and bolster your confidence. It is far easier to maintain a high GPA (grade point average) than it is to raise a low one. Students who insist on “going it on their own” for the first semester frequently struggle with college’s unique challenges, ending up with less than optimal grades. They are then in a position of having to raise their GPAs to an acceptable level — which can take many semesters. When you begin a new venture, doesn’t it make sense to put your best foot forward? Isn’t it true good grades empower you? Conversely, poor grades may cause you to doubt your very decision to attend college in the first place.
• If you suspect you will be unable to handle a full college course load at the outset, and your psycho-educational testing supports this, ask your examiner to add “Reduced course load” to the list of recommendations at the end of your documentation. Disclosure should give you permission to take fewer classes, while still being considered a full-time student for insurance purposes. Be sure to ask your college’s disability services provider about this.

©2007 Joan Azarva

There is a lot more to learn about achieving success in college with a learning disability. If you would like more information, please go to http://www.ConquercollegewithLD.com and sign up for a free copy of “Learning Disabilities: 10 Tips for High School Students with College Aspirations”.

Joan M. Azarva, Ms.ED is an expert college Learning Specialist and most recently worked in this capacity at a local community college. She has nearly 35 years of experience working with students with LD/ADD. Joan currently teaches “Conquer College with LD/ADD” locally and will soon offer it online in webinar format. You can read more about Joan and connect with her at http://www.linkedin.com/in/conquercollegewithld.

Tags : Netbookscritiques.Ipacapao.Com http://damarismcinnes.trendyinside.com/ http://nl.pokerunlimited.eu/Blogs/oliveroverson/