Discover More About Learning Disabilities From IEP E-book

Children with Learning Disabilities who have difficulty with certain tasks often feel frustrated and stupid. These feelings can lead to a low self-esteem. If children are teased and taunted by their peers, these feelings can be worsened. Although parents may be relieved by the understanding that a learning disability diagnosis can bring, children with learning disabilities may be afraid of the diagnosis and become even more isolated. There is also the possibility that the child may begin to use the diagnosis as a crutch to excuse behavior problems and poor performance.

Parents and teachers must remain sensitive to the needs and feelings of children with Learning Disabilities. The possibility of sending learning disabled children to special learning disability schools does exist, and for extremely sensitive children or those with a severe learning disability this may be the best option. However, learning disability schools carry their own stigma and are generally not appropriate for mildly learning disabled children. Most often, mainstreaming is the best choice for children with learning disabilities that are mild or moderate in severity.

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The question of how best to treat a learning disability is not easily answered. Usually the answer is as individual as the student is. Assistive technology products may be helpful in allowing the child to work around the learning disability. High-tech solutions such as optical character readers and voice-activated calculators can be expensive but worthwhile as learning disabled children advance in school. For smaller children, low-tech assistive technology products will often suffice. Assistive technology products should not, however, be considered the be-all end-all solution for students with learning disabilities.

Remediation is often the treatment of choice for students with learning disabilities. Methodical teaching processes can gradually re-train the brain to some extent, as well as teaching the student strategies to use to work around the learning disability. An individual treatment plan should be developed with input from the teacher, student, parents, and school psychologist or other expert.

Adults must keep in mind that children with learning disabilities will eventually become adults with learning disabilities. Teaching students with learning disabilities to advocate for themselves will give them the maximum chance at successful and productive adult lives. The younger a child is when beginning to manage the learning disability, the easier the transition to adult life will be.

Parents and teachers should remember that children with learning disabilities are not slow. Usually the IQ of a learning disabled child is at or above normal, and some are extremely intelligent. When remediating the learning disability it is important to continue to challenge the child intellectually. Intellectual stimulation can be the catalyst that sparks a learning disabled child to continue working through the disability.

Parents and teachers must remain sensitive to the unique emotional needs of children with learning disabilities. These children often suffer from low self-esteem and may be taunted by their classmates. It is the responsibility of the adults in their lives to provide positive coping techniques and a sense of empowerment to the child. Allow the child to take the lead in managing his/her own learning disability as much as possible.