Identifying Learning Disabilities Early in School-Age Children By Nicole Mavrides, MD
earning disorders are so common that they affect at least one in 10 children of school age. Even though many students with learning disorders exhibit normal intelligence, their specific learning issues may affect math or reading leading some teachers to question children’s general abilities. Early intervention may help alleviate some long-term consequences of learning disabilities. However, if gone undetected, manyissues may surface.
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For instance, if kids don’t develop proficient reading skills in elementary school, they will find reading in high school to be challenging, and quite possibly be incapable of performing math problems that involve reading. Without intervention, children may get more and more frustrated which will impact self-esteem and invite generally negative feelings towards school and learning. Parents should be diligent observers and be on the lookout for signs that may indicate their child is having a problem. Signs may include: difficulty understanding
and following directions, trouble remembering what was just said, failing to master fundamental reading/spelling/writing math skills, difficulty telling right from left, tendency to reverse letters/words/numbers, lacking coordination in sports/walking/ holding a pencil/tying a shoelace, continually losing or misplacing homework/books, or difficulty understanding the concept of time. In order to embark on a successful school year, parents, students, and teachers must learn how to both ask for and accept help. It is imperative that parents communicate the specific challenges their child is experiencing so the educator can
be of help. It is also important for kids to communicate how they learn best and what makes them feel frustrated. Parents and teachers can be instrumental in helping children to feel less frustrated by making organization a priority. Helping to keep folders and backpacks orderly can make everything seem less overwhelming. Talking to kids about what to do if they miss an assignment or if they start to fall behind in class is critical. Communicating to your child that you are there to help builds trust and encourages a strong relationship.
Giving kids morale boosters, allowing relaxation time and finding activities they excel at is key to building self-esteem and creating successes. Also, planning events that your child looks forward to can make school feel less consuming. Establishing a time each day to discuss school, experiences and obligations is a gentle and more mindful way to review expectations than to drill or ask direct questions. In addition, giving kids the space and time to try on their own before
jumping in to help demonstrates that you have confidence in their abilities which is important in building self-confidence. The new school year is exciting for most students. To make a child’s transition easier, we must remember to be diligent observers, acknowledge and address learning differences, and always act as their advocates. Dr. Nicole Mavrides is Assistant Professor of Clinical Psychiatry and Behavioral Sciences and the Medical Director of Child Psychiatry Consultation Service.
3 | BrainStorms | Q3 | 2019
