Alias: 'Aptitude'

Written by Sandy Gauvin


Continued from page 1

The important things to remember are that 1) you will probably see a score from one of these tests on your child's report, and 2) that score should be withinrepparttar range of 85 to 115, forrepparttar 110968 most part. The information you get from these scores will also tell you whatrepparttar 110969 child is having difficulty with. For example, perhaps he has difficulty remembering what he sees. Perhaps he can't remember more than 1 or 2 directions at a time. Perhaps he can't process new information as fast as other children. These are important clues to letting you andrepparttar 110970 teachers know what to work on with your child and how to best help him.

When you get this information,repparttar 110971 next thing that will happen is that this "aptitude" score will be compared withrepparttar 110972 child's "achievement" score.

His achievement score is a measure of what he knows and what he has learned. These will be his scores in things like reading, written language, and math. In order for your child to show a learning disability, there has to be a large gap between his "aptitude" score (his ability to process information and learn) and what he has actually learned.

In other words,repparttar 110973 report is showing that, althoughrepparttar 110974 child is able to learn as well as anyone else of his age or grade, something is causing this to not happenrepparttar 110975 way it should.

Why is that happening? Whenrepparttar 110976 pieces ofrepparttar 110977 evaluation are put together, it should provide information about why your child is not learningrepparttar 110978 wayrepparttar 110979 other children are. It will provide clues to you and his teachers about how to help him inrepparttar 110980 best way possible and how to help him help himself.

For more plain talk about learning disabilities, please visit us at www.ldperspectives.com.

Sandy Gauvin is a retired educator who has seen learning disabilities from many perspectives - as the parent of a daughter with learning disabilities, as the teacher of children with learning disabilities, and as an advocate for others who have diagnosed and unrecognized learning disabilities. Sandy shares her wisdom and her resources at www.LDPerspectives.com.


10 Ways You Can Advocate For Your Child With A Learning Disability

Written by Sandy Gauvin


Continued from page 1

6. Don’t be afraid to communicate withrepparttar professionals. Be prepared when you go torepparttar 110967 team meetings, and don’t be afraid to calmly and assertively state your views. Take notes intorepparttar 110968 meeting with you so you won’t forgetrepparttar 110969 questions you want to ask orrepparttar 110970 points you want to make. Remember,repparttar 110971 professionals need insight from you as much as you need insight from them. The more communication you have,repparttar 110972 more powerfulrepparttar 110973 educational team to help your child.

7. Don’t be afraid to ask questions. The field of special education is as complex as your child’s needs. Asking questions doesn’t mean that you are stupid. It just means that you are interested in your child’s education and well- being and want to be an informed parent. You will most likely hearrepparttar 110974 professionals asking lots of questions as well!!!

8. Keeprepparttar 110975 lines of communication open with your child. Talk with him about his life both in and outside school. Allow him to express his frustrations, his successes, his disappointments, his hopes, his likes and his dislikes. The better you know your child and what is going on with him,repparttar 110976 better you can help other people to work with him.

9. Know your child’s strengths and weaknesses and share them withrepparttar 110977 professionals. Children with learning disabilities, although they have weaker areas, have many strong areas, too. By highlighting these areas, it makes it easier forrepparttar 110978 professionals to use them as tools to strengthenrepparttar 110979 weaker skills. It helps them seerepparttar 110980 child in a more positive light, and it helps them relate torepparttar 110981 child. And it helps your child’s self-esteem to know thatrepparttar 110982 teachers sees good things in him.

10. Help your child learn to advocate for himself as early as possible. As time goes on, and your child has heard you advocate for him, he will be able to understand how to advocate for himself. If he’s heard you say positive things, not only does it increase his self-esteem but it gives himrepparttar 110983 confidence to speak up for what he needs. Teach him how to communicate how he learns best, what he needs to help him getrepparttar 110984 most from his classes, and how he feels when confronted with certain issues, such as testing and peer pressure. Give himrepparttar 110985 power to make his life a success.

You can help your child be able to be a successful, happy, responsible student, well on his way to beingrepparttar 110986 same kind of adult. Advocate for him.

For more plain talk about learning disabilities, please visit us at www.ldperspectives.com.

Sandy Gauvin is a retired educator who has seen learning disabilities from many perspectives - as the parent of a daughter with learning disabilities, as the teacher of children with learning disabilities, and as an advocate for others who have diagnosed and unrecognized learning disabilities. Sandy shares her wisdom and her resources at www.LDPerspectives.com


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