To Test or Not To Test - That Is the Question

Written by Sandy Gauvin


Continued from page 1

Does he have a learning disability? Should his teacher refer him for testing?

Do either of these scenarios sound familiar? The decision regarding whether to refer a child for testing can sometimes be a difficult one to make. There are many factors to consider, notrepparttar least of which is whetherrepparttar 109328 child perceives a stigma attached torepparttar 109329 testing.

As a teacher of students with learning disabilities, teachers often consulted with me when they questioned whether or not to test. After looking at allrepparttar 109330 facts, if there was still any doubt, I would tell them that I would rather err onrepparttar 109331 side of caution. Ifrepparttar 109332 child is not found to have a learning disability, at least we will discover his learning styles and how best to help him with his problem. If his does have a learning disability, we can proceed to get himrepparttar 109333 special help he needs to be more successful in school. Either way, he wins.

And who can question a win-win situation?

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.


Clear and Appropriate Assignments

Written by Sandy Gauvin


Continued from page 1

6) Haverepparttar student beginrepparttar 109327 homework in class so you can check to see if he is doing it correctly before he goes home.

7) Remindrepparttar 109328 student of due dates periodically. They may have it written down, but many students with learning disabilities have trouble with organization and may not have it as a current assignment.

8) Allow students to work together on homework. This can helprepparttar 109329 child get reinforcement ofrepparttar 109330 information from his peers, and it can also help promote social skills.

9) Establish a routine atrepparttar 109331 beginning ofrepparttar 109332 year about homework assignments. Be consistent and fair about reinforcing that routine.

10) Allowrepparttar 109333 student to tell you atrepparttar 109334 beginning of class time if he was not able to complete his assignment. There are valid reasons for not completing an assignment. Perhapsrepparttar 109335 student just needs more reinforcement in that skill.

Ensuring thatrepparttar 109336 student can understand and complete assignments goes a long way toward boosting his self-esteem. He feels good because 1) he was capable of completingrepparttar 109337 assignment, as didrepparttar 109338 other kids, 2) he knows he has pleasedrepparttar 109339 teacher, 3) he has pleased himself, and 4) he has that much more information in his brain. Increased self-esteem will encourage him to take risks with searching for new answers and contributing to class discussion. And that will earn him more respect from his peers, as well as from himself. He will be a happy, successful student.

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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