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During times when teaching, when students are playing or doing their work. I observe them.

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is the student struggling academically.

are they struggling emotionally.

do they have reduced participation.

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Differentiate the challenge that the student is facing. 

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Differentiate the challenge that the student is facing. 

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language need

a learning disability.

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communication with support teachers and school administrators about the issue.

are the reasons the students is struggling internal (issues of abuse, behavioral issues, minimal brain function, poor attitude or lack of effort ) or external (change of environment, lack of parental support, poor teaching in previous years).

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student may be avoid reading, writing, or speaking in class due to a fear of making mistakes or other other things.

students may have a limited English vocabulary and struggle to express themselves adequately they don't understand and communicate effectively in the classroom.

non-English speaking background hence the cultural background of the student is limiting the student.

trouble engaging in class discussions or expressing their feelings.

thoughts coherently might be challenging for them hence they largely keep quiet or play during class which might be seen as bad behavior.

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Assistance for Language Needs in students.

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Assistance for Language Needs in students.

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make a flexible plan that will provide targeted English language development support, extra classes or additional language assistance.

use visual aids, diagrams, and illustrations to aid understanding, as visuals can transcend language barriers.

encourage peer interaction to help students practice and improve their language skills.

use clear, simple language in instruction and materials to ensure comprehension.

with parent's involvement, a speech therapist can also be involved for severe cases.

be culturally sensitive, as understanding a student's cultural background can aid in effective communication and support.

continue monitoring, adjusting and reviewing to see how the student is doing.

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As part of inclusive practice it is vital to ensure we are supporting children's language needs and skills. In this third article of a four part SEND series, Claire Hewson looks at the importance of identifying and supporting children's language needs early on, including tracking progress and the graduated approach.

Claire Hewson, teacher and author

Speech, language and communication skills underpin every aspect of children's development. The ability to express ideas clearly, to understand others and to interact with them are fundamental life skills. Effective communication is the basis for forming friendships which in turn builds children's self-esteem. It also affects their emotional and behavioural development and is the foundation for literacy.

The new Early Years Foundation Stage (EYFS) curriculum places emphasis on speech, language and communication. Practitioners must take every opportunity to support children in this area by building a language-rich environment and having plenty of high-quality conversations with children throughout the day. ¹

According to the Communication and Language Trust, speech, language and communication needs (SLCN) are 'common in children and young people who may have other diagnoses such as an autism spectrum disorder and learning difficulties...However, many children with SLCN may not have been identified at all.' ²

To highlight the consequences of undiagnosed SLCN the Communication Trust describes the fictitious story of James at different stages of his life. In preschool years he kicks and bites other children, and during his later school years he is always in trouble and struggles to read and write. Then when he leaves school, he cannot get a job. ³

Not all children with SLCN have other areas of special educational need, but most children with other areas of need have SLCN. So, for practitioners, the ability to identify SLCN is key when it comes to identifying special educational needs. The quicker a child's needs are identified the faster the right support can be put in place for them.

How to identify when a child has SLCN

There are two types of speech and language disorders and some children will have both:

Receptive language disorder: when a child struggles to understand the words they hear

Expressive language disorder: a child cannot express themselves very clearly

Be alert for children who:

Are hard to understand

Are quiet

Use short sentences or single words

Have difficulty listening

Do not make eye contact when you are speaking to them

Are unable to follow instructions

Are slow to respond when spoken to or do not respond at all

Seem isolated from others

Do not play with other children well

The EYFS states that when practitioners are assessing whether an individual child is at the expected level of development, they should draw on their knowledge of the child and their own expert professional judgement (EYFS, p. 18, 2.2). Your daily observations of children and your knowledge of the EYFS milestones and standard assessments such a the Progress Check at Age 2 will help you to flag up any difficulties.

The Council for Disabled Children's Early Years Developmental Journal is an excellent tool for tracking children's overall development:

The National Portage Association publish a SEND Best Practice Assessment Checklist which breaks down skills into small steps so practitioners can identify specific areas of need: https://bit.ly/3fdwaW5

What to do if you think a child has SLCN

First talk to your SENCO and the child's parents. The EYFS emphasises the fact that parents know their child best of all and that practitioners must work in partnership with them: 'Practitioners should address any learning and development needs in partnership with parents and/or carers, and any relevant professionals.' (2.3)

Find out whether the child's parents are also concerned. Some children communicate and interact better at home than in the setting and vice versa. The parent might have a nagging worry about their child but has been told by a friend or relative not to worry. You can also find out what the child likes to do at home and use this knowledge to motivate them to interact and converse in the setting. You might find that the child has been speaking another language at home in which case you would not expect their English skills to be the same as other children.

Use SLCN assessment tools to help you to pinpoint a child's specific areas of need such as:

Tracking a child's progress

It is important to track every child's progress to ensure that provision is effectively supporting their development. Every setting has a way to track children's progress whether it is a paper-based system or using software such as Kinderly.

Your local authority speech and language service might provide tools for you to track a child's progress in speech, language and communication. See, the Royal Borough of Kensington and Chelsea as an example: https://bit.ly/2WtRdgC

By tracking a child's progress, you are gathering the evidence you will need to make a referral to your local authority's speech and language service if necessary.

How to support a child with SLCN

For activities you can implement today to support a child's speaking, understanding, attention and listening skills see Cambridgeshire Community Services website: https://bit.ly/3lbJX3g

Your local authority may also have activities and resources you can use to support children with SLCN. Type 'children's speech and language' followed by your area into a search engine. For example, 'children's speech and language Nottingham'. You will find website links to other useful resources in the further information section (see online version of this article).

Here are some intervention programmes you can put in place to support a child with SLCN in the early years:

Chatty Bats and Chatterboxes: https://bit.ly/3j3nF12

I CAN speech and language programmes: https://bit.ly/3x8hbDa

Nuffield Early Language Intervention: https://bit.ly/3zSdB1L

To be able to provide high quality speech and language support, every early years practitioner would benefit from receiving speech and language training. See further information for links to training courses.

Carrying out cycles of the graduated approach

If you think a child has an area of special educational need, including SLCN, you will need to implement the graduated approach:
'Building on best practice, the 0-25 SEND Code of Practice sets clear expectations on early years settings to give young children with SEN a good start by adopting a graduated approach to support and focusing on outcomes.'⁴
The graduated approach cycle consists of four stages:

Assess: using your observations and assessment tools as well as talking to the SENCO and the child's parents you identify the child's needs.

Plan: this is where you plan strategies, intervention programmes and activities for the child in partnership with the child's parent, the SENCO and any other professionals involved with the child.

Do: at this stage you implement interventions and strategies.

Review: you review how well your plan is working with the SENCO, the child's parent and any other professionals involved. The child's views should also be taken into account.

Each cycle should take about six weeks to complete so you have gathered enough evidence to show whether the strategies and interventions you are using are working. After a few repeated cycles of the graduated approach, you may decide that more specialist assessment is needed from a speech and language therapist.

Seeking specialist help

Speech and language therapists are the only professionals who can diagnose and treat SLCN.

Many local authorities offer a speech and language drop-in service for children of pre-school age and you can signpost a child's parent to them.

You can also refer a child directly to your local authority's speech and language team yourself - check your local authority's speech and language team website for the referral pathway. Note that you can only make a referral with a parent's permission. If a parent is reluctant to give permission for referral continue to implement support for their child through successive cycles of the graduated approach. By working with them as you support their child you will build a relationship and hopefully get them on board.

Before you refer a child to the speech and language team collate evidence of the child's need - this will be your observations, assessments and conversations with parents. Consider how far behind the expected level the child is in the EYFS Communication and Language milestones. If they are six months or more behind then they may need support from a speech and language therapist. This might mean referral to stay-and-play groups run by the speech and language team or more targeted, individual support.

Further information and training resources

Early Identification of Children's Needs (Cambridgeshire and Peterborough Learn Together):
https://www.cambslearntogether.co.uk/early-years-and-childcare/send/early-identification-of-emerging-needs
Excellent guidance on identifying special educational needs and delivering the graduated approach. Also check your local authority's website for special educational needs resources.

Elklan: https://www.elklan.co.uk/information/commissioners-schools/0-5yrs/becoming-an-elklan-communication-friendly-early-years-setting

Elklan train early years practitioners, SENCOs and managers to support children's communication and language development. They teach practitioners how to utilise their knowledge to deliver targeted interventions to children.

I CAN: https://ican.org.uk/

Formerly the Communication Trust, this charity helps children develop the speech, language and communication skills they need in order to thrive.

I CAN EYSEND Partnership: https://ican.org.uk/eysend-partnership/

I CAN offers training to early years practitioners, SENCOs and managers to enable them to better support children with SLCN in their settings.

Speech and Language Monitoring Tool and Videos (Royal Borough of Kensington and Chelsea): https://www.rbkc.gov.uk/kb5/rbkc/fis/advice.page?id=cbAi7ha4LNE

A comprehensive and clearly presented selection of videos to help practitioners to support children with SLCN.

Speech Teach: http://www.speechteach.co.uk/

Speech and language resources for parents and practitioners

Talking Point (from I CAN): https://ican.org.uk/i-cans-talking-point/

Information to help parents and practitioners understand and support children's speech, language and communication.

References:

1 Statutory framework for the early years foundation stage, p. 8 https://bit.ly/3ibven1

2 The Communication Trust, Don't Get Me Wrong, https://bit.ly/3BUHP61

3 Speech Link, How do we identify children with SEND (including those with speech, language and communication needs), https://bit.ly/3C7oyyz

4 Department for Education, Early years: guide to the 0 to 25 SEND code of practice, p. 3, https://bit.ly/3BWWNZ8

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SEND: Identifying and supporting language needs

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As part of inclusive practice it is vital to ensure we are supporting children's language needs and skills. In this third article of a four part SEND series, Claire Hewson looks at the importance of identifying and supporting children's language needs early on, including tracking progress and the graduated approach.

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auditory or visual discrimination problems

minimal brain dysfunction.

general low intellectual ability, poor memory and may struggles in subjects like maths.

poor attention in class in sever cases maybe very disconnected to the activities happening in the classroom ie uncooperative during study time.

inability to read social cues, and unresponsive when talked to.

difficulty focusing or understanding words and concepts as well as reading and writing.

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As a parent, it can be hard to watch your child struggle in school. You want them to succeed and do their best, but sometimes that seems impossible. It's essential to be aware of the signs of learning disabilities to get your child the help he needs as soon as possible.

This blog post will explore the key indicators of learning disorders, so you can know what to look out for if you suspect your child might have one.

Children with learning difficulties are not dumb or lazy. They just understand things differently.

What are Learning Disabilities?

The Learning Disabilities Association of America (LDAA) defines learning disabilities (LD) and a specific learning disability (SLD) as problems with the way our neurological system processes information.

Problems with processing can get in the way of learning basic skills like reading, writing, and math.

Learning disabilities can also cause issues with time management, organization, and abstract concepts or reasoning.

Some children don't mature or develop as fast as their friends. They cannot be expected to do the same type of work if they are behind emotionally.

What Are The Causes Of Learning Disabilities?

We don't know exactly what causes learning disabilities, but we can guess based on what we see in children who have them.

Possible Causes Of Learning Disabilities Could Include the following:

When someone has a neurological impairment, they might misinterpret sounds or sights.

Injuries or a medical condition that occurred before birth or in early childhood, such as a brain injury

Premature birth or early childhood medical conditions

Learning disabilities may be genetic. Some children may be more likely to have certain conditions because of their genes.

Gender might play a role, as boys sometimes develop slower than girls.

How words, spelling, and pronunciation are set up in the English language can be confusing for some kids.

Four Types Of Learning Disabilities

The different types of learning disabilities are identifiable to all by their specific processing problem in the brain. These are related to the following:

Learning disabilities can affect how a person performs specific actions, such as:

Learning disabilities characteristics

Lack of appropriate coping mechanisms

Troubles that appear during normal growth and development

Acting differently toward different people

A measurable gap between what the child is expected to learn and how they're performing

For example, one of the more common learning disabilities is This is when a person has trouble with phonological processing.
This means that those who have dyslexia have issues with things such as:

Single-word decoding

Often seeing letters as appearing backward or rearranged in a word

Dyslexia is not related to other academic skills or cognitive abilities, meaning it does not define intelligence. Those who have dyslexia often have a hard time learning to read, spell or write with proficiency.

Common Signs Of Learning Disabilities

Trouble following directions

Problems remembering

Problems with math concepts

Poor reading fluency and basic reading skills

Difficulty with writing

Poor coordination

Consistently misspells words

Slow to learn a new skill

Poor handwriting

Trouble following classroom discussions

Trouble expressing thoughts aloud

Problems staying organized

Additional Signs Of Learning Disabilities

Difficulty listening

Inconsistent school performance

Behavior issues or problems

Difficulty staying on task

Doesn't adjust well to change

Says one thing, means another

Delayed speech development or immature speech

Most Common Learning Disabilities

Special education options include or a classroom setting, whether your child is in elementary school or high school.

The first step is educating yourself on all aspects of your child's specific learning disability.

The more information you have, the better you will be able to ensure that your child with special needs gets the best possible education. Then, find teachers who understand your child's unique learning needs.

Learning Disorder Diagnosis

Interestingly, many students in the educational system suffer from a learning disability in a specific area, such as a reading disability or mathematical calculations. However, not all academic difficulties are learning disabilities.

Sadly, English language learners and children who suffer from behavioral problems get marked as learning disabled. Luckily, the public school system uses various methods to identify the students who need accommodations.

Only a licensed professional can diagnose someone with a learning disorder. In addition, for a child to be diagnosed with a learning disorder, they must meet specific criteria.

Learning Disorder Diagnosis Criteria

Developmental speech disorder

Academics skill disorder

Certain coordination difficulties

Assessment Process

There are different kinds of learning disabilities. Some are more severe than others. This makes it hard to diagnose the disability accurately.

Interestingly, children may even have more than one disability. This creates a very individual disability for that specific child.

Every student should be treated as a unique individual. However, this individuality complicates the assessment process of identifying learning disabilities.

Important Role of Tests

The Individuals with Disabilities in Education Act (IDEA) has requirements for how the assessment process should work and what role the assessment should play.

Your child's IEP determines if the scores and other tests meet the criteria and determine the diagnosis.

The test cannot be the sole criterion for determining if the child has a learning disability. Each test must have a specific purpose. And each child should be tested in their native language.

Types of Tests to Identify Students with Learning Disabilities

Many tests are used to determine if a child has a learning disability. Here are a few examples of tests:

Records review

Social Development and social skills history

Intelligence tests

Adaptive behavior assessments

Aptitude and Achievement Tests

Depending on the suspected disability, public schools may use a variety of educational assessments, including aptitude and achievement tests.

Typically, achievement tests measure the student's progress toward academic achievement, and aptitude tests measure the student's ability.

The examiner may give an aptitude test by asking a student questions one-on-one. This can be oral responses or written tests.

However, the examiner may also give the test to a group of students. But giving the test one-on-one is more beneficial.

For example, the examiner will be able to see how motivated the student is and what behaviors get in the way of doing well.

Along with the aptitude test, the examiner can give achievement tests individually. An achievement test can determine the student's skill and collect new information in any given area.

Educational Reform Affects Education Programs

With each new presidential administration came further attempts at educational reform. For example, during the Bush administration, they developed the No Child Left Behind Act , which holds every student to the same standards.

However, with every student included and many children receiving services under IDEA, teachers are trying to find better ways to help learning-disabled students.

Teachers assist their students by including all necessary information in the student's IEP to their specific needs.

Holding all students to the same standards means that students with learning disabilities must complete standardized testing and the implications that follow if they fail to pass the tests.

Proper accommodations are essential but, unfortunately, also complex. Many states are looking for ways to accommodate students with learning disabilities.

Additional Resources for Students with Learning Disabilities

There are many different tests to determine if a student is eligible for special education services. The key to determining this information is using various reliable tests that will give the same results when given to different students.

Students with learning disabilities deserve the accommodations they need to be successful in school. Let us help with the process!

"If a child can't learn the way we teach, maybe we should teach the way they learn."

This sentiment by educator Ignacio Estrada perfectly sums up the state of education in the world today. So many children are struggling with trying to keep up with their peers, despite a learning disability of some sort.

We need to change the way we teach people who learn differently.

Motivation, , and are ways you can assist your child with special needs to improve their academic performance.

Special Education Services

If you feel your child is showing signs of a learning disability , seek professional help. First, get your child a qualified diagnosis and start the process of creating an .

Special education services do a great deal in assisting children with special needs during a regular school day. Learning disabilities, however, continue after the school day and extend well into homework and self-study activities. Therefore, consider looking into extra help.

Special Education Tutoring
Good News!
through helps ease the frustration often felt when a child with special needs is overwhelmed academically.

Supplemental learning with a special education tutor takes their curriculum from your child's classroom and molds it to fit their specific learning needs.

Children with learning disabilities benefit significantly from It is the right support in the specific academic areas they need.

As a result, they typically see a massive increase in test scores and grades. They also usually notice a significant decrease in behavior issues often associated with the frustration caused by being overwhelmed academically.
Other Articles You May Want to Read Next:

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Important Signs Of Learning Disabilities You Need To Know As A Parent

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Your child's struggling with schoolwork but is it a learning disability? Here are the signs of learning disabilities and what you should know.

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Assistance For student with Learning Disability

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Assistance For student with Learning Disability

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parent's and guardian involvement is necessary.

if there is a  a school psychologist they get involved to assist with the process.

these signs from the previous chart are not enough to determine that a person has a learning disability. A professional assessment from the government which the school helps to apply for unless parents want to do it privately, it is necessary to diagnose a learning disability. The professionals perform a variety of tests and assessments to get to the bottom of the problem. The evaluation process will give clear guidelines as to how to assist the student.

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When it comes to learning disabilities, look at the big picture

All children need love, encouragement, and support, and for kids with learning disabilities, such positive reinforcement can help ensure that they emerge with a strong sense of self-worth, confidence, and the determination to keep going even when things are tough.

In searching for ways to help children with learning disabilities, remember that you are looking for ways to help them help themselves. Your job as a parent is not to "cure" the learning disability, but to give your child the social and emotional tools they need to work through challenges. In the long run, facing and overcoming a challenge such as a learning disability can help your child grow stronger and more resilient.

Always remember that the way you behave and respond to challenges has a big impact on your child. A good attitude won't solve the problems associated with a learning disability, but it can give your child hope and confidence that things can improve and that they will eventually succeed.

Tips for dealing with your child's learning disability

Keep things in perspective. A learning disability isn't insurmountable. Remind yourself that everyone faces obstacles. It's up to you as a parent to teach your child how to deal with those obstacles without becoming discouraged or overwhelmed. Don't let the tests, school bureaucracy, and endless paperwork distract you from what's really important-giving your child plenty of emotional and moral support.

Become your own expert. Do your own research and keep abreast of new developments in learning disability programs, therapies, and educational techniques. You may be tempted to look to others-teachers, therapists, doctors-for solutions, especially at first. But you're the foremost expert on your child, so take charge when it comes to finding the tools they need in order to learn.

Be an advocate for your child. You may have to speak up time and time again to get special help for your child. Embrace your role as a proactive parent and work on your communication skills. It may be frustrating at times, but by remaining calm and reasonable, yet firm, you can make a huge difference for your child.

Remember that your influence outweighs all others. Your child will follow your lead. If you approach learning challenges with optimism, hard work, and a sense of humor, your child is likely to embrace your perspective-or at least see the challenges as a speed bump, rather than a roadblock. Focus your energy on learning what works for your child and implementing it the best you can.

Focus on strengths, not just weaknesses

Your child is not defined by their learning disability. A learning disability represents one area of weakness, but there are many more areas of strengths. Focus on your child's gifts and talents. Your child's life-and schedule-shouldn't revolve around the learning disability. Nurture the activities where they excel, and make plenty of time for them.

Recognizing a learning disorder

By understanding the different types of learning disorders and their signs, you can pinpoint the specific challenges your child faces and find a treatment program that works.
[Read: Learning Disabilities and Disorders]

Helping children with learning disabilities tip 1: Take charge of your child's education

In this age of endless budget cuts and inadequately funded schools, your role in your child's education is more important than ever. Don't sit back and let someone else be responsible for providing your child with the tools they need to learn. You can and should take an active role in your child's education.

If there is demonstrated educational need, the school is required by law to develop an Individualized Education Plan (IEP) that delivers some educational benefit, but not necessarily one that maximizes student achievement. Parents who want the best for their kids may find this standard frustrating. Understanding special education laws and your school's guidelines for services will help you get the best support for your child at school. Your child may be eligible for many kinds of accommodations and support services, but the school might not provide services unless you ask for them.

Tips for communicating with your child's school

Being a vocal advocate for your child can be challenging. You'll need superior communication and negotiation skills, and the confidence to defend your child's right to a proper education.

Clarify your goals. Before meetings, write down what you want to accomplish. Decide what is most important, and what you are willing to negotiate.

Be a good listener. Allow school officials to explain their opinions. If you don't understand what someone is saying, ask for clarification. "What I hear you saying is..." can help ensure that both parties understand.
[Read: Effective Communication]
Offer new solutions. You have the advantage of not being a "part of the system," and may have new ideas. Do your research and find examples of what other schools have done.

Keep the focus. The school system is dealing with a large number of children; you are only concerned with your child. Help the meeting stay focused on your child. Mention your child's name frequently, don't drift into generalizations, and resist the urge to fight larger battles.

Stay calm, collected and positive. Go into the meeting assuming that everyone wants to help. If you say something you regret, simply apologize and try to get back on track.

Don't give up easily. If you're not satisfied with the school's response, try again.

Recognize the limitations of the school system

Parents sometimes make the mistake of investing all of their time and energy into the school as the primary solution for their child's learning disability. It is better to recognize that the school situation for your child will probably never be perfect. Too many regulations and limited funding mean that the services and accommodations your child receives may not be exactly what you envision for them, and this will probably cause you frustration, anger and stress.

Try to recognize that the school will be only one part of the solution for your child and leave some of the stress behind. Your attitude (of support, encouragement and optimism) will have the most lasting impact on your child.

Tip 2: Identify how your child learns best

Everyone-learning disability or not-has their own unique learning style. Some people learn best by seeing or reading, others by listening, and still others by doing. You can help a child with a learning disability by identifying their primary learning style.

Is your child a visual learner, an auditory learner, or a kinesthetic learner? Once you've figured out how they learn best, you can take steps to make sure that type of learning is reinforced in the classroom and during home study. The following lists will help you determine what type of learner your child is:

Is your child a visual learner?

Visual learners:

Is your child an auditory learner?

Auditory learners:

Is your child a kinesthetic learner?

Kinesthetic learners:

Studying Tips for Different Types of Learners

For visual learners:

Use books, videos, computers, visual aids, and flashcards.

Make detailed, color-coded or high-lighted notes.

Make outlines, diagrams, and lists.

Use drawings and illustrations (preferably in color).

Take detailed notes in class.

For auditory learners:

Read notes or study materials out loud.

Use word associations and verbal repetition to memorize.

Study with other students. Talk things through.

Listen to books on tape or other audio recordings.

Use a tape recorder to listen to lectures again later.

For kinesthetic learners:

Get hands on. Do experiments and take field trips.

Use activity-based study tools, like role-playing or model building.

Study in small groups and take frequent breaks.

Use memory games and flash cards.

Study with music playing in the background.

Tip 3: Think life success, rather than school success

Success means different things to different people, but your hopes and dreams for your child probably extend beyond good report cards. Maybe you hope that your child's future includes a fulfilling job and satisfying relationships, for example, or a happy family and a sense of contentment. The point is that success in life -rather than just school success-depends, not on academics, but on things like a healthy sense of self, the willingness to ask for and accept help, the determination to keep trying in spite of challenges, the ability to form healthy relationships with others, and other qualities that aren't as easy to quantify as grades and exam scores.

Six skills for success in life with a learning disability

A 20-year study that followed children with learning disabilities into adulthood identified the following six "life success" attributes. By focusing on these broad skills, you can help give your child a huge leg up in life.

1: Self-awareness and self-confidence

For children with learning disabilities, self-awareness (knowledge about strengths, weaknesses, and special talents) and self-confidence are very important. Struggles in the classroom can cause children to doubt their abilities and question their strengths.

2: Being proactive

A proactive person is able to make decisions and take action to resolve problems or achieve goals. For people with learning disabilities, being proactive also involves self-advocacy (for example, asking for a seat at the front of the classroom) and the willingness to take responsibility for choices.

3: Perseverance

Perseverance is the drive to keep going despite challenges and failures, and the flexibility to change plans if things aren't working. Children (or adults) with learning disabilities may need to work harder and longer because of their disability.

Talk with your child about times when they persevered-why did they keep going? Share stories about when you have faced challenges and not given up.

Discuss what it means to keep going even when things aren't easy. Talk about the rewards of hard work, as well as the opportunities missed by giving up.

When your child has worked hard, but failed to achieve their goal, discuss different possibilities for moving forward.

4: The ability to set goals

The ability to set realistic and attainable goals is a vital skill for life success. It also involves the flexibility to adapt and adjust goals according to changing circumstances, limitations, or challenges.

Help your child identify a few short- or long-term goals and write down steps and a timeline to achieve the goals. Check in periodically to talk about progress and make adjustments as needed.

Talk about your own short- and long-term goals with your child, as well as what you do when you encounter obstacles.

Celebrate with your child when they achieve a goal. If certain goals are proving too hard to achieve, talk about why and how plans or goals might be adjusted to make them possible.

5: Knowing how to ask for help

Strong support systems are key for people with learning disabilities. Successful people are able to ask for help when they need it and reach out to others for support.

Help your child nurture and develop good relationships. Model what it means to be a good friend and relative so your child knows what it means to help and support others.

Demonstrate to your child how to ask for help in family situations.

Share examples of people needing help, how they got it, and why it was good to ask for help. Present your child with role-play scenarios that might require help.

6: The ability to handle stress

If children with learning disabilities learn how to regulate stress and calm themselves, they will be much better equipped to overcome challenges.

Recognizing stress in your child

It's important to be aware of the different ways in which stress can manifest. Your child may behave very differently than you do when they are under stress. Some signs of stress are more obvious: agitation, trouble sleeping, and worries that won't shut off. But some people-children included-shut down, space out, and withdraw when stressed. It's easy to overlook these signs, so be on the lookout for any behavior that's out of the ordinary.

Tip 4: Emphasize healthy lifestyle habits

It may seem like common sense that learning involves the body as well as the brain, but your child's eating, sleep, and exercise habits may be even more important than you think. If children with learning disabilities are eating right and getting enough sleep and exercise, they will be better able to focus, concentrate, and work hard.

Exercise - Exercise isn't just good for the body, it's good for the mind. Regular physical activity makes a huge difference in mood, energy, and mental clarity. Encourage your child to get outside, move, and play. Rather than tiring out your child and taking away from schoolwork, regular exercise will actually help them stay alert and attentive throughout the day. Exercise is also a great antidote to stress and frustration.

Sleep - Learning disability or not, your child is going to have trouble learning if they are not well rested. Kids need more sleep than adults do. On average, preschoolers need from 11-13 hours per night, middle school children need about 10-11 hours, and teens and preteens need from 8½-10 hours. You can help make sure your child is getting the sleep they need by enforcing a set bedtime. The type of light emitted by electronic screens (computers, televisions, phone, and tablets) is activating to the brain. So you can also help by powering off all electronics at least an hour or two before lights out.
[Read: Childhood Insomnia and Sleep Problems]
Diet - A healthy, nutrient rich diet will aid your child's growth and development. A diet full of whole grains, fruits, vegetables, and lean protein will help boost mental focus. Be sure your child starts the day with a good breakfast and doesn't go more than four hours between meals or snacks. This will help keep their energy levels stable.

Encouraging healthy emotional habits

In addition to healthy physical habits, you can also encourage children to have healthy emotional habits. Like you, they may be frustrated by the challenges presented by their learning disability. Try to give them outlets for expressing their anger, frustration, or feelings of discouragement. Listen when they want to talk and create an environment open to expression. Doing so will help them connect with their feelings and, eventually, learn how to calm themselves and regulate their emotions.

Tip 5: Take care of yourself, too

Sometimes the hardest part of parenting is remembering to take care of you. It's easy to get caught up in what your child needs, while forgetting your own needs. But if you don't look after yourself, you run the risk of burning out. It's important to tend to your physical and emotional needs so that you're in a healthy space for your child. You won't be able to help your child if you're stressed out, exhausted, and emotionally depleted. When you're calm and focused, on the other hand, you're better able to connect with your child and help them be calm and focused too.

Your spouse, friends, and family members can be helpful teammates if you can find a way to include them and learn to ask for help when you need it.

Tips for taking care of yourself

Keep the lines of communication open with your spouse, family, and friends. Ask for help when you need it.

Take care of yourself by eating well, exercising, and getting enough rest.

Join a learning disorder support group. The encouragement and advice you'll get from other parents can be invaluable.

Enlist teachers, therapists, and tutors whenever possible to share some responsibility for day-to-day academic responsibilities.

Learn how to manage stress in your own life. Make daily time for yourself to relax and decompress.

Communicate with family and friends about your child's learning disability

Some parents keep their child's learning disability a secret, which can, even with the best intentions, look like shame or guilt. Without knowing, extended family and friends may not understand the disability or think that your child's behavior is stemming from laziness or hyperactivity. Once they are aware of what's going on, they can support your child's progress.

Within the family, siblings may feel that their brother or sister with a learning disability is getting more attention, less discipline and preferential treatment. Even if your other children understand that the learning disability creates special challenges, they can easily feel jealous or neglected. Parents can help curb these feelings by reassuring all of their children that they are loved, providing homework help, and by including family members in any special routines for the child with a learning disability.

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Helping Children with Learning Disabilities - HelpGuide.org

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Practical tips for making things easier both at home and school for a child with a learning disorder.

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Possible out come after Professional evaluation.

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Possible out come after Professional evaluation.

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common diagnosis in Taiwan : dyslexia(difficulty reading), dyscalculia (difficulty with math), dysgraphia(difficulty with writing), dyspraxia (a sensory integration disorder that has difficulty with fine motor skills), dysphasia or aphasia (difficulty with language), auditory processing disorder (difficulty hearing differences between sounds), visual processing disorder (difficulty interpreting visual information), attention- deficit/hyperactivity disorder (ADHD a neurodevelopmental disorder that affects the ability to focus, control impulses, and manage hyperactivity, impacting a student's ability to learn and concentrate, executive functioning challenges (affects a student's ability to plan, organize, manage time, and complete tasks effectively.)

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in some cases medication may be given to assist the student, but in Taiwan students diagnosed with a learning disability will get a student's note. However some doctors will not give medication for these condition if it's a child under the age of 6 years unless severe citing ethical reasons.

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when special educators are involved, they help the student build on their strengths and teach them ways to compensate for their weaknesses and cooperation with the home teacher is important. The home teacher has to make a flexible plan and adjust the learning environment to help the student in need.

as an educator I would focus on making the student's life more successful compared to good grades, shift my teaching focus towards more patient and setting goals both short and long run goal with the student which are achievable which we celebrate with meaningful rewards to build a strong relationship with the student and help build confidence.

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Christensen, C.A. and Elkins, J., 1995. Learning Disabilities or Difficulties: The Impact of Teachers' Conceptions on Identification, Assessment, and Instruction of Students with Reading Problems.

Elkins, J. 1983. The concept of learning difficulties:An Australian perspective. In J.D. McKiney and L.Feagans(Eds.), Curent topics in learning disabilities (Vol.1,p.179-203).

Emam, M.M. and Alkharusi, H., 2018. School Leaders’ and Teachers’ Perceptions of Learning Disabilities: Implications for Support in Inclusive Schools in the Sultanate of Oman. International Journal of Disability, Development and Education, 65(5), pp.475-492.

The Special Education Act, Ministry of Education Taiwan, Amended 2023 https://law.moj.gov.tw/ENG/LawClass/LawAll.aspx?pcode=H0080027 last accessed (October 29 2023.)

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conduct a language proficiency test to help identify barriers.

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if the student did well on the proficiency test, just keep observing and communicating with the parents in the hope that the previously displayed behavior was only temporary, and maybe adjust teaching technique to accommodate him such that his interest on what is being taught improves.