Learning (School Age Children)

Information

1. General Principles of Learning
2. What is a Learning Disability?
3. What are the types of Learning Disabilities?
4. How common are Learning Disabilities?
5. What assessment is needed to diagnose a Learning Disability?
6. What can be done to help a child with a Learning Disability?
7. What should parents do when they suspect their child may have a Learning Disability?

Available Services at the U of I Child and Youth Studies Center

1. Assessment
2. Consultation
3. How to contact us for services

Information

General Principles of Learning

• Children learn at different rates.  Just as some children learn to talk earlier than others, some children learn to read earlier than others.  Those that learn specific tasks earlier than other children are not necessarily “smarter.”
• The variability in skills children have learned is more pronounced between kindergarten and second grade, with the range of “typical” learning becoming smaller by about the third or fourth grade.
• Each child has strengths and weaknesses; some things are easier for one child to learn than others.
• When the difference between what one child is learning compared to his or her peers is quite large, or the difference between a child’s progress of learning in one area is significantly lower than his or her progress in another area of learning, a Learning Disability may exist.

What is a Learning Disability?

A learning disability is typically diagnosed when an individual’s ability in a specific area, such as reading, is significantly below that which is expected for the individual’s age, intelligence, and education.  A learning disability should not be diagnosed if the reason for the difficulty is primarily due to language (such as when English is a second language), or lack of opportunity to learn.

What are the types of Learning Disabilities?

There are seven specific learning disabilities recognized in the public education system.  They include:

1. Reading—Basic Skills
2. Reading—Comprehension
3. Mathematics—Computation
4. Mathematics—Reasoning
5. Oral language
6. Listening Comprehension
7. Written Expression

The most common learning disabilities are in reading, followed by mathematics, and written expression.  The term “dyslexia” may be used in some cases to refer to a reading disability.

How common are Learning Disabilities?

Approximately 5% of students enrolled in public schools in the United States have been diagnosed with Learning Disabilities.  Children or adolescents with behavior problems or ADHD experience higher rates of Learning Disabilities.  Therefore, it is important that a comprehensive evaluation be performed. 

What assessment is needed to diagnose a Learning Disability?

          The most basic assessment required includes an IQ test and achievement testing in the suspected area of disability.  There are several different IQ tests and achievement tests available.  It is important that the specific tests used are the most appropriate to evaluate a particular individual’s abilities.  Often, other testing can provide more specific testing to aid in setting appropriate goals and planning strategies that are the most likely to benefit a particular child.

          Other difficulties such as problems with attention, anxiety, behavior, and/or auditory processing have some of the same symptoms as Learning Disabilities.  Children with ADHD or behavior problems also have a higher rate of Learning Disabilities.  Therefore, a comprehensive evaluation that assesses a broad spectrum of abilities and problems is advisable. 

What can be done to help a child with a Learning Disability?

While Learning Disabilities are not “cured,” children with Learning Disabilities can be helped.  Children who are helped at younger ages have the best chance of performing at grade level.  They often need specialized instruction to learn basic skills.  This specialized instruction often includes one-on-one teaching or small group help.  Techniques that involve high rates of responding, immediate feedback, and multi-modal instruction are often the most helpful. 

What should parents do when they suspect their child may have a Learning Disability?

          The first place to start is usually with your child’s teacher.  Discuss your child’s difficulties, and strategies that have been tried to help.  What does the teacher think is the problem?  What does the teacher think would be helpful?

          You can request a basic Learning Disability evaluation at your child’s school.  Make this request in writing, and ask for a response to your request in writing.  If testing is done at the school, you should receive a copy of the written report with the results of this testing.

          You may want your child evaluated in the private sector.  For example, if you are unhappy with the evaluation done at school, want more specialized testing, want a “second opinion,” or just prefer to have the assessment performed in the private sector rather than through the school system.  It is important to understand that a comprehensive evaluation typically involves several hours (4 to 10) of individual testing depending on the specific problems and abilities of the child being evaluated.

Available Services

Assessment

          The U of I Child and Youth Studies Center has the resources to provide a comprehensive evaluation of the highest quality.  We have one of the best libraries of testing materials available for hundreds of miles.  We are constantly updating and improving our repertoire of assessment materials.  A Ph.D. level Psychologist closely supervises each assessment, and several different Psychologists are on-site to consult on difficult cases.  It is important to understand that a comprehensive evaluation typically involves several hours (4 to 10) of individual testing depending on the specific problems and abilities of the child being evaluated.

Consultation

          We provide consultation services for parents, school personnel, and local physicians.  We provide consultation regarding assessment, diagnosis, and intervention, as well as specific goals and learning strategies that may be most beneficial for a particular child’s needs.  This may involve going to the school and/or having the child or school personnel come to our offices. 

How to contact us for services

          Initial contact can be made by calling 208-882-4853 to request further information or request services.  The person answering the phone will most likely take down some basic information and have one of our staff call you back.