St. Louis truly is a unique educational marketplace. There are more private schools in St. Louis than most any other city in the United States. Because many of these institutions have small classes and a unique educational niche, students who learn differently thrive in our city. In fact, many of these children and teenagers enroll in honors-level curriculums, take advanced placement classes, or attend the city’s best preparatory schools.
One can have a superior IQ yet still have cognitive challenges. In fact, being learning disabled (LD) does not directly correlate with having a lack of intelligence or low motivation. However, LD students do manage information differently because they have a neurologically based processing challenge that interferes with the ability to master specific concepts when taught in a traditional manner.
Learning differences can take on multiple forms. Some students have difficulties getting content into the brain. These children struggle with information integration such as the ability to organize, sequence, retrieve or infer meaning. Other students have difficulty getting information out of the brain. These children struggle with fine motor skills (handwriting), organizing thoughts on paper, or finding the right words to express ideas.
Knowledge acquisition is unique for each child and difficulties can surface at any age. There are, however, some specific signs that may indicate your child learns differently. During the pre-school years, look for language complications such as acquisition difficulties or word-pronunciation problems. And some young students may have struggles with coordination and finger use, finding simplistic tasking unusually frustrating. If any area of development feels delayed, check with a teacher to determine if an early intervention is needed.
As children enter the elementary years, subject-area concerns often become more prominent. LD students may be able to master many skills but have difficulty grasping certain concepts. Frequent reading errors, constant misspellings, or atypical troubles with basic math computations can be markers of a learning issue. Additionally, some may experience social struggles and communication problems, which also impact knowledge acquisition.
Further confusing the identification of LD students is that these problems can go unnoticed during the elementary years because these intelligent kids often develop self-compensating strategies for their learning deficits. Additionally, grade school teachers are particularly talented at supporting individuals of all abilities. Maturing students, however, face new challenges as they juggle the demands of a busier scholastic schedule, attempt more demanding academic tasks and negotiate increased independence. Grades may decline and unknown learning issues can surface during the high school years.
It can, however, be difficult to sort out typical teen distraction from true learning issues. Some older students struggle with classroom attention, avoid homework, and fail literature tests because they have no desire to read Jane Austin. Others, unfortunately, put forth appropriate or even excessive effort, but still experience low grades. Review homework and look for unusual sequencing, overly sloppy work or excessively long completion times. Also, check on your child’s emotional state. School anxiety or a confidence crisis often can be the result of an unknown learning issue.
Trust your parental instincts and pursue assistance if you think there is a problem. Start by talking to your child’s teachers. Next, consult with your pediatrician and rule out any medical concerns. Finally, and perhaps most important, work with a qualified educational specialist who will review academic records, interview the family and consult with the school. These professionals also can administer a comprehensive set of intelligence tests and academic assessments to develop a detailed learning profile and determine if a problem exists.
It can be upsetting for a parent to consider the possibility that their child may learn differently. It is, however, important for families to own the problem, understand how their child thinks and learns, and seek the services they need. Don’t adapt a wait-and-see approach; attack the problem. With intervention, advocacy and support, LD students succeed in school, college and life.