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===Spotting Signs in Early Education Settings===
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===Spotting Signs in Early Education Settings===
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#Talk to your child’s teacher. You know your particular child better than anyone else, but an experienced preschool or kindergarten teacher has observed or interacted with dozens or hundreds of kids.
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#Talk to your child’s teacher. You know your particular child better than anyone else, but an experienced preschool or kindergarten teacher has observed or interacted with dozens or hundreds of kids. They may pick up on possible signs of a learning disability that you as a parent are unable to perceive. Talk to your child’s teacher(s) regularly and raise the topic of potential learning disabilities if you have any concerns.<ref>http://www.funderstanding.com/curriculum/teaching-methods-curriculum/teaching-and-identifying-learning-disabilities-in-students/</ref>[[Image:Spot Early Signs of Learning Disabilities Step 5 Version 2.jpg|center]]
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#*Whether or not your child has a diagnosed learning disability, work with
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#*Whether or not your child has a diagnosed learning disability, work with their teacher(s) to identify your child’s strengths and weaknesses and adjust the educational experience to better utilize the former and minimize the latter.
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#Ask about speech and language concerns. You or your young child’s teacher may notice, for example, that your kid can run through the “ABC song” flawlessly and yet have trouble identifying individual letters. Or,
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#Ask about speech and language concerns. You or your young child’s teacher may notice, for example, that your kid can run through the “ABC song” flawlessly and yet have trouble identifying individual letters. Or, they may demonstrate pronunciation difficulties without any speech impediment, or have trouble identifying and recalling new words.<ref>http://www.pbs.org/parents/education/learning-disabilities/basics/signs/</ref>[[Image:Spot Early Signs of Learning Disabilities Step 6 Version 2.jpg|center]]
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#*Remember as always, however, that all children develop at a unique pace and on a unique path. If your child’s speech and/or language concerns are to the point that
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#*Remember as always, however, that all children develop at a unique pace and on a unique path. If your child’s speech and/or language concerns are to the point that they don’t want to learn anymore, that can be an indicator of a possible learning disability.
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#Look into difficulties with reading, writing, or mathematics. Even in preschool, signs of challenges in these core aspects of learning may be apparent to a teacher. If your child has delayed development in one or more of these areas, and especially if the delay is combined with a lack of enthusiasm or interest, further investigation into the possibility of a learning disability may be warranted.<ref>http://www.pbs.org/parents/education/learning-disabilities/basics/signs/</ref>[[Image:Spot Early Signs of Learning Disabilities Step 7 Version 2.jpg|center]]
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#Look into difficulties with reading, writing, or mathematics. Even in preschool, signs of challenges in these core aspects of learning may be apparent to a teacher. If your child has delayed development in one or more of these areas, and especially if the delay is combined with a lack of enthusiasm or interest, further investigation into the possibility of a learning disability may be warranted.<ref>http://www.pbs.org/parents/education/learning-disabilities/basics/signs/</ref>[[Image:Spot Early Signs of Learning Disabilities Step 7 Version 2.jpg|center]]
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#*For example, a child who has a lot of difficulty properly grasping a pencil or crayon may have difficulties with hand-eye coordination related to a learning disability. An inability to visualize the concepts of addition and subtraction could be another sign.
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#*For example, a child who has a lot of difficulty properly grasping a pencil or crayon may have difficulties with hand-eye coordination related to a learning disability. An inability to visualize the concepts of addition and subtraction could be another sign.
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===Identifying Signs of Certain Common Learning Disabilities===
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===Identifying Signs of Certain Common Learning Disabilities===
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#Watch for indications of dyslexia. Learning disabilities come in many forms, and are truly unique to each individual. Dyslexia, though, is one of the most common learning disabilities. Children with this condition often have difficulty recognizing the connections between letters and sounds or with spelling and word recognition.<ref>https://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/symptoms.aspx</ref>[[Image:Spot Early Signs of Learning Disabilities Step 9 Version 2.jpg|center]]
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#Watch for indications of [[Recognize Signs of Dyslexia|dyslexia]]. Learning disabilities come in many forms, and are truly unique to each individual. Dyslexia, though, is one of the most common learning disabilities. Children with this condition often have difficulty recognizing the connections between letters and sounds or with spelling and word recognition.<ref>https://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/symptoms.aspx</ref>[[Image:Spot Early Signs of Learning Disabilities Step 9 Version 2.jpg|center]]
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#*In younger children, potential signs of dyslexia can include: delayed speaking ability; difficulty learning songs and rhymes; difficulty distinguishing left from right; trouble remembering numbers in order; difficulty expressing
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#*In younger children, potential signs of dyslexia can include: delayed speaking ability; difficulty learning songs and rhymes; difficulty distinguishing left from right; trouble remembering numbers in order; difficulty expressing themselves and/or understanding what others are saying.
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#Look for evidence of dysgraphia. Dysgraphia is a condition that causes difficulty with writing, often characterized by awkwardness in holding and using a writing instrument to the point of body discomfort. Not everyone with poor handwriting has dysgraphia, but incurably poor handwriting is one potential indicator of the condition.<ref>https://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/symptoms.aspx</ref>[[Image:Spot Early Signs of Learning Disabilities Step 10 Version 2.jpg|center]]
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#Look for evidence of dysgraphia. Dysgraphia is a condition that causes difficulty with writing, often characterized by awkwardness in holding and using a writing instrument to the point of body discomfort. Not everyone with poor handwriting has dysgraphia, but incurably poor handwriting is one potential indicator of the condition.<ref>https://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/symptoms.aspx</ref>[[Image:Spot Early Signs of Learning Disabilities Step 10 Version 2.jpg|center]]
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#*Recognizing dysgraphia can be more difficult in young children who can’t yet write letters and words extensively. But watch for a strong dislike of drawing pictures or trying to write letters, or an interest in drawing or writing that quickly wanes once the child makes an attempt.
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#*Recognizing dysgraphia can be more difficult in young children who can’t yet write letters and words extensively. But watch for a strong dislike of drawing pictures or trying to write letters, or an interest in drawing or writing that quickly wanes once the child makes an attempt.
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#Consider possible signs of dyscalculia. Like dysgraphia, dyscalculia is a learning disability that usually becomes more apparent as a child gets older. It typically creates a difficulty in understanding basic mathematical concepts like positive and negative numbers, fractions, and arithmetic.<ref>https://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/symptoms.aspx</ref>[[Image:Spot Early Signs of Learning Disabilities Step 11 Version 2.jpg|center]]
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#Consider possible signs of dyscalculia. Like dysgraphia, dyscalculia is a learning disability that usually becomes more apparent as a child gets older. It typically creates a difficulty in understanding basic mathematical concepts like positive and negative numbers, fractions, and arithmetic.<ref>https://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/symptoms.aspx</ref>[[Image:Spot Early Signs of Learning Disabilities Step 11 Version 2.jpg|center]]
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#*Young children with this condition may have difficulty describing or understanding simple arithmetic (like adding or taking away “apples”), or struggle to understand sequencing (such as the time sequencing of events).
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#*Young children with this condition may have difficulty describing or understanding simple arithmetic (like adding or taking away “apples”), or struggle to understand sequencing (such as the time sequencing of events).
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#Identify signs of Auditory Processing Disorder (APD). Also known as Central Auditory Processing Disorder, APD affects sound and how it is processed by the brain.<ref>https://ift.tt/2YVoLBt> If your child has APD,
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#Identify signs of Auditory Processing Disorder (APD). Also known as Central Auditory Processing Disorder, APD affects sound and how it is processed by the brain.<ref>https://ift.tt/2YVoLBt> If your child has APD, they will be unable to distinguish between similar-sounding words (like belt vs. build, three vs. free); be unable to locate where sounds are coming from; be unable to block out background noise and find it distracting; take all language as literal, making metaphors, puns, and jokes difficult to understand; find it difficult to remember information given verbally, including directions.<ref>https://ift.tt/2YVoLBt> One sign of APD is if your child says "What?" a lot, even if you know they heard what you said.<ref>http://ldaamerica.org/types-of-learning-disabilities/auditory-processing-disorder/</ref>[[Image:Spot Early Signs of Learning Disabilities Step 12 Version 2.jpg|center]]
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#*Language Processing Disorder (LPD) is a specific type of APD in which the child struggles only with processing language and does not affect how other sounds (background noises, where sound is coming from, etc.) are interpreted.<ref>https://ift.tt/35rATN5> A child with LPD will find it difficult to interpret spoken language and will struggle to express
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#*Language Processing Disorder (LPD) is a specific type of APD in which the child struggles only with processing language and does not affect how other sounds (background noises, where sound is coming from, etc.) are interpreted.<ref>https://ift.tt/35rATN5> A child with LPD will find it difficult to interpret spoken language and will struggle to express themselves verbally. They may be able to draw or describe an object, but be unable to give its specific name.<ref>https://ift.tt/35rATN5>
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#Notice signs of Non-Verbal Learning Disability (
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#Notice signs of [[Recognize the Signs of NVLD (Nonverbal Learning Disability)|Non-Verbal Learning Disability (NLD or NVLD)]]. A child with NVLD has superior verbal skills, but will have difficulties with their motor, visual-spatial and social skills.<ref>https://ift.tt/2S67V1F> This child may have difficulty with social interactions because they have difficulty recognizing facial expressions or body language. They will have difficulty with fine motor skills like tying shoes and you may notice bad handwriting; they may also appear "clumsy," often bumping into things or people and have difficulty with understanding directions and spacial orientation.<ref>http://ldaamerica.org/types-of-learning-disabilities/non-verbal-learning-disabilities/</ref>[[Image:Spot Early Signs of Learning Disabilities Step 13 Version 2.jpg|center]]
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#*A child with NVLD may also ask a lot of repetitive questions in class — to the point of being disruptive — and have difficulty switching gears.<Ref>https://ift.tt/2S67V1F>
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#*A child with NVLD may also ask a lot of repetitive questions in class — to the point of being disruptive — and have difficulty switching gears.<Ref>https://ift.tt/2S67V1F>
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#Pay attention to difficulties with visual perceptions. A child with Visual Perceptual or Visual Motor Deficit has difficulty processing information that is delivered visually, or through the eyes. You can watch for certain behaviors that indicate Visual Motor Deficit, such as closing one eye while working, holding papers at an odd angle while reading, yawning while reading, holding writing instruments too tightly (to the point that they sometimes break), and complaining about sore eyes and words blurring on the page.<ref>http://ldaamerica.org/types-of-learning-disabilities/visual-perceptual-visual-motor-deficit/</ref>[[Image:Spot Early Signs of Learning Disabilities Step 14 Version 2.jpg|center]]
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#Pay attention to difficulties with visual perceptions. A child with Visual Perceptual or Visual Motor Deficit has difficulty processing information that is delivered visually, or through the eyes. You can watch for certain behaviors that indicate Visual Motor Deficit, such as closing one eye while working, holding papers at an odd angle while reading, yawning while reading, holding writing instruments too tightly (to the point that they sometimes break), and complaining about sore eyes and words blurring on the page.<ref>http://ldaamerica.org/types-of-learning-disabilities/visual-perceptual-visual-motor-deficit/</ref>[[Image:Spot Early Signs of Learning Disabilities Step 14 Version 2.jpg|center]]
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#*
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#*They may also lose their place while reading; have difficulty copying, cutting, and pasting; and often mix up similar-looking letters, like b and d or p and q.<ref>https://ift.tt/36xM7Qe>
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==Warnings==
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==Warnings==
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