“We need the commitment from everyone at the federal, state and local level to put an end to bullying,” said U.S. Secretary of Education Arne Duncan. A memo sent to all governors, chief state school officers and state education boards, is part of the Obama Administration’s commitment to prevent bullying in schools. In the memo, the Department compiled key components of existing anti-bullying laws. “We have all been told that bullying has been going on in our schools forever. But we can stop it now,” said Duncan. “Strong anti-bullying policies instill a climate that this behavior will not be tolerated.”

According to the definition used in school policy, “bullying” means any conveyed gesture, written, verbal, physical, technological or emotional act that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity, and expression; or a mental, physical, or sensory handicap; or by any other distinguishing characteristic. “Cyberbullying” is conducted through the use of internet, cell phone, personal digital assistant (pda), computer, or wireless handheld device, currently in use or later developed.

State policies go further by stating that bullying of any kind causes embarrassment, pain or discomfort to one or more persons. It interferes with educational opportunities, benefits, and participation. It can be planned, organized or unintentional. It is reasonably perceived as being severe, pervasive, dehumanizing, intimidating, hostile, humiliating, threatening, or otherwise perceived to evoke fear of physical harm or emotional distress.

Examples of “Bullying/Harassment” may include:

• hitting, pushing, spitting on others
• stealing, hiding, damaging or destroying another’s property
• calling names, teasing, spreading rumors about another or their families
• put downs, belittling others’ skills, abilities, or achievements
• offensive notes or graffiti about others
• degrading comments or gestures about another’s culture, customs, religious or social –economic background
• excluding others from a group
• ridiculing another’s appearance
• forcing others to act against their will
• any other aggressive act verbal, or physical that would make another feel unsafe, fearful, threatened, angry, scared, angry, or unfairly treated

Here is what to look for if you suspect children are being bullied.

• Comes home with damaged or missing clothing or other belongings
• Reports losing items such as books, electronics, clothing, or jewelry
• Has unexplained injuries
• Complains frequently of headaches, stomachaches, or feeling sick
• Has trouble sleeping or has frequent bad dreams
• Has changes in eating habits
• Hurts themselves
• Are very hungry after school from not eating their lunch
• Runs away from home
• Loses interest in visiting or talking with friends
• Is afraid of going to school or other activities with peers
• Loses interest in school work or begins to do poorly in school
• Appears sad, moody, angry, anxious or depressed when they come home
• Talks about suicide
• Feels helpless
• Often feels like they are not good enough
• Blames themselves for their problems
• Suddenly has fewer friends
• Avoids certain places
• Acts differently than usual

Model policies may be found online by searching your state name followed by “anti-bullying policy.” More than 29 states have so far developed policies, including California, Connecticut, Florida, Georgia, Massachusetts, Michigan, New Jersey, and Rhode Island.

“We couldn’t be happier,” says Lynne Master, founder of LDC. “This continues to confirm what we’ve known all along. Students benefit from the individual attention we can give in our tutoring sessions.”

The author, Missy Sullivan, discusses how parents are becoming dependent on the $5 billion private-tutoring industry, but also touches on how difficult it is to find the right tutor in an industry full of tutoring franchises and corporate giants. Sullivan equates the available choices to a gamble, but this time rolling the dice affects your pocket book and your children’s future.

“We understand parent’s concerns, and after a free consultation they realize quickly we’re the best choice. We’re one of the few tutoring programs in the nation that already holds school-level accreditation, staff members hold a master’s degree and their teaching certificate, and we provide one-on-one instruction,” says Master.

LDC has special lighting for kids with migraines, walking paths for students with attention deficit disorder and glass walls for those with claustrophobia. For more than 40 years the company has been focusing on the needs of children and young adults of all ages, from kindergarten through college. The company even offers adults preparation courses for a GED or continuing education tutoring.

“This isn’t just about the money,” says Master. “We want these kids to succeed in their lives, and we’re dedicated to making that happen. The responsibility is awesome, and we’re qualified for the challenges that lie ahead.”

Read the article, Tutor Nation, in its entirety on SmartMoney’s website.

Dyscalculia is a disorder of mathematics. It may affect concept formation, numation, calculation, or generalization of number concepts.

Dysgrafia is a disorder of penmanship. It may affect the ability to form letters or words in legible penmanship, or it may affect the ability to copy from one plane to another, such as copying from a text to paper, or a blackboard to a notebook.

Dyslexia is a language based learning disorder. It may affect decoding or comprehension of the written word. It may affect speaking, listening, writing, or spelling.

Dysnomia is a disorder of word retrieval. It may affect oral or written speech in the struggle to claim nouns.

Executive Function is a disorder of integration. It may affect forethought, planning, goal-directed actions, organization, execution of tasks, self-discipline, will power, persistence, or time management.

Hyperlexia is a disorder of advanced reading skills at a young age. It may affect comprehension, response to questions, echolalia, inappropriate behavior, eye contact, memory, and grammar.

Non-Verbal Learning Disability is a disorder of visual detail, relationships, and spatial organization. It may affect memory, language, attention, concept formation, comprehension, and reasoning. It is characterized by well developed receptive language and verbose speech output.

Primary Language Disability is a disorder of receptive and expressive language. It may affect spontaneous or demand language in oral or written expression.

Processing Disorder is a disorder of reception. It may be identified by slow speed for sorting and comprehending information; automatizing of information; lack of or failure to apply strategies; and distractibility.

Behavior Modification involves contracting for rewards and consequences for identified behaviors.

Insight Therapy allows the person to rethink the past with new information and knowledge about consequences and outcomes.

My bias is that ADD or ADHD should be diagnosed by a medical doctor. A medical doctor has the training to provide a differential diagnosis. This means that she looks at the symptoms and rules out what it isn’t, being left with what it is.

More than twenty look-alikes have similar or common symptoms, but require different interventions or treatments. They may mask, resemble, or accompany ADD or ADHD and require a doctor’s knowledge to be sure.

Here they are:

Adrenal gland tumors, anxiety disorder; bipolar disorder or mania, borderline personality, brain tumor, coffee/cola excess, depression, chronic fatigue, conduct disorder, fetal alcohol syndrome, gifted intelligence, hyperthyroidism or hypothyroidism, impulse control, lead poisoning, learning disabilities, medication reaction, obsessive compulsive disorder, narcissism, oppositional defiant disorder, pathological gambling, passive-aggressive personality, posttraumatic stress disorder, seizure disorder, situational disturbances, substance abuse, and Tourette’s syndrome.

Who among us is willing to risk these possibilities for an expedient and easy answer?

Although a doctor may recommend psychological or educational testing for more information, the medical diagnosis is what is most important. It will require a thorough anecdotal historical record. The onset of one, any combination of two or all three factors must have been present before the age of six. These factors include distractibility, impulsivity, and/or hyperactivity. The behavior must be chronic and pervasive, not situational or environmental.

For up-to-date information go to www.chadd.org or www.help4adhd.org.

“I have spent hour upon hour on the phone trying to find someone who will take him in their school district. All I have heard is ‘no’ upon ‘no’,” said Dana, the frustrated mother. “I just didn’t know how to make something happen for my little guy. I was feeling fenced in and unsure how to break through this ‘no’ barrier.”

A friend recommended that Dana speak to Lynne Master, M.Ed., owner and director of LDC. The educational clinic has been operating for more than 40 years as a consulting and service provider for people of all ages with learning difficulties, and offering one-to-one instruction with Master and Ph.D. teachers.

All Dana really wanted was a school that could provide the educational environment and appropriate curriculum for her special needs child, and Mrs. Master could tell she needed personal assistance.

“First of all, tell me your story,” said Mrs. Master.

The mother shared with her all the details of her difficulties enrolling him in school. Mrs. Master asked several questions, and when she had a grasp on the situation, she calmly advised her, “Set up a meeting with the Superintendent of your school district. Tell him everything you just told me and be very reasonable in your presentation. Let him know that the school in your district doesn’t meet your son’s needs… mention my name.”

Mrs. Master explained that a per pupil allocation for each student is required by law. If the school district cannot meet the child’s legitimate needs, it must pay that allocation to a school district that can.

“I learned that as a parent I have the right to determine if a school my child is placed in is suitable for his needs. If it does not meet what I feel are his needs, then I can request for him to attend another school district within this county,” said Dana.

After following Lynne Master’s advice, the mother finally heard the following words at the school district meeting with the Superintendent and the Special Education Director: “If you give me a list of schools you are interested in, I will make the phone call to see if we can transfer him to a place you are comfortable with. I know you are just trying to help your baby.”

“I am so grateful for the excellent communication and support I needed and received,” said Dana.

About Learning Disabilities Clinic

Learning Disabilities Clinic successfully advocates for individuals to determine eligibility for special education, social security disability, health insurance coverage, and state medical adoption subsidy by knowing what the legal entitlements are, and by having many years of experience in this arena.

Read more from Dana’s blog.

Today’s math classes are likely to be taught differently than the ways parents learned. Computer skills are required tools, and courses are more comprehensive. To help students have better achievement in high school math, here are a few tips for parents and students to know:

Learn the language of math. Like any subject, math has it own specific vocabulary. If a student does not know the language of math, he or she cannot learn the concepts of math. Understanding the definitions of such terms as rational numbers, exponents, mixed numbers, integers, and regrouping provides the foundation for operations, mastery, and test success.

Demonstrate math in real life. Frequently, students don’t see the relationship between the study of math and the use of math in real life. If the student does not make the connection, he or she will not find value in spending time and energy on studying math. Showing how math impacts people daily from buying groceries and receiving the correct change, to saving and paying for college, to earning a scholarship subsidy and budgeting personal expenses are a few examples of how actual life problems are affected and solved by knowing math.

Know the calculator. High school math courses require the use of a scientific calculator. Students even use a calculator on major tests such as ACT and SAT college admissions examinations. Proficiency in using the calculator with speed and accuracy is critical because the tests are timed.

Review basic skills. By the time a student reaches high school, memory of the basic facts for addition, subtraction, multiplication, and division must be automatic. Operations with fractions must be mastered. If a student is still struggling with any of these, learning high school math subjects, including algebra, trigonometry, and calculus will be virtually impossible.

Complete all homework. Math builds on prior knowledge. If a student lacks mastery of the work that has been covered, he or she gets lost when attempting to understand the new work that is being presented.

Get help. The moment the math work gets confusing is the day the student must search out help from the teacher, a parent, another student, or a math website. Without staying current on concepts and operations, the student will surely fall behind.

Learn from mistakes. As Josh Linkner, the author of Disciplined Dreaming has written, “…mistakes are the portals of discovery.” They provide each student the opportunity for improvement.

Take advanced courses. College Admissions officers are just as interested in the challenges students have taken as they are concerned about the grades students have received. Further, more jobs will require advanced math knowledge than ever before. Students will not only be competing against the people in their community. In a global economy, students are competing against workers from all over the world who will have taken those hard classes.

Have fun. In as much as a student is required to take four years of math, he or she may as well enjoy it. The student is going to be in those classes, so embrace it. Math teaches how to think, how to solve problems, and how to organize. These are good skills for a successful life.

Children and adults with Asperger Syndrome may demonstrate a high quality of logical thinking. While many children develop literacy and numeracy at an early age by means of educational television, computer learning, and special interest children’s books, others display significant delays. These disparate learning descriptions suggest that those with Asperger Syndrome are likely to fall in the extremes of cognitive ability.

Discrepancies are often noted in this population between Verbal intelligence and Performance intelligence. The excellent teacher will identify whether the AS student is a “verbalizer” or a “vizualizer” based on the results of verbal or visual reasoning abilities. Interestingly, some recent studies suggest that the gap between the two scores decreases with age (Dickerson Mayes and Calhoun 2003).

In the experience of the Learning Disabilities Clinic education program, children with AS advance well with one-to-one therapeutic tutoring, conducted by a teacher who has appropriate professional experience. This may include teachers who have worked in cross categorical special education classrooms, teachers with AI (Autistic Impaired) endorsement, or certified speech/language pathologists. They help with developing strategies for learning, as well as identifying strengths and talents.

Considering that some of history’s most creative innovators have been associated with the characteristics of autism, these benefits may have incredible impact, and since intelligence may be at either end of the spectrum, assisting with school accommodations for the gifted learner is as important as for the student with slower cognitive abilities.

AS students have particular difficulty with skills that require executive function. For example, they often do not understand how to initiate a task, the steps of execution, and the development of a priority time line for completion. They need help with categorizing and sequencing information and completing assignments. Word problems in math that require abstract thinking and numerous steps for solution are challenging.

Tutorials with trained professionals assist with many academic functions, such as changing strategies when reading in a variety of genres, responding appropriately when speaking or writing, knowing when and how to ask for help, and learning the rules of conversation by means of mind training programs.

It was not only bad science but also “a deliberate fraud” according to Fiona Godlee, editor-in-chief of the British Medical Journal. Subsequently, Wakefield has been stripped of his medical license in Britain but continues his false research in the U.S. One of his supporters, former model Jenny McCarthy, advocates for Wakefield’s allegations despite medical evidence discrediting it. She has written a book about her son who she claims contracted autism after being vaccinated.

Regardless of the celebrity and media attention surrounding the causes of Autism, it still remains a serious disorder. Autism spectrum disorder (ASD) covers a wide range of social and communication neurodevelopment impairments including autism, Asperger Syndrome, Rett syndrome, and pervasive developmental disorder not otherwise specified (PDD-NOS).

Although scientific research is incomplete, the likely causes of ASD include:

• Genetic predisposition
• Serotonin neurotransmitter elevation
• Fetal brain development
• Gene defects
• Increased risk factors with siblings of ASD

No relationship between parenting style and ASD has ever been substantiated with any acceptable evidence.

Children with ASD are eligible for special education services under the Individuals with Disabilities Education Act (IDEA). Their special needs may be addressed in an Individual Education Plan and likely will include language therapy and social skills training.

At the Learning Disabilities Clinic we successfully treat ASD with one-to-one tutoring that specifically addresses the individuals’ unique learning styles. Vocabulary development, appropriate responses to questions words, mastery of specific information, and social conversation are a few of the areas addressed.

For recent research in the areas of ASD and additional information check with:

• National Institute of Child Health and Human Development (NICHD)
• Autism Research Institute (ARI)
• Association for Science in Autism Treatment
• Autism Society of America
• National Institutes of Health Autism Coordinating Committee

Please contact us if you have questions about autism and learning disabilities.

Each year that I attend EdVentures, my goal is to return home with one new idea on which to work. Accreditation was it. Yet, it took over two years to complete the necessary requirements. I had to rewrite the required self study to make it applicable for a small education clinic instead of a traditional publicly funded school. Everyone in the company had to participate. The learning process was intense, and phenomenally beneficial.

Because of the efforts put forth by myself and our staff, Learning Disabilities Clinic has been accredited by NCA (North Central Association) as a Special Purpose School since 1999. Since the merger with SACS (Southern Association of Colleges and Schools), we are now accredited by AdvancEd which umbrellas their combined total of 30 states in the U.S.

Self-improvement has become more than just a business plan as a result of aggressively pursuing accreditation. We moved from a mom-and-pop model, with day-to-day goals, to now tracking long-term data of our student achievement and demographic information of our clients. We have improved our internal systems, technology and policies, as well as relationships with other businesses and agencies in the community.

Our public credibility has been vastly enhanced. New contracting opportunities and partnerships have been forged with government agencies, courts, public schools, health providers, hospitals, corporations, unions, insurance companies, and veterans groups — far beyond anything formerly imagined. Equally exciting, I have a waiting list of Master and Ph.D. level teachers wanting to work for my company because of our high standards and public recognition.

As a result of accreditation, Learning Disabilities Clinic can offer alternative schooling and high school course credit recovery for students who need more time and individualized instruction to learn class material than may be offered in the traditional education setting. Earned credits must be accepted by the student’s home school as a policy of reciprocity.

The respect we earned for ourselves and the authority with which we can speak to schools, agencies, and parents has been achieved through the distinction of accreditation.

At the close of 2010 I became certified as a Quality Assurance Review Chair for AdvancEd. My purpose is to encourage and assist small education businesses to take the challenge of accreditation. At the moment Learning Disabilities Clinic is the only accredited education clinic in the United States.

Mike Flanigan, current state Superintendent, has been asked to serve on the transition team for Governor Rick Snyder, bringing a historical perspective to the issues. Further, ex-Governor Jennifer Granholm took responsibility for demanding a more difficult curriculum to earn a Michigan high school diploma and tougher accountability for teachers.

Nevertheless, despite the fact that Michigan ranks among the highest in per pupil spending and teacher salaries are in the top 20 percent in the U.S., the American Legislative Exchange Council places the state near the bottom of school performance. Michigan is 47th of 50 states in high school drop-out rates.

A Detroit News editorial recommends ending teacher tenure and enacting merit pay based on teacher skills and student improvement. Charter school expansion is the likely future as those schools catch and surpass traditional public schools on state testing and flexible structure.

Doug Ross who heads some of the most successful urban charter schools in Michigan suggests that schools be regarded as individual “nations” up against “the most brilliant young people worldwide” who are the real competition.

Regardless, it looks like education reform in Michigan is going to have to be of the highest priority for Governor Snyder.

“We’re not just another provider of tutoring and supplemental education, and we wanted our new Web site to reflect that,” said Lynne Master, M.Ed., Owner and Director. “We’ve had the privilege to serve the needs of parents and educators in Southeast Michigan for more than forty years, and it makes sense that we continue to offer similar assistance on the Internet.”

Although LDC employs educational specialists and special needs tutors, the new Web site reflects a growing diversity of knowledge in tutoring for gifted children, English as a second language, and alternative schooling. Over the coming months, the blog will be used as a tool to disseminate that knowledge to a much larger audience.

Whereas most tutoring Web sites tend to focus only on the curriculum and subject matter, the new LDClinic.com is placing the focus on those people and institutions that require a customized approach and one-to-one instruction with a Master or Ph.D. level instructor.

“We want to meet you where you’re at, whether you’re a parent or a student, an educator, a doctor or a hospital, or even a government social and civil services employee. Our experience allows us the flexibility to build relationships and truly educate people. We don’t want to create a one size fits all solution for special education,” said Master.

LDC is based in Oak Park, Michigan, and the agency has a reputation of excellence in the state, but the Web site is being used to reach out to educators and administrators throughout the Midwest.

“The need is so great,” said Master. “We’re anxious to extend our reach, and we think our Web site will be the best way to do that.”

This disorder affects concentration and frequently results in poor school achievement and social adjustment. Twenty percent of children with learning disabilities are reported to also have ADHD.

In my practice we have treated hundreds of children, teens and adults diagnosed as Attention Deficit Hyperactivity Disorder.

Understandably, people feel disturbed when they are exposed to a talk show guest, a printed article, a teacher, a psychologist, or a well-meaning friend who plants the notion that someone in the family is ADHD and should be medicated.

On the other hand, an equally damaging suggestion may be conveyed that medication is dangerous and overprescribed.

Frankly, most of these people do not know what they are talking about and succeed only in confusing the public, frightening parents, and elevating their own sense of self-importance.

To begin, ADHD is a clinical medical diagnosis. No formal test exists to establish the diagnosis. The diagnosis may require hours of history, physical examination, perhaps a psychological evaluation (thought not necessarily), and what is called a “differential diagnosis,” to rule out the possibilities other than ADHD.

At least eight of fourteen behaviors must have been present for at least six months, based upon criteria established in the “Diagnostic and Statistical Manual for Mental Disorders.” Furthermore, the onset of these behaviors must have occurred before age seven. Finally, distractibility, and/or impulsivity must be rooted in a neurological dysfunction, not in the environment, not in depression, and not in anxiety.

The treatment plan for ADHD may include behavior management, insight therapy, curriculum or work adjustment, and prescribed medication. Since only a doctor has the training or permission to prescribe medicines, the diagnosis for ADHD falls in his or her area of expertise. All that anyone else can appropriately do is describe and document behavior.

In other words, more is involved than someone being irritated by another’s behavior. Frankly, it is disconcerting and even outrageous that people and professionals outside of medicine are making these irresponsible claims of ADHD.

As it is, medicine is rarely the first choice treatment on the part of most doctors. It a treatment option which must be cautiously administered and monitored for its effectiveness and for its side effects. In fact, doctors who prescribe Ritalin for growing children are required by law to review the medication every few months.

Ritalin is prescribed and sold more than any other medicine in the restricted use Schedule II category. Nationwide, as many as a million people, mostly children, take the medicine. Michigan is among the top ten states in consumption.

Some of the reasons for its increased use have to do with the greater awareness and diagnosis of ADHD. It was once thought that only children were affected by ADHD and that the condition was outgrown in adolescence. It has become clear that adolescents and adults may also have ADHD, resulting in more people on the medication.

Ritalin is also prescribed as an effective treatment for narcolepsy, a sleep disorder. The consumption figures do not distinguish which condition is being treated.

Every person with distractable or disruptive behavior is not a case of ADHD. However, for those who are properly diagnosed by a physician using helpful clinical evidence from teachers and parents, or bosses and spouses, treatment is available.

In use since 1937, more that fifty years of research have proven Ritalin to be a safe and effective medicine for treating attentional disorders.

Handicapped children may not be denied a public education. In 1971 the Michigan legislature passed the Mandatory Special Education Act, since amended and referred to as “Public Act 451.”

The Michigan law states that it is the legal responsibility of the public schools to provide an education which will develop the maximum potential of every handicapped student.

“The Education for All Handicapped Children Act” followed in 1975, when Congress passed Public Law 94-142. This law was updated in 1997 as Public Law 105-17 under the Individuals with Disabilities Education Act (IDEA).

The federal law allows states to receive federal funds for special education, on the condition that the state provides the necessary programs and services to insure an appropriate education for all handicapped persons.

Persons regarded by law as handicapped include: mentally impaired, emotionally impaired, hearing impaired, visually impaired, physically and otherwise health impaired, preprimary impaired, learning disabled, severely multiply impaired, and autistic impaired.

In addition, the handicapped individual must be between the age of 0 and 26, have one or more of the handicaps listed, need special education and related services, and not have graduated from a high school course of study.

A student may be referred for special education by a teacher, a parent, or any other person. A letter, written to the school district where the student resides, should request an Individualized Education and Planning Committee (IEPC) meeting and state the suspected handicap. A copy of the letter should be kept.

A signed written referral is the only way the legal process for special education may be initiated.

Within 30 school days from the date of referral, the child must be evaluated and the IEPC meeting convened.

Representatives of the school district will be at the IEPC meeting prepared to report on the results of the evaluation and make recommendations. Parents should also be prepared in the following ways:

1. Review pertinent information in the student’s record.
2. Meet informally with teachers to hear their personal assessment and suggestions.
3. Listen to the student’s feeling regarding school.
4. Be informed about legal rights, responsibilities, and options.
5. Investigate the programs available in the school district and county.
6. Decide if you want others in attendance for this important discussion, such as a doctor, counselor, or advocate.

Michigan has been a leader in providing educational opportunities for the handicapped. “Special Education, An Advocate’s Manual” provides complete, easy to understand information on a citizen’s entitlements under federal law. It is available by writing to Michigan Protection and Advocacy Service for Developmentally Disabled Citizens, 313 South Washington Square, Lansing MI 48933

The U.S. Department of Justice Civil Rights Division offers free information booklets and guidance in the Disability Right Section. Order “A Guide to Disability Rights Laws” by calling 1-800-514-0301.

From the time these exercises were first held in Europe during the Middle Ages, graduations have been causes for celebrations.

For some, graduation represents an economic requirement for certain career opportunities or a stepping stone to higher pay and position.

For others, graduation culminates a learning experience devoted to intellectual development and personal growth.

Regardless of the goal, graduation is accomplished by hard work and commitment. Some, more than others, may have additional burdens to overcome, such as physical handicaps or economic difficulties, minority prejudices or learning disabilities.

Recently, I received a letter from an intelligent learning disabled young man whom I treated through his high school years. He moved from Michigan armed with absolute goals and indomitable determination coupled with disciplined skills and loving family support.

His letter to me of personal victory serves to inspire those who work to help others and those who intend to achieve the impossible.

Dear Mrs. Master,

I thought is was time to write, now that I accomplished what I set out to do. Last Saturday I received my BA in Communications from Fordham University. It was a dream I never thought I could achieve.

I started off at a small college in upstate New York in a learning disability program which allowed me the use of tutors and typists. I hated the school but realized that I could transfer if I made good grades.

By the end of my second year I made the dean’s list. Don’t ask me how. I almost got an ulcer from the pressures, but it got me into Fordham on probation.

I loved Fordham, it’s a great school. I had to take classes in the summer to keep up and finally had to live off campus and commute, because I couldn’t party like the other guys and come up with passing grades.

I wanted you to know what happened to the kid you helped get through high school. It’s still a struggle, but it’s paying off. Thank you for everything.

Robert

I’ve make copies of the letter and the commencement invitation, framed them, and hung them in my offices. I feel happy having them there. A few days ago, a young high school drop-out I treat decided to return to school. He had just finished reading the letter.

Concerned parents may worry that teaching a child to read at too young an age may cause problems later. It is reassuring to note that research shows early teaching of reading neither creates nor prevents problems. As a matter of fact, investigations indicate an increase in children’s self-esteem and self-confidence as formal learners, when reading has been achieved.

This is not to suggest that all children ought to be badgered or bribed into early reading programs. Humiliating and forcing a child who is not ready is as undesirable as delaying and rerouting the pre-schooler who is ready. Even the child who wants to read may not want to read every day.

Some of the qualities that indicate a pre-schooler is ready to learn to read include the following:

1. A fascination with written or spoken language. The child asks what written words say or mean, or wants to see known words in written form. The child may start associating words from consumer products with individual sounds. This child is half-way to decoding the printed word.
2. An ability to listen well. Reading aloud to a child promotes effective listening skills, It is not the same as sitting transfixed before a television set for hours. It involves active rather than passive listening. Of equal benefit is the nurturing provided in the snuggling between child and parent who are devoting time and attention to sharing a story. This activity creates a positive context for the reading experience.
3. A well-developed auditory perception. The child must be able to hear the fine nuance of sound changes between vowels and between consonants.
4. An ability to discriminate between visual symbols. The child who cannot see the difference between a diamond and a square or who sees b, d, q, and p as the same letter is not likely to be developmentally ready for reading.
5. A mental age of four and one half years. This can be determined formally by psychological testing or informally by observing vocabulary development and grammar. Neither pressure nor exposure will coax a brain that has not sufficiently developed. It would be as foolish as expecting a newborn to walk.

All children of average intelligence have the capacity to learn to read. The child who is ready to read will demonstrate an interest and an eagerness to begin the instructional process.

A learning disability is a handicap which affects the manner in which individuals of normal or above average intelligence take in, retain, and express information. Deficits in reading comprehension, written expression, spelling, math computation, and problem solving interfere with academic success.

According to Section 504 of the Rehabilitation Act of 1973, adults with documented learning disabilities are eligible for legal entitlements, just as are adults with physical handicaps.

This means in a post-secondary education setting the law mandates “reasonable accommodation” for L.D. students.

Accommodations for L.D. college students may include: taped textbooks; student assistants to take class lecture notes; student tutors; special classes for study techniques, time-management, and test-taking skills; and alternative testing arrangements such as oral rather than written exams.

Unfortunately, L.D. college students often deal with the frustration of having to “prove” the handicapping nature of their disability. Not only must they understand their problem, but they must also develop an informed and rehearsed explanation, so that faculty can understand their reason for requesting a modification.

A few tips for the L.D. college student:

1. Take fewer classes and credit hours per semester than what is considered a “full load.” Give yourself extra time to complete your degree.
2. Attend all classes. Being there is a critical factor for learning the material.
3. Plan three hours of study for every hour in class. Relax after solid blocks of study time.
4. Learn about Section 504, ADA, and IDEA so that you know your rights.
5. Become articulate in defining your disability. No accommodations will be made unless you can express what you need.
6. Get help early in the semester, if you need it. Speak to your advisor or Office for Handicapped Students.

By facing the problem and arranging for the appropriate assistance, the learning disabled adult can succeed in college.

More resources are available, and you may find it helpful to consult: Lovejoy’s Four-Year College Guide for Learning Disabled Students, Simon and Schuster; ADD and the College Student, Patricia O. Quinn, editor; and Survival Guide for College Students with ADD or LD by Kathleen G. Nadean, Ph.D.

Association for Children and Adults with Learning Disabilities (ACLD), 4156 Library Road, Pittsburgh, PA 15234.

Library of Congress, National Library Service for the Blind and Physically Handicapped, Washington, D.C. 20542. Their catalog lists books available on tape for the learning disabled.

Summer tutoring has a different advantage than school year help. It is removed from the pressure to master skills or to complete work by a certain date. In addition, the curriculum can be created to suit the student and learned at a pace that is comfortable. Summer appointments are more flexible and may be scheduled to allow time for other positive summer activities, such as day camp, sports leagues, or employment.

In the course of tutoring, some students may need to work on basic skills, such as arithmetic facts, reading comprehension, or essay writing. Other students may want to preview subjects which will be presented in the coming grade. By studying the first several chapters of the math or history texts, for example, students will begin the semester from a position of strength. Difficulties with organization, time management, note-taking, test-taking, proofreading, and study skills may also need attention.

Students who are encouraged to share in the responsibility of their education by acknowledging and addressing their weaknesses, are likely to have better learning strategies and greater school successes.

In selecting a tutoring program, consider the following:

1. Reduce the ratio. Fewer students with a tutor mean greater opportunity for individual attention. The ideal learning situation is one student to one tutor.
2. Beware of guarantees. No one can predict how fast anyone’s brain will generalize information. Tutoring services which lead you to expect a specific reading level within a certain number of weeks are not to be trusted.
3. Avoid distractions. Your home or someone else’s may be convenient, but it may also be disruptive. Telephone calls, boiling pots, and crying children are interruptions at a kitchen table setting that interfere with learning.
4. Make a match. Choose a tutor whose training, experience, and style will make the best contribution to your student’s needs.
5. Show wisdom. Don’t let convenience and cost be your only considerations. If you have to drive a little further or pay a little more, it is all a matter of priorities. You get one chance to educate your child.

While cause and treatment of ADHD have been varied and controversial for many years, it is generally accepted as a genetically based chemical brain disorder. Food additives, allergies, toxic environmental substances, and stress have each been considered sources of ADHD at some time. However, although some individuals may be affected by these influences, no research has demonstrated sufficient evidence to warrant further investigation of any of them.

ADHD affects children, adolescents, and adults. Basically, the brain’s mechanism for screening out simultaneous and irrelevant stimuli operates in a faulty manner.

Characteristics of a Child with ADHD

Picture any five minute period in an ADHD child’s school day. The teacher speaks, and that’s important; a pencil drops, and that’s important; a kid sneezes, and that’s important; a bell rings, and that’s important. Instead of concentrating on the teacher and relegating everything else to background noises, each occurrence is assigned equal importance.

The child is constantly distracted and confused by an onslaught of stimulations competing for attention. The ability to prioritize and focus attention is not in working order. Sustained listening is virtually impossible. As a result, instructions are not fully heard, and work does not get completed. Feelings of competency and self-esteem as a formal learner soon erode.

Behavioral characteristics are not difficult to spot in an ADHD child with hyperactivity. As infants they are often poor sleepers and eaters. As they age, crying and tantrums occur frequently without apparent provocation. They act like bugs on water with some part of the body constantly in motion.

This leads them into unintentional trouble at school as innocent victims get tripped or hit while the ADHD perpetrator is bouncing around. “Class clown” or “Trouble maker” become a common alias and soon shapes the child’s self-perception, despite a lack of malice or meanness.

Overlooked is the ADHD child without hyperactivity. Just as distracted, this youngster sits quietly and passively daydreaming, unnoticed. When asked a question, the child may respond as if returning from a long voyage on “Cloud Nine.” The experience has been compared to a computer-like glitch. The escape hatch from reality is powerful and seductive. It requires determined concentration to return to the demands of the present, and in the process the child may give an impression of being slightly “spaced out.”

Disorganization and poor time management are ongoing characteristics of the ADHD adolescent and adult. Their impulsive and emotional natures put them at a higher risk for a quick fix remedy to feel good. Sometimes this leads to substance abuse and drug addiction. They also suffer a disproportionate number of serious head injuries.

ADHD is not outgrown and is not yet curable. It is, however, treatable. The most effective treatments are insight therapy and prescription medicine. Combined with school intervention, tutoring, and family therapy, these children can mature into happy, productive adults.

Words to the Wise

• Parents, teachers, psychologist, and others can report observed behavior. Only a medical doctor can legitimately diagnose an attention deficit disorder.
• The medicine most often prescribed is Ritalin. It has been used for over 25 years so that many long term studies are available to prove its effectiveness and safety.
• An erratic performance profile is to be expected. Just like allergies, sometimes a person feels and functions fine and unaffected; at other times the problem takes control.
• More often than not, ADHD is accompanied by one or more learning disabilities.

The general expert on a given child is likely to be its custodial parent. Who else can claim greater time spent in observation and interaction? Who else has greater knowledge of family history, environment, and lifestyle?

Unfortunately, parents do not often have the opportunity to express their specific concerns and questions about their child’s development. In the presence of experts they may diminish their own importance as credible authorities about the child. The cause of the child who needs adult intervention is not advanced by the parents who retreat because of their feelings of intimidation or inferiority.

Here are a few empowering strategies for parents:

1. Trust your instincts. You have the responsibility for the welfare and development of your child. All of the experts and advice givers place limits on their interest and involvement. If you don’t advocate for your child, probably no one will.
2. Become knowledgeable. To do a job well, you need correct information. Books are available on most subjects and they can lead you to other sources. They can help you to establish an appropriate direction and to pinpoint the right questions to ask. Frequently, laws are in place expressly for the protection and needs of children like yours.
3. Build a network. Identify the individuals, agencies, organizations, hospitals, schools and government departments that can provide the professional testing, diagnosis, treatment programs and financial assistance needed for the health and success of your child.
4. Take action. Rely on more than one authority for answers. Become aware of the alternatives and possibilities available. Then, thoughtfully and intelligently make choices; be willing to experiment with new and different solutions; commit and follow through on a plan of action; and listen well to your child’s feedback.
5. Remember other family members. Times occur in every family when one member’s needs take precedence. However, everyone in the family wants your attention and your interest. Even the child with the problem wants relief and time off from this focus. Excessive efforts, no matter how necessary or well-intentioned, may create resentment, as well as additional and unnecessary problems. When the total family feels appreciated, its support of the individual member will probably be generous.
6. Maintain perspective. It seems to be human nature to become zealous and passionate over an important cause. As urgent as the matter may be, teachers or doctors may not respond as you think they should. The problem may not be solved as expediently or effectively as you expect it will.

Look over your shoulder to see how far the situation has progressed, rather than limiting your view to how far it has yet to go.

While it is not possible to control all of the variables, ultimately it will be your informed decisions and mature responses that will determine the outcome of your child’s problem.

Children have had a few months to adjust to the personality, expectations, homework, test, and style of the teacher. The group dynamics and friendship bonds of the class are established. The school day has settled into a fairly predicable routine. Equally important, the teachers have come to know the quality of work and interaction of the students.

Parent-teacher conferences are held, and report cards are distributed during this period. The child who is struggling in November with academic skills, interpersonal relations, attention, speech, motor-coordination, or self-esteem is not likely to do better by January without appropriate adult intervention and special assistance.

Under Public Act 105-17 of the Individuals with Disabilities Education Act (IDEA-1997) the parent as well as the school has the right to request an Individual Educational Placement Committee (IEPC) meeting. This federal law requires that every child receive an “appropriate” education. When the regular education program does not seem to be providing it, a team which may include a psychologist, social worker, teacher consultant, or others is obliged to test, evaluate, meet, and recommend an Individualized Educational Plan (IEP) for the child.

The plan may call for full or part-time placement in a program for learning, emotionally, physically, mentally, or language impaired. In each case the ratio of teachers to students is considerably reduced, and the teachers have specialized training in advancing the success of their students.

From the date the request is signed by the parent, the district has thirty school days in which to determine the child’s eligibility for special education.

For the child who would benefit from something more or something different than the school can provide, or who does not qualify for any school programs, other options are recommended.

1. Medical Examination – After the required physical for kindergarten entry, many parents fail to bring children for regular medical check-ups unless they are ill. It is wise to see a doctor when success in school is lacking to rule out any physical causes.
2. Therapy – Psychiatrists, psychologists, and social workers in private practice or through community mental health agencies offer children insight into their behavior through individual and group treatment. They also help parents and children achieve more effective communication.
3. Tutoring – Private tutors can provide meaningful help in school subjects, study and test-taking strategies, and time management techniques.
4. Speech – Speech therapists are trained to improve articulation and verbal expression.
5. Physical Education – Short-term classes are offered in tumbling, gymnastics, swimming, dancing, and skating to name a few. They help children to improve body awareness, balance, and coordination.

Parents have the long term responsibility of their children’s successful development. The sooner a problem is addressed, the greater the likelihood of achieving that worthwhile goal.