Was your child recently diagnosed with a learning or attention issue, like dyslexia or ADHD? Would you like some advice from parents who are farther along in the journey?
As part of Understood.org’s Real Parents, Tough Topics series, Understood has brought together four parents of kids with learning and attention issues. Watch their conversation as they each share “What I wish I’d known sooner” about their children’s issues, working with schools and more.
Are you wondering if learning and attention issues are causing your child’s challenges in school or at home? If so, you wouldn’t be alone. One in five kids have learning and attention issues. And with the right support, they can thrive in school and in life.
This article from Understood.org provides steps you can take to determine if your child has learning and attention issues, and where to go from there.
1. Know the skills learning and attention issues can affect.
The term “learning and attention issues” covers a wide range of challenges kids may face in school, at home and in the community. These lifelong, brain-based difficulties can cause trouble with reading, writing, math, organization, concentration, listening comprehension, social skills or motor skills.
They’re not just “kids being lazy.” And having these issues doesn’t mean a child isn’t intelligent. Read about what learning and attention issues are and what they aren’t.
Building on NCLD’s 40-year history as the leading authority on learning disabilities, The State of Learning Disabilities: Understanding the 1 in 5 report uses recently released data for the 2015–2016 school year and other field-leading research to shine a light on the current challenges and opportunities facing the 1 in 5 children who have learning and attention issues such as dyslexia and ADHD.
When kids hit difficult problems — the seemingly insurmountable English essay, a math test that takes on epic proportions, social struggles that leave them feeling frustrated — it can be tempting to give up and resort to four words no parent ever wants to hear: “I can’t do it.”
Kids need to be able to make the transition from ‘I can’t’ to the proactive ‘How can I?’
In order to thrive, kids need to be able to make the transition from the negative “I can’t” to the proactive “How can I?”
To do that, they need to think about why they’re stuck, what’s frustrating them, what they would need to get unstuck. They need to think about their own thinking.
There’s a word for that, and it’s metacognition.
Children with dyslexia, ADHD and other kinds of learning and attention issues are as smart as their peers. But without the right support, many fall behind academically and struggle socially. They’re more likely to repeat a grade, get in trouble at school or with the law, drop out and struggle as adults to find work. But this downward spiral can be prevented.
This data-intensive report form NCLD provides insights into the challenges facing the 1 in 5 as well as specifics on how to improve outcomes in school, work and the community.
NCLD’s The State of LD: Understanding Learning and Attention Issues is available online at http://www.ncld.org/the-state-of-learning-disabilities-understanding-the-1-in-5
On July 26, 2016, the U.S. Department of Education’s Office for Civil Rights (OCR) issued guidance clarifying the obligation of schools to provide students with attention-deficit/hyperactivity disorder (ADHD) with equal educational opportunity under Section 504 of the Rehabilitation Act of 1973.