Strategies
♦ Assistive Technology - individuals with learning disabilities have strengths and areas of weakness in processing, learning and/or expressing. Assistive technology can help compensate for these weaknesses through use of equipment or systems, that can range from low tech to high tech and can be relatively inexpensive or very costly (i.e. high tech computer equipment or software). Examples Additional resources
♦ Advocacy Programs - will help individuals to understand and accept what their strengths and challenges are, and they will learn how to communicate what they need to be successful to their teachers and employers. Parents will need advocacy skills, as well, by becoming knowledgeable of the educational system and how to navigate it. By doing so, they can ensure their child will receive early intervention services and supports. LDAFS provides a ‘Steps to Success’ self-advocacy training program for students and a ‘Supporting Your Child’s Special Education’ workshop for parents.
♦ Assessment Process - Psychological Educational Assessments are instrumental in identifying that a child has a learning disability. Administered by a Registered Psychologist or School District Psychologist, they will identify the specific learning disability and make recommendations for remediation and ways to compensate for the disability.
♦ Individual Education Plans (IEPs) - Is a document which outlines the adaptations and/or modifications of a student’s academic program. It is used as a tool to highlight strengths, accommodate weaknesses and implement effective strategies to support the student. Although it is not essential to have a Psych-Ed assessment in order to have an IEP in place, it is very beneficial to have as it identifies the student’s weaknesses that need to be addressed by the IEP. A Registered or School Psychologist’s recommendations are very useful for proper IEP planning.
♦Behaviour Interventions - Along with academic IEPs there are also behavioural IEPs. Children who are acting out in distrubtive, challenging ways may need behavioural specialists working with them. School districts receive a different set of funding for these support services and these children are given a different designation from learning disability. For children who have behaviour and learning challenges, behavioural intervention plans will outline strategies that will foster a healthier attitude towards others before effective learning can take place. However, be careful that your child’s learning weaknesses are not being overlooked by an IEP that addresses only behavioural challenges. Disruptive behaviour sometimes is the result of the learning challenge(s) not being addressed.
Strategies at Home
♦ Homework - As partners in your child’s education, the British Columbia Teachers Federation offers a wealth of suggestions and resources to assist parents with supporting their child’s learning at home. Here is a link that will lead you to these strategies bctf.ca/IssuesInEducation.aspx
♦ Parenting - There are many behavioural challenges that parents face in raising children. Many might agree that there is increased intensity in households that have children with LD or ADHD, and the disciplinary methods that would typically resolve issues do not work. LDAFS offers monthly information nights and often we will have topics that will cover parenting. The message here is for parents to become informed. Parenting methods can be developed and enhanced through attendance of parenting workshops, reading, getting involved in organizations that support child development, and at times, counselling. The strategies learned through support groups or through counselling by a professional will help build the resilience and patience needed to cope during frustrating moments.
Strategies at School
Some of the most commonly provided academic accommodations to students with learning disabilities include:
♦ a reduced course load
♦ a buddy system. When possible have children be role models for each other. Have the child with LD mentor when possible and in areas of challenge be mentored by a fellow student.
♦ provision of a notetaker for lectures
♦ tape recording of lectures
♦ access to alternative format materials such as books on tape or CD
♦ access to a word processor with spell check, thesaurus, grammar check
♦ alternative methods of evaluation, such as point form responses rather than full sentences, supplementary oral exams, exams written on a computer with editing functions and/or adaptive software
♦ extended time for tests and exams
♦ use of memory aids or formula cards
♦ marks are not taken off for spelling
♦ use of scribe for exams/tests
♦ quiet room for exams/tests
♦ clarification of questions on tests/exams
♦ use of a calculator on tests/exams
Strategies at Work
The Job Accommodation Network (JAN) is a service provided by the U.S. Department of Labor. Their mission is to facilitate the employment and retention of workers with disabilities by providing employers, employment providers, people with disabilities, their family members and other interested parties with information on job accommodations, entrepreneurship, and related subjects. JAN’s work has greatly enhanced the job opportunities of people with disabilities by providing information on job accommodations since 1983. Their website www.jan.wvu.edu/soar/LD.html has much to offer in the way of suggested job site accommodations for deficits in reading, writing, mathematics, communicating to others, and time management and organization.