October ushers in cooler temperatures, fall colors, pumpkins, and the excitement of Halloween. But did you know it’s also the month dedicated to raising awareness about Dyslexia, Down syndrome, ADHD, and other learning disabilities? In 1985, President Ronald Reagan designated October as Learning Disabilities Awareness Month to educate the public about these important topics. Learning disabilities are neurological differences that affect how individuals learn, impacting areas like reading (dyslexia), writing (dysgraphia), math (dyscalculia), and information processing (auditory or visual processing disorders). These challenges are not related to intelligence; rather, they stem from the brain processing information in unique ways. The term "learning disability" serves as an umbrella for various learning differences, helping to classify students for special education services. Understanding the specific types of learning disabilities is crucial for effective support. Spotlight on Dyslexia Let’s kick things off with dyslexia, especially since October is also Dyslexia Awareness Month. Dyslexia primarily affects a person's ability to read, spell, and process written language. By raising awareness about dyslexia, we promote understanding, early identification, and effective interventions for those who experience it. Interestingly, dyslexia is recognized under federal special education law as a specific learning disability, and including the term on an Individualized Education Plan (IEP) provides clearer insight into a child’s struggles. Difficulty with word-level reading, or decoding, is closely linked to dyslexia, emphasizing the need for targeted instruction in systematic decoding. Celebrating Down Syndrome October also marks Down Syndrome Awareness Month. This genetic condition can lead to intellectual and developmental disabilities, making awareness vital for fostering understanding, acceptance, and inclusion. Many students with Down syndrome flourish in inclusive classrooms, where they often excel at learning through observation and hands-on activities. These students typically receive special education services under classifications such as Intellectual Disability, Other Health Impaired, or Multiple Disabilities. Shedding Light on ADHD Additionally, October is recognized as ADHD Awareness Month. ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental disorder that can affect focus, impulse control, and activity levels. Did you know ADHD can present in three ways: Predominantly Inattentive, Predominantly Hyperactive/Impulsive, or Combined? This can sometimes confuse those who associate ADD with inattention and ADHD with hyperactivity. Students with ADHD may qualify for special education services under the "Other Health Impaired" classification if their symptoms significantly impact their academics. Alternatively, they might benefit from accommodations through a 504 Plan, which allows for adjustments like preferential seating or a quiet space for testing. This overview just scratches the surface of the three disabilities highlighted this October. What other disabilities would you like to learn more about in the future? Let’s continue the conversation and work together to raise awareness and support for all learners!
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The first week of school is a time of excitement and adjustment for children, parents, teachers, and even the family pet! This period can set the tone for the rest of the school year, so it is important to take full advantage of putting your best foot forward. As a psychologist specializing in educational assessment, I understand the unique challenges children face. Here are some practical recommendations to help your child transition smoothly and start the year off on the right foot. 1. Establish a Routine: Consistency is crucial for all children, but especially for children with learning, behavior, or attention difficulties. A predictable routine helps them feel secure and reduces anxiety (theirs and yours!).
Annual last day of summer breakfast By Dr. Sheila Clonan October is Dyslexia Awareness Month. It is also ADHD Awareness month and Down Syndrome Awareness month—so much awesomeness packed into 31 little days! We’ll address those later, but in this post, we want to play a little “Did you know?” game, raise awareness of issues pertaining to dyslexia, and let local readers know about some amazing upcoming events. Did you know that at least 1 in 5 students is estimated to struggle with dyslexia, a neurological disorder characterized by difficulties with phonological processing that impair accurate and fluent decoding? By Michelle Storie So you just received your child’s State ELA or Math Assessment scores. Or your child just underwent a psychological evaluation and completed individually-administered norm-referenced tests. What do the scores mean? How do you make sense of the information provided? And what do the test results tell you? How can they help your child? In this blog, we hope to answer the basics to these questions. Standardized tests are norm-referenced tests. This means that the tests are given the same way to all children. Evaluators follow rules for test administration and are not permitted to alter materials or reword questions. This allows you to compare your child’s score to that of other individuals his or her age who were part of the norming sample. When the tests are created, they are administered to groups of students of varying ages and the results are used to determine what was considered an Average score, a Below Average score, etc. A standardized test allows you to draw a comparison between your child’s score and the scores of other individuals of the same age (or grade, if using grade-based scores). By Dr. Sheila Clonan ..First, let’s address the issue of whether or not dyslexia is an appropriate, school-based diagnosis supported by special education law. The short answer: YES. Dyslexia is a specific presentation of a language-based “Specific Learning Disability” in Reading—the most common one, in fact. Special Education law (or IDEA) defines a specific learning disability as “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.” (See 20 U.S.C. §1401(30) and 34 CFR §300.8(c)(10) (emphasis added). So again, yes. But... By Dr. Sheila Clonan We’ve worked with many families lately whose schools “don’t recognize” dyslexia. They are told either that it is a “medical diagnosis” (what?!?) or that it “isn’t in the law.” We’ve had parents tell us that their school told them that their child was too young to test, or that dyslexia is just a catch-all term and there’s no test for it. None of these statements are true. Unfortunately, if your school won’t recognize dyslexia, they are unlikely to treat it effectively. Some parents have even been told that dyslexia “doesn’t exist.” However, over 30 years of scientific evidence and research supports the existence of dyslexia, as well as effective interventions for students diagnosed with dyslexia. Dyslexia is a specific neurobiological learning disability that is characterized by difficulty with accurate and/or fluent word recognition, poor decoding skills and weak spelling. Secondary problems in vocabulary, reading comprehension and writing may also develop. These are fundamental skills that must be mastered as early as possible for student success. However, contrary to what parents are often told, dyslexia is one of the most common causes of reading difficulties in elementary school children, affecting at least 5-10% of the population, with some estimates as high as 17%. Dyslexia ranges from relatively mild to more severe symptoms, so some dyslexic students may qualify for special education as a student with a learning disability, but some may not. Regardless, all students with dyslexia (indeed, all struggling readers) require intensive and explicit systematic reading intervention to progress appropriately. Unfortunately, rare is the teacher- special education, literacy, or classroom teacher—who has been adequately trained in effective, scientifically-based reading instruction. Often, bright students with attentional difficulties “fall between the cracks” of services available in the school system. While Attention Deficit/Hyperactivity Disorder (ADHD) is not included in the 13 disability categories covered under special education law, some students qualify for an Individualized Education Plan (IEP) and special education services through a label of “Other Health Impaired.” However, in order to qualify for such services in most school systems, the student typically needs to be failing. This is not an entirely accurate interpretation of the law, however, which merely states that the disability must “adversely affect educational performance.” Nonetheless, to qualify for an IEP in most school systems, the child needs to be struggling academically and deemed to require specialized instruction (or special education). But what about the student doing “just well enough,” who manages, through extra hard work and effort—and the more-than-occasional parental “rescue” to make adequate grades? With some strong parental advocacy, that student may qualify for accommodations via a “504 Plan,” which is supported by federal civil rights law and provides accommodations to the learning environment (but no direct, or “specialized” instruction).
Written by Dr. Sheila Clonan Response to Intervention, or RTI, is a three-tier process for providing intervention and supports to students prior to the initiation of any assessment for special education. The idea is that, by providing targeted, research-based interventions early, we can ameliorate relatively mild learning difficulties, thereby preventing the need for designation as a student with a disability. It began in response to an all-too-common problem—which became known as the “wait to fail” model. That is, in the past, students quite literally had to fail before they would be tested for special education and therein provided necessary intervention. Tiered levels of support like RTI, in contrast, are based on prevention models. Tier one generally consists of an effective core curriculum in the classroom. Theoretically, this will address the learning needs of approximately 80% of students. The remaining 20% will be provided with what is often called “Tier 2” intervention: intervention that targets learning in a fairly generic- but efficient- way. Let’s take the case of reading. Most schools collect progress monitoring data on all students. Then they identify a “cut-off” score that indicates the child is in the lower quartile and may benefit from Tier 2 intervention. At this stage, most schools have a ready-prepared intervention to offer. Some schools used computer-based programs, such as Fast ForWord or Accelerated Reader. Others offer an additional reading group with the school’s literacy specialist. For approximately some of the children involved in Tier 2 intervention, the additional instruction—almost regardless of the form it takes—will be enough to help them get up to speed. For children with a specific learning disability such as Dyslexia, however, such standard interventions will rarely be enough to close the gap between them and their peers. Instead, these students require systematic, intensive, phonologically-based reading instruction targeted specifically to their individual needs and administered by a highly trained instructor. Students with Dyslexia are generally missing some of the important building blocks of reading—the cognitive components that underlie accurate and fluent reading. However, they often “progress”—ie, memorize enough words—just enough to make it look like they are benefitting from the generic intervention. This makes school staff reluctant to test the child for a learning disability. But unfortunately, memorization is a very inefficient strategy- and the progress will not be enough to close the gap between the student and her peers, nor to repair the foundational skills on which on which reading is built. We often see students who have inched along in this way- progressing just enough to avoid failure, but not enough to catch up- or, more importantly, learn the skills they need to ultimately become accurate and fluent readers. These students tend to be bright, creative and hard-working. They work hard enough— and usually have enough support from their parents—that they earn passing grades despite falling farther and farther behind in their reading. They often spend hours upon frustrating hours completing homework. They tend to do poorly on tests- but excel in oral participation- or other aspects of the school day. Sometimes teachers wonder if they are making “careless” mistakes—maybe they need to slow down, “try harder”- or, my all-time favorite- “look harder.” They may be reading well enough to get the “gist” of the information—so they can maintain the appearance of being able to read enough to “keep up,” but gist reading is notoriously unreliable in decontextualized reading such as in textbooks- or worse, multiple choice tests. Often, the parents of these children have repeatedly shared concerns with school staff that “something is wrong” but been (falsely) reassured that “he’s young yet” or “she’s progressing at her own rate.” Your child is not failing, they may add, and so does not have an educational disability. While we’ve no doubt that these staff members mean well, the end result is that the student suffers for years, believing that she is stupid or slow, working hard but never managing to keep up. Finally, frustrated, parents turn to a private evaluator, seeking an understanding. They know their child is smart, they see how hard he is working, and they want to what can be done to help him. When implemented as intended, Response to Intervention can enhance student learning. The intention of the prevention process is to shift educational resources away from classification of disabilities and toward the provision and evaluation of effective instruction. Through early screening, schools can identify and provide support more quickly to struggling learners. In practice, however, the process all too often delays the provision of appropriate evaluations and services (as noted in this 2011 Memo to all State Directors of Special Education, the U.S. Department of Education). If you have concerns about your child’s educational progress and feel that school staff are delaying evaluation and support, you have the right to request an evaluation in all areas of suspected disability. Put your request in writing. See more about how to get your child evaluated in our ebook, A Parent’s Guide to Educational Assessment in New York. Written by Dr. Sheila Clonan September 27, 2015 @ 9:30 am Recent neurological studies have given us greater insight into brain plasticity, or the brain’s ability to adapt or change in response to experience. This is the science behind such popular brain exercise apps like LumosityTM and CognifitTM that aim to re-train the brain by making new connections in neural circuits. The idea is that by engaging in intensive and repetitive exercises that are tailored for specific goals, skills like memory, cognitive processing, and attention can be improved. The jury may still be out on the effectiveness of some of these self-administered apps, but there is good research and evidence that brain plasticity is real. There is also substantial evidence that working memory, the part of the brain function that is key in handling processing, can be definitively improved through intensive intervention. This is good news for all, but especially for children who are struggling in school as a result of a learning disability that may have a direct connection to working memory. Such learning disabilities among children include ADHD, Dyslexia, Auditory Processing Disorders and Autism Spectrum Disorders. Written by Dr. Kimberly Williams 9/18/2015 at 7:18 PM Sending your child to college can be stressful enough for parents, but perhaps particularly so for parents of students with disabilities. I have worked with college students with learning disabilities, autism spectrum disorders, ADHD and other disabilities for several years and there are a few lessons I’ve found to be critical for a student to set herself up for success:
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