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Learning problems-learning styles is the key to solving your child's learning problems

It is almost time, vacation, and this means, for the first half of the school year is almost over. How is your son or daughter is doing? They are frustrated? Are you frustrated? They keep Fighting? Do you have a great parent teacher conference where the teacher told me how amazing your child makes in the school year or did you hear about problems and matches your child have? We all have a dream for our children ... and when we see our children struggle ... when we see the education system to cause more problems than they solve (even with the best intentions) ... it will be one of the most frustrating, emotional, extended experiences of our lives.

The diagnosis is the key. So many children are being misdiagnosed as ADHD these days that it is tragic. Identification of learning styles and reading/comprehension skills (which can be diagnosed and trained easily) is the key to success. Even if your child has ADHD, correct diagnosis of learning and reading styles can do more of a difference--with less risk than drugs--you may be tempted to try to have your child. Why you need to properly diagnose your child's learning, reading and understanding the styles and then Learn the skills you need (and your child needs a teacher) to work effectively with your child.

ANY fighting child should be given proper learning style and read reviews before anything else is tried because many children are kinesthetic learners who actually when taught according to their learning style can achieve academic success and should be read well above their current level and not children with ADD or ADHD.

Do not make the same mistake, thousands of other parents do and live with the frustration and pain to see your child struggles in school.

You can solve your child's learning issues and improve your child's life forever.

Lazy or schools disabled? You will find

Parents often tell me that their child is lazy, and I always have a problem with this description is now research proves that children labeled lazy can actually have a learning problem.

An educational psychologist studied a group of children, which was seen as lazy by their teachers and their parents.

She found that three quarters of the children had difficulty in understanding the sounds that make up words, and that they also had significant problems with attention. it is not strange that they had problems the attention when they probably did not understand what was being said to them.

If you have ever tried to listen to a person to speak a foreign language, you know how fast the tune you '' because you have no idea what the person says.

The researcher found that half the children had clinical inattention and hyperactivity and others had anxiety, visual perception, and fine motor issues eight children had clear signs of dyslexia.

Only three of 20 children she looked at showed no particular learning problems-but perhaps had the emotional problems, research study does not.

So, although this was a small sample, this research will go a long way to justify my conviction that there is such a thing as a lazy child, there are only children with learning difficulties.

If you believe that your child is lazy, you should consider again. you must discover learning difficulties which prevent them from participating in the classroom learning and the earlier you. make the best because ... ...

Lack of identification of the learning disability leads to problems later in life, and even suicide.

If the parents (and teachers) does not identify the learning problems enough children are experiencing early multiple failures that undermine their feelings of competence and self regard.

A child is able to learn without self confidence and self regard.

If you believe that your child is lazy, or gratuitous, you should check out why, what are the learning difficulties that stopping your child becomes the zealous, joyful learners that ll children should be.

And please do it before it is too late!

Learning problems in children

Children can experience learning problems because of several reasons. Some children Excel on studies, while others strive hard. This article discusses the various behavioural and learning problems that students aged 5-15 face.

Dyslexia

Dyslexia reading problem. Children find it difficult to read what they have written. Dyslexia is characterised by the difficulty of the brain in separate and processing written and verbal language. These children find it difficult to learn spelling and reading liquid. They also confuse between similar-looking letters like b, d, p, q, etc. They also have a tendency to skip letters, words or phrases in reading.

Dysgraphia

Dysgraphia is the difficulty to write. Students with this problem may be the answer by reading and learning. Such students also show signs of reduced motor coordination and find tasks like tying a shoelace.

Dyscalculia

Dyscalculia are the problems with numbers. The data exchange places of digits. This problem makes it difficult for children to learn Mathematics.

Dysnomia

Dysnomia is characterised by a lack of ability in learning names or words. pupils with this problem have trouble remembering words for objects, places or things.

Dyspraxia

Dyspraxia is characterised by a lack of or poorly developed skills in skilled tasks such as typing, sewing, etc. Such children can also show signs of difficulty to control the audio and speech, and can be slow to eat or drink.

Children with these types of suffering may be the answer to one or more specific skills. For example, Ernest Hemingway is believed to have suffered from Dyspraxia.

Helping children and essence in them a sense of trust is crucial for the development of such children and help them to lead successful lives.

Problems with Math and numbers and Dyscalculia

Dyscalculia is a term that refers to a handicap with math. There is no one definition, which perfectly describes the individual other than he or she shows considerable problems in mathematics. The specific nature of these problems are comprehensive, lifelong and impact not only training, but life questions.

Array of difficulties include time issues with mathematical concept formation, sequencing problems, spatial awareness, symbol of awareness and recognition (as in the plus and minus symbols), the basic ability to manage the numbers, and much more. Remember, to own a serious difficulty in mathematics, an individual is able to detect all characteristics.

One can have a healthy boost of time and mathematical reasoning, but can demonstrate pronounced difficulties in symbol awareness and in number of management and sequencing. One can have no sense of mathematical concepts and reasoning, but be able to do simple calculations. A property that is not included in the appendices to the most resources on-line, is one of the most eloquent and characteristic traits: fear.

Together with angst is the number of management and sequencing a huge key in identifying problems with math. Imagine that you are asked to draw a check in the amount to $ 394 from a balance between $ 937. You are trying to do, but the numbers twist and move them and you manage subtract $ 349 from $ 973. Imagine that you get the phone number of 555 9692 but your mind detects it as 555 + 45 9629. The result is failure and is often an impending sense of fear. You just do not seem to be able to do it. management of money and the number is not only difficult for those with disabilities in mathematics, but it can create panic attacks.

So what are you doing? Problems with math is not our fault, and there is nothing we can do to solve dyscalculia. One of the most difficult thing to do for those with learning difficulties is to ask for help. Why? Because requests underscore help, there is a problem and there is something wrong. Them with learning problems, fears that the inherent error will make us unlovable in some way. We strive to achieve as individuals, to present ourselves as pretty close to perfect because many have learned that this position wins the us love and acceptance.

The bottom line is that we fear that our failures will render us unlovable, not respected and the Requester.

May or may not. It is an acceptance of self to most questions. It is the acceptance of the self-test, renders us lovable self, and then allow us to realise the self. It is the allowance of the help that moves us forward.

And here is the really important things. Asking for help really does not mean that you are helpless, but it does mean that you trust to another in order to be able to help. A dependency of another goes a really long, long way to raise awareness and create your own society. In addition, many loves to help.

What could be possible for you to do.

Recognize the fear. When it becomes too high, consider asking for help. Do not allow people to rattle off phone numbers, but ask them to speak slowly and then repeat the number back as you write it down. Ask your bank staff to help with banking questions. They are usually really useful and will often work together constructively. Research. LD online is recommended. Also, Samantha Abeel this thirteenth Winter: A Memoir is a fine read. Accept that you may own a mathematical problem. Not wish to dwell on, but just accept.

The mind is a stunning the offset process. So you have a problem with the math. It means only that you have a strong second place. Ask for help with these pesky mathematical things and then dive into their powers. Breathe.

xxx

Lindy was born and raised in Thailand and spent most of her first eighteen years with her four siblings and her parents, who was a Presbyterian fraternal workers. Part of the time was spent in an isolated and beautiful setting way down the peninsula. She was home-schooled, and her learning differences were not seen or understood. Because she was "white", a foreigner, she had no friends, so she read sincerely and composite stories to fill out his days. It was both a halcyon interval in her life and a difficult time. She has the world been seven times. Her background in counseling Psychology and her empathic take on the world leads to her listen and witness of the stories. Stories are significant. Lindy has taught writing to those who could not write on the University level. This led to a focus on learning problems and difficulties and she is learning/educational coach. She loves to work. Lindy can also cook up a really sweet storm.
Currently, she lives in New England and longs to return to a tropical climate, but is content with family. She is working on his autobiography "Empathic Kok" and on his third novel. Lindy centered exquisite when she cooks and gardens, and is a sham met when she writes.

Lindy.norlander@gmail.com

Learning problems? Resolve the cause, not just the symptom

Many parents try to resolve the symptoms of their child's learning problems, not what causes it, and as a result, their child will never get better at learning.

You know the scenario, your child will have a low grade in math so you send him to a math tutor. perhaps it helps perhaps it doesn't 't. what you are doing is trying to resolve the symptoms of your child's learning problems. don't cause symptoms may bring some solution in the short term relief but if the problem is still there, you child will continue to have problems with learning mathematics.

It's like having the doctor prescribe Tylenol for headaches caused by a brain tumor. The migraine can go away for a while, but the tumor is still waiting to cause trouble. This can be a bit of a scary analogy but really, I would like to stress the importance of to find out why your child struggles to learn and try to solve the cause of any learning questions rather than just treating the symptoms.

What happens if you only try to fix the symptoms?

Your child will lose a lot of energy trying to work that he cannot do. He will Concoct a variety of ways to get to work, no one is the correct way, and none of which help him understand what he is learning.

I have used too much of my time trying to undo some of the ways children try to do their work, to undo a bad way to work is twice as difficult as to introduce the right way to do things the only good., that this has shown me is that children are endlessly inventive in ways that they are trying to solve problems.

If your child is struggling with math to find out WHY.

Perhaps he does not know what strategy to use, perhaps he can not organize its work, perhaps he has missed a crucial lesson.

If your child hates doing homework, find out WHY.

Perhaps he did not know, what does he have too much to do, or he thinks he will get poor marks, or he keeps forgetting his books or ... or ...

If your child cannot make friends at school to find out WHY.

Perhaps she did not know how to share, or she is missing language skills or she is afraid of the teacher because she does not know what you must do, or ... or ...

If your child is unfounded and appears lazy to find out WHY.

He Knows how to be responsible for his work, he is aware of how much effort he has to use at work, he understand why he goes to school ... ...

If your bright child gets low marks for his essays, find out WHY

Perhaps he is missing the ability to pay attention in class, perhaps he has no idea what a good essay should look like, perhaps ha have no idea what the teacher would expect him to do, or ...

Remember, only when you determine the cause of this problem, you can start to repair it.

What would you rather do help solve your child's symptoms, or the reason for their learning problems?

I know what works best.

Bright Kids with learning problems-when IQ and Achievement not struggle up

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Author of the newly released, Parents' Guide to IQ Testing and Gifted Education: All You Need to Know to Make the Right Decisions for Your Child.

When some parents think of high-achieving or gifted students, what comes to mind is a child who shines in every aspect of life - one who can be expected to get straight A's in school, have tons of friends, and be a star in sports. The idea is, if you're smart, you're smart, and you should be able to apply your mind and talents to just about anything and do well. Problem is, this idea just isn't true. Yes, some kids and adults do appear to know it all and have it all, but this is really more the exception than the rule.

And when it comes to academic abilities, most children, even those who are very bright or high-achieving, have a definite set of strengths and weaknesses. We all do. Think of your own school experiences. Were there classes or subjects that were easier for you - where you felt most comfortable and in your element? How do you learn best? Are you someone who needs to read something to understand it, or do you retain information better when you hear a lecture, or see a picture or a visual presentation? How about your child - does he or she breeze through certain subjects and struggle with others?

Some variation in abilities, including those involved in doing well at school, is normal - a fact that is consistent with many current views on human intelligence. That is, intelligence should be thought of as a group of distinct abilities, rather than a global or general factor that filters down to everything we do. One child may be great at art and reading, but not so great at math or athletics. Another child may be truly creative in the way he views the world or in the way he approaches problem solving, but have a hard time getting his ideas down on paper. In other words, intelligence is not one "thing" that we can point to, and just because you excel in one area doesn't mean you'll do as well in others.

For most of us, these differences are no big deal. We get through school and life by working a little harder at the things that don't come as easily, or we learn to compensate for our weaknesses by using our strengths. If we have a hard time understanding information that we read, we may use pictures or diagrams to help us learn, or we visualize the material in our minds. If our memories are weak, we might learn to take detailed notes, study more often, or develop other strategies to help us recall information. We learn, often unconsciously, to adapt.

For some children, however, the differences between their abilities are so great that it is difficult, if not impossible, for them to succeed in school just by working harder or through compensating. These children have a true learning disability - a persistent and obvious block when it comes to learning certain types of material. For some, the problem may involve reading, for others math. Still others may struggle with written or spoken language. These are otherwise capable children who, even though they have had great teachers, help at home, and plenty of opportunity to learn, still don't seem to "get it."

What Causes Learning Disabilities?

No one can say for sure, but many experts believe that learning disabilities are the result of a neurologically based difference in the way that the brain processes information. These differences may have to do with the number, arrangement, and efficiency of neurons or neural connections in specific locations of the brain associated with the skills needed for reading, math, or whatever task the child is having problems with.

In some cases, there may be an identifiable cause for such brain-based problems, such as a seizure disorder, birth trauma, or head injury. However, in most cases there is no obvious explanation. It may be that the neurological irregularity was caused by some undetected event during pregnancy, child birth, or infancy, when the rapidly developing brain is particularly susceptible to injury through such things as a lack of sufficient oxygen or the presence of toxins. Alternatively, some learning disabilities may simply be the result of a genetically inherited difference in the way the brain processes information - a "trait" the child was born with. I've heard many parents of these children remark, "I was just like that when I was in school."

What to Look For

Some signs that your child may have a learning disability are:

o He appears to be trying his best, but is still struggling in one or more subject areas despite having a skilled teacher and support from you at home.

o He shows a big difference in performance between subject areas - for instance, consistently doing well in reading and writing, but poorly in math.

o There are obvious signs of problems with cognitive skills like attention, memory, understanding or using language, or following directions, and these problems appear to be getting in the way of school success.

o He reverses letters and numbers much more often than others his age, or has a hard time recognizing words that he has seen repeatedly.

o He forgets what he has learned from one day to the next.

o His teachers are concerned about his lack of progress in comparison to other children of the same age or grade, or feel that he is working below his ability.

What You Can Do

If your child is struggling in school and shows one or more of these signs, it's time to call an individual meeting with the teacher to discuss your concerns. Often, parents and teachers can find solutions together, without having to look any further. A modification of homework assignments, extra tutoring, or a change in ability groups within the classroom are some common solutions.

If you've already tried accommodations suggested by your child's teacher without success, go to the next step and ask for a student study team (SST) meeting (sometimes called a student intervention team (SIT) meeting, a grade level intervention team (GLIT) meeting, a brainstorming meeting, or some similar term). Schools typically hold these meetings when interventions at the classroom level are not working and there is a need to get other opinions about how to best support a child.

The student study team is often made up of the child's general education teacher, other experienced teachers at the school, the principal, and sometimes a special education teacher or school psychologist. The team will listen to your concerns, discuss your child's strengths and weaknesses, and come up with recommendations that can be put into action by the general education teacher. These recommendations might include additional services during or after school, a change in the way your child is grouped for instruction, or enrollment in a structured remedial program designed to help your child catch up on the skills he or she is missing.

The kinds of remedial programs available to general education students vary from district to district, and often from school to school. Some schools have a general education learning specialist or special programs and materials available for students who need extra support. And some allow general education students to receive informal or "school based" support from special education teachers on campus. In these programs, general education students who need extra help are grouped with formally identified special education students for instruction in the areas where the support is needed. The instruction may take place in the general education classroom, or children may be pulled out once or more a week for instruction in a special "resource" room.

If your child is still not succeeding despite the best efforts of the teacher and the school team, and you or your child's teacher still believe that a learning disability may be present, consider requesting testing for formal special education services.

By law, schools have a certain number of days after receiving a parent's written request for testing to respond assessment plan, outlining what types of tests will be used. The type of tests chosen will likely be determined by a review of your child's records, observation, teacher comments, and information you provide.

If your child is being tested, be sure to let the school psychologist know what you think the underlying problem might be. For example, if your child is showing signs of a memory problem or a short attention span, speak up now. The psychologist may only test in areas where a deficit is suspected, and your insight will help identify where that problem may lie. Once the assessment plan is signed and received by the school district, the assessment team (which usually includes a school psychologist, a special education teacher, and sometimes other specialists depending on the child's needs) has a limited amount of time - typically about two months - to complete the testing and hold a meeting with the parent to go over the results and determine whether the child qualifies for special education services.

Side Bar Material: "Is my child "dyslexic?" This is a common question heard by teachers and school psychologists. Dyslexia is an often-used term that many parents associate with a reading disorder caused by a visual perceptual problem in which a child reverses letters and words. For many educators, however, the term dyslexia has come to simply mean a learning disability in the area of reading. In the same way, dysgraphia means a learning disability in the area of writing, and dyscalculia means a learning disability in the area of math. Such learning disabilities may be caused by a visual perceptual problem, but they may also be caused by deficits in other areas such as attention or memory skills.

Side Bar Material: Special education law is often complex, and there is some variation in the way states and individual districts run their programs. Special education terminology and acronyms can also vary from district to district. If your child is being tested, you should be given a copy of the current special education laws and parent rights pertaining to your state in language that you can understand. Look this information over carefully and don't be afraid to ask questions. Your most basic right is that you have input into any decision that is made regarding your child's education. You are considered an important member of the school team, not just an observer. The assessment team needs your input in order to do a thorough evaluation and be a better advocate for your child. For a more complete review of special education law and services in your state, go to your State Department of Education web site and follow the links to the area dealing with special education - or do a web search using the search terms "special education law" and the name of your state.

David Palmer, Ph.D., is an educational psychologist and author of the newly released, "Parents' Guide to IQ Testing and Gifted Education: All you need to know to make the right decisions for your children."