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Not
all learning struggles are learning disabilities
Marina
Torres, Development and Education
Specialist
With more
information available about learning disabilities, many parents and
teachers are concerned about being able to detect the difference
between a child with a learning disability and one who they think
may be just “lazy”. My years of training and experience with
children have taught me that children do not choose to be lazy about
schoolwork. It is my innate belief that all children want to learn
and to perform well. However, often circumstances beyond their
control interfere with their motivation and ability to perform. In
my practice, the majority of children who are referred because of
underperformance and avoidance of schoolwork, often are interested
in learning, but may be demotivated because of a variety of reasons
- namely social, environmental, learning and/or emotional issues.
We all
struggle with learning at one time or another. If you reflect on
your own school experience, you may recollect periods when the
schoolwork overwhelmed you or seemed way over your head. The
majority of learners experience highs and lows in their academic
career, simply because we are normal human beings who are affected
by issues occurring in our daily lives. We also go through
developmental spurts which affect our ability to focus in school -
puberty is one example.
One of
the key factors that impact on children’s ability to cope is
academic workload. If a child feels unable to cope with the amount
of class work required on a daily basis, the child is likely to feel
incapable and become anxious. This anxiety can further affect the
child’s performance. Educational Psychologist, Jan Baumel, in her
article Is It a Learning Disability or Something Else?
stated that emotions have a strong effect on a child’s ability to
learn. If the workload is demanding, or the school’s focus is on
high achievement, a child may become quite anxious and panic about
her ability to cope or recall what she is required to do. High
levels of anxiety interfere with memory and organisation skills and
feelings of competence.
In our schooling system where
children have to sit a rigorous exam to enter secondary school,
there is a high level of competition for placement in particular
schools. This often causes children to experience high levels of
frustration and inadequacy. Every year, in my practice, I encounter
children who are quite competent but who feel inadequate in the face
of the impending secondary school exam due to demands of parents,
teachers and high levels of class work and lessons. These children
sometimes shut down and perform as if they have a learning problem,
forgetting basic skills they have already acquired. Children worry
about failure or earning places in so called unacceptable schools.
This fear leads to further anxiety and affects levels of motivation,
energy and mental health.
Parents
need to examine carefully the issues that may be impacting on a
child’s learning struggles. Very often, a child’s self-esteem can
be considerably affected. Parents would need to decide what steps
to take to preserve the child’s self confidence. Meet with her
teacher and enquire whether she has the basic skills required and
what you can do to assist her. Chat regularly with your child about
what he is feeling. Encourage him to talk about his daily
experiences, how he is coping with the work, what strategies he is
using, and how he feels about school in general.
Parents’ expectations also
contribute to children’s anxiety about learning. Baumel recommends
that parents examine themselves to see whether they are making
unrealistic demands on their children. Some children are also very
hard on themselves, so parents may need to reassure them and commend
them for their efforts. Also provide avenues for them to relax and
develop other areas of self.
Research on learning styles by
Howard Gardner, reveal learners use different mediums to learn, and
some of us prefer to use some mediums than others. Our school
system tends to favour auditory and academic learners, so if your
child learns better through other mediums, this may lead to feelings
of incompetence. Again, it is useful for parents to seek advice
from teachers or other educational professionals in assisting their
child.
In her article, Baumel
refers to “academic stress points” that children experience as they
move through different classes or levels. In our educational
system, for instance, the move from Second Year to Standard One and
Standard Two to Three can be quite a change for some children. In
my discussions with teachers, I have discovered that children are
expected to be more independent and capable at these two junctures.
Teachers report that the change in level of work is not one step up
but may be a level and a half or more, especially in Standard Three,
due to the preparation for the secondary entrance examination.
Baumel advised that parents should anticipate these “academic stress
points” and prepare children for them with regular discussions,
support and adjustments at home.
Here are
some tips suggested by Baumel to assist a child who is struggling
with school:
- Teach
ways to relax - count to 10, take a deep breath, take a break,
depending on whether she's at school or at home.
- Provide
Support for Your Child - let her know that you believe in her and
recognize her efforts. Listen, provide support and guidance, and
seek help for her.
- Help her
set realistic expectations for herself.
- Let her
know that it is okay to ask for help when she does not get a new
concept or understand directions.
- Meet with
her teacher(s) and make a plan of how you can
work together
to help her.
- Help her
to organize her materials and develop a plan for effective studying.
- If
necessary, seek counselling to help her deal with anxiety and
unrealistic expectations.
- Identify
her strengths and interests, and encourage her to continue to build
them.
- Find ways
to help her with her homework.
As Baumel reinforces, remember that these
struggles are only a part of the special and unique person your
child is. So find ways to help her to stay motivated and celebrate
her talents.
Partly
adapted from: Jan Baumel, M.S., Licensed Educational Psychologist,
Schwab Learning.org. |
