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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. |
