Many parents of young children with learning disabilities ask what
they can do at home to help their youngsters. Generally, the first
step is to try to understand the child's difficulties and to consider
how these weaknesses might impact on self help skills, communication,
discipline, play and independence. However, above all we encourage
them to focus on the child's strengths in order to build self esteem
and to help them become an integral part of the family. Understanding
the child's needs takes time because needs change with age and with
expectations at home, in social settings and at school.
Early Learning
The early years are particularly important because learning typically
occurs so rapidly and generally without formal instruction. However,
parents teach their children informally as they encourage them to
notice things in the environment, as they label objects and as they
guide certain social skills, appropriate behaviours and manners.
And many parents provide the basis for early reading, writing and
mathematics by reading stories, reciting the alphabet, colouring,
copying letters, writing simple messages and playing counting games.
Children with learning disabilities will typically show uneven
patterns of development and perform below expectancy in one or more
areas of learning such as listening, expressive language, pre-academic
skills, nonverbal behaviour and/or perceptual motor skills.
Symptoms Associated with Learning Disabilities
The symptoms associated with learning disabilities differ and may
include difficulty processing auditory information, problems with
visual tasks, problems processing language, problems with nonverbal
skills such as interpreting facial expressions, learning to play
or dressing themselves. Some have no problems until they enter school,
though indications of pre-academic weaknesses may be evident.
A comprehensive evaluation is helpful in order to obtain an overall
profile of strengths and weaknesses, and in order to make recommendations.
Help for Young Children
Early assistance may range from a developmental class to individual
assistance. A specialist might go into a class or kindergarten to
assist a child in areas of learning which appear to be most difficult,
or a child's learning might be monitored. In certain instances,
parents choose private intervention, particularly if the schools
do not provide services in the early childhood years.
Specialists may suggest activities at home and these should be
carried out in the context of a parent-child social relationship
which is pleasant and non-threatening. Children should feel loved
and respected irrespective of any difficulties they may have.
Recommendations
It is important to remember that the population of children with
learning disabilities is heterogeneous, therefore, not all the suggestions
provided below are applicable.
Focus on the child's strengths not the weaknesses:
Find jobs and special times that allow the child to contribute to
the group.
Set reasonable expectations: Try not to expect
more than the child is capable of doing, but expect the best that
he or she can produce. This may mean that the child will have to
be taught simple skills and that complex tasks will have to be taught
step by step. Provide the initial assistance and then gradually
reduce the supports as the child makes progress.
Provide guidance needed for independence: Some
children with learning disabilities will need careful guidance and
instruction to master skills, such as crossing the street, because
of attention and processing weaknesses. Gradually the supports can
be reduced so the child can perform independently.
Maintain consistent discipline: Give clear, simple
explanations, particularly if children have language problems. Our
guideline is firmness with warmth, together with consistency.
Foster intellectual curiosity: One of our primary
goals is to excite children about the learning process. Parents
and teachers who enjoy learning themselves can convey such an attitude
to their children. Some researchers in the field have found that
children with learning disabilities are inactive learners. To offset
this, adults can develop a spirit of inquiry by guiding the child's
listening and looking, by showing excitement and wonder about even
simple events in the world. Take a walk around the block, look at
the trees and bushes, feel the bark of the tree, smell the flowers,
look at the grass, the gravel, the cement and talk about what is
hard, smooth, rough and pretty.
Help children classify and categorize objects: Some
children with learning disabilities have problems with conceptualization
and will not naturally put groups of things together because they
are the same colour or shape, or because of their use. They do not
notice similarities or observe the most relevant attributes. Parents
can help with this categorization process when they go to the grocery
store, park, zoo or other places by noting how things in certain
areas are similar. Help children categorize and reclassify objects
so they become flexible thinkers. Later, encourage them to note
how words are alike.
Provide good language models and stimulation: Informal,
unstructured conversation is important to guide children's learning.
Parents should talk while they are doing things with the child to
enhance vocabulary and concepts. Even if the child cannot speak,
parents should wait for some kind of response. This kind of interaction
strengthens the interpersonal relationship as well as the verbal
learning.
Guide the child's language comprehension: The
first step with children with language delay is to make sure that
they understand language. Do not ask them to say words that they
don't understand because they will not be able to use them in communication.
Words are concepts not simple associations. It is important to remember
that, in English, the same object can have more than one name (rug,
carpet), and the same word may have several meanings (bill, back).
Many children with learning disabilities have problems with words
with multiple meanings, particularly those that change with the
context. Letter is probably first learned as referring to an envelope
sent or received in the mail. Later, letter will refer to a part
of the alphabet. Most normally achieving children seem to abstract
these word meanings more easily than those with language learning
disabilities. Therefore, when children start to school, teachers
and parents need to make certain they understand word meanings in
new contexts. Many children will not understand the terminology
used in reading instruction, and have difficulty with words representing
time and space (before, after, between). They may need demonstrations
to make such words meaningful.
Help the child comprehend and remember longer units of
language: When children have difficulty listening to stories,
it is often helpful to speak slowly, to repeat phrases or sentences,
and when necessary, use pictures to illustrate the meaning. Make
certain that vocabulary is clear and that directions are not too
long. Show the child what to do if he or she does not understand
verbal instructions.
Do not call attention to expressive language weaknesses:
Language is first and foremost a form of communication. Never interrupt
a child's flow of thought when he or she is trying to communicate.
Sometimes, if a child cannot recall a word, it may be helpful to
give a multiple choice question (Do you want milk or juice? when
the word the child seeks is juice) or to give the first sound of
the word. In general, do not correct grammar or pronunciation. Make
verbal interactions as pleasant and meaningful as possible. Listen
to children. Make sure they have opportunities to contribute to
family discussions.
Engage the child in early literacy activities:
Reading to children strengthens oral language and introduces them
to various forms of discourse such as stories, fairy tales and poetry.
Reading signs, labels or thank you notes helps them to understand
relationships between oral and written language and emphasizes meaning.
If the child, because of a language disorder, does not like to be
read to, parents should "read" the pictures and reduce
the language level so that the child comprehends. From a single
action picture one can ask countless questions about the objects,
the actions, how things might taste, are they hot or cold, as well
as simple inferential questions such as: How does the boy feel?
How do you know this (from the look on his face)? Stop reading periodically
and ask the child questions about the story. Have the child take
turns asking the questions. Read labels on cans and signs. The primary
goal is to ensure that children understand that reading is a meaningful
act.
Phonemic awareness is related to early reading, so parents are
encouraged to play listening games in which they identify objects
that begin or end with a particular sound. Blending may be difficult,
so ask children to point to the picture that goes with M-A-N. Rhyming
games are also encouraged.
To strengthen visual processes, when parents read to children they
should ask them to find letters or words that look the same.
Early writing is a part of literacy. Encourage all drawing activities
and "pretend" writing. Don't try to achieve perfect copying
or production of letters. If holding a pencil is a problem, have
the child draw figures in sand, make designs in finger painting
etc. Have the child trace inside the boundaries of templates of
objects such as apples or fish.
Encourage early mathematics and number activities:
Introduce mathematics as a meaningful activity, not as a rote memory
skill. Simple counting games and number songs are helpful. However,
also recommended are activities which strengthen the language of
math, and one-on-one correspondence. Some children with learning
disabilities have difficulty counting systematically, others have
difficulty with words such as more, less, few and other relational
terms. Encourage children to help estimate, measure, pour water
or milk, not only to learn some of the quantitative terms but to
help them acquire certain visual-spatial motor skills.
Simple games with dominoes can be used to match quantities, to
strengthen counting skills and one-on-one correspondence. When reading
to children, have them note the number of the pages and say them.
Some youngsters learn to count, but they do not learn how to read
numerals.
Ordering thing according to size (seriation) is an important aspect
of math which parents can encourage. Stacking pots and pans or rings
on a peg according to size teaches the rudiments of seriation.
Setting the table teaches simple problem solving: How many forks
do we need? Many simple board games with dice are excellent ways
of teaching counting, one-on-one correspondence and turn taking.
Help the child learn to play: Some learning disabilities
interfere with a child's ability to play and acquire social skills.
In order for a child to participate in groups, an adult may need
to show them how to stack blocks so they do not fall, to pretend,
to dig in the sand and to play simple games. We can prepare them
for group activities by teaching subskills in advance. Do take time
to have fun; laugh at incongruous situations, and allow for making
mistakes. We all make mistakes and we can learn from them.
Encourage children to listen to music and to develop a
sense of rhythm: Some children need help in listening to
rhythm, beat and tempo so they can participate in group activities.
Parents should clap or march with children in time to the music.
Teach simple time concepts: Many children with
learning disabilities have problems understanding the language of
time, the calendar, saying days of the week, months of the year,
telling time and estimating time. During the early years, emphasize
words such as early, later, today, tomorrow etc. Mark school days
in colour on a calendar and keep a simple weather journal.
Provide structure for children with attention problems:
Structure, reduction of stimulation in the environment
and quiet but firm discipline will help children who have problems
focussing and maintaining attention. Help with organization by breaking
down complex tasks and giving an orderly sequence of activities.
Develop each subskill to achieve automaticity.
Summary
Children with special needs often have special gifts such as sensitivity,
perserverence, tenacity and resilience. These gifts are far more
important than perfect recitation of the alphabet or copying letters.
All children can make progress, but the rate of improvement varies.
Try to build on the child's strengths to build his or her sense
of self-respect. Help the child realize the value of people in all
walks of life as you go about daily routines. There is a place for
everyone.
Recommended Reading
Ames, L. & Chase, J.: Don't Push your Preschooler. Harper and
Row, New York, 1980.
Calkins, L with Adelino, L.: Raising Lifelong Learners. A Parents'
Guide. Addison-Wesley, Reading, MA., 1997.
Chess, S. & Thomas, A.: Know your Child. Basic Books, New York,
1987.
Lauren J.: Succeeding with L.D. Free Spirit Publishing Co., Minneapolis,
MN., 1997.
Lewis, R., Strauss, A. & Lehtinen, L.: The Other Child. Grune
& Stratton, New York, 1960.
Osman, B.: Learning Disabilities: A Family Affair. Random House,
New York, 1979.
Silver, L.: The Misunderstood Child: Understanding and Coping with
your Child's Learning Disabilities. Times Books, New York, 1998.
Smith, S.: Different is not Bad, Different is the World: A Book
about Disabilities. Sopris West, Longmont, CO., 1994.
Weiner, H.: Talk with your Child: How to Develop Reading and Language
Skills through Conversation at Home. Viking, New York, 1988.
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