Students Who Learn
Differently Overseas
RECOGNITION AND ASSESSMENT
IF YOU THINK YOU MIGHT HAVE A STUDENT WHO
LEARNS DIFFERENTLY
Some first steps:
1.
Read
up on the problem. Inform yourself. The bibliography and resource list at the
end of this study can be a starting place.
2.
Don't
be put off with the often well-meant assurances that
while your child might be a bit behind now, he will soon catch up. You know
your child best. One FAWCO mother writes, "If you suspect your child has
SLD (specific learning difficulties), be persistent in getting the assessment.
Don't be fobbed off with 'It's developmental, be patient.' It's crucial to
identify and get recognition early on before the child's confidence is
affected."
3.
If
you think that extra help might be needed, get an assessment or testing done right away.
Demand it if you must. You have to become an advocate for your child. The following
excerpt from a book written by a 12 year old dyslexic boy, Alexander Faludy,
and his mother, Tanya Faludy, describes their relief once they had received the
results of the assessment:
The journey home was in marked contrast to
the one there. Our son with the illegible writing and bizarre spelling was both
dyslexic and one of the cleverest people in the country. Alexander was buoyant
as he chatted about his interesting conversation with Mr. Freland. He was
liberated from the labels of slow, backward, stupid, and the basis of a new
aspect of his character was formed: an independence from relying on the
conventional judgments of others and an awareness that his individuality had a
unique quality which was outside standard measurements. That morning he ceased
to mind being different and gained a new strength in the belief of his personal
worth. [1]
Alexander was very fortunate. Both his
parents were college lecturers, and both realized when Alexander was quite
young that they were raising an exceptionally gifted child. So when his school
performance did not match the intelligence they knew he possessed, they were
knowledgeable enough to have him tested at the earliest possible age.
For Ennis Cosby, the son of the famous TV
dad, Bill Cosby, the correct assessment didn't come so easily. Time
gives the following account:
His father remembers watching in
frustration as his son studied and studied but got nowhere with his grades.
Ennis managed to enter Morehouse College in Atlanta, but he continued to
struggle with his schoolwork. His mother, Camille, told Jet magazine in 1992, "We didn't know
that Ennis was dyslexic until he went to college."
"He never used it as an excuse,"
say his friend and schoolmate, Clarence Anthony Jasper II. Though midway
through college before the learning disability was discovered, Ennis enrolled
in a short program that quickly prepared him to deal with his dyslexia and to
fully master reading. . . In a paper he wrote, Ennis
said, "The happiest day of my life occurred when I found out I was
dyslexic. I believe that life is finding solutions, and the worst feeling to me
is confusion.” [2]
Ennis was planning on attending graduate
school in order to become a teacher for students who learn differently when his
life was so tragically cut short. A website for learning-differently students
has been set up in his honor (http://www.hellofriend.org/)
WHAT
ARE SOME OF THE SYMPTOMS?
Symptoms
for dyslexia and ADD/HD are being listed together here because it happens that
some students can experience both to a greater or lesser extent. They can also show signs of additional
learning differences. Indeed, many
people group these phenomena together under the heading of specific learning
difficulties. Although the behaviors and types of treatment might be different,
very often recommended mainstream teaching methods and
parental support are quite similar for both.
It is
important to be aware of these signs because early recognition can lead to
effective remedial treatment even before the student starts to read. The prevention of the damage to
students’ self-esteem that occurs when they begin to lag behind their classmates
can thus be lessened or even eliminated. The following indicators are taken
from a pamphlet entitled, Dyslexia
Your First Questions Answered, prepared by Anna McNair Scott for the
British Dyslexia Association:
- Later than expected clear speech and a persistent
tendency to jumble words and phrases
- Persistent difficulty with tasks such as dressing
efficiently, doing up buttons, tying shoelaces
- Unusual clumsiness and difficulty with
co-ordinate activities such as hopping and skipping, and catching or
kicking balls
- Poor concentration
- Family history of similar difficulties.
In
answer to the question, "Can anything be done before school age?", Ms. Scott recommends finding detailed suggestions by
reading "Early Help, Better Future," by Jean Augur which is available
from the British Dyslexia Association (see Useful
Addresses).
- Reversal of letters and numbers.
- Poor spelling.
- Mirror writing.
- Inability to read aloud easily,
continued difficulty with speech.
- Always getting lost.
- Difficulty in telling the time.
- Lack of skill in sports.
- Difficulty telling left from right.
- Inattention.
- Lack of reading comprehension.
- Inability to finish work in a given time.
- Lack of organization at home and at school.
- Difficulty in copying from the blackboard or a text book.
- Difficulty remembering or writing down oral
instructions. [3]
This is by no means an exhaustive list of
the possible manifestations of dyslexia and/or ADD/HD, but it should give some
idea of what you might expect.
The
earlier remedial help is given the better. In some parts of the world, this might be offered free of
charge, but waiting lists can be long. It might be better to have it done
privately, even if you have to pay.
In some cases it appears that the authorities are reluctant to assess
children because of the financial burden that will be placed upon them if the
child is found to require special help.
It
is beyond the scope of this study to examine the many assessment possibilities.
Some are done in the school.
Others involve a visit to a specialist. Some take much longer than others. Some tests measure intelligence, some measure performance,
and others measure physical perception.
Work is ongoing in the development of new testing procedures and in the
refinement of existing ones. Currently work is being done on the development of
an international test for dyslexia.
If you are an educational professional interested in this project, see
Ian Smyth at ianssmythe@googlemail.com .
In
some countries, proper testing might not be available. Therefore, you might
consider having it done when you are on home leave.
If you don't agree with the assessment, consider getting another one done somewhere else. Recently there was a case in Antwerp in the Flemish school system where the mother was pretty sure that her daughter had a problem. Over a period of 5 years, she requested four different assessments. Only the last one finally confirmed that the child was dyslexic.
In another instance, a FAWCO mother did
not agree with the assessment of her child that a new school insisted on doing.
She suggests that, when you know beforehand that you child has a problem, come
to the new school with a brand new, up-to-date evaluation from your home
country that you feel does correctly reflect the situation. Then based on this,
and in order to prevent any future misunderstanding, request the new school to
give assurances in writing that the suggested remedial treatment will be
followed.
The assessment is very important. Only
then can you proceed with obtaining the correct help for your student. It is also of great importance in some
countries, because only then can you get financial compensation for any special
help that might be needed. But be warned that very often when you move, even
between towns, the new school system will require that a new assessment be
done.
IF YOU OR YOUR STUDENT DOES LEARN
DIFFERENTLY
If it is determined that you or your student does learn
differently:
- Empower yourself and your student. As soon as you think the student is old enough,
involve him, help him to take active part in any
decisions that are made regarding his education. For example, discuss
enrolling him as soon as is practical in a typing course so he can take
full advantage of computer technology.
- Find out everything you can. Join a support group, and
if there isn't one in your area, create one. Suggestions are given in the
section Support Groups,
Activities,and Awards.
- Be prepared for trial and error. Just as dyslexia has no one, or simple
definition, there is no one remedy that will solve all the problems. But if you and your child know
this up front, disappointments may be minimized or even avoided.
- Because of your interest, you will often be on
the cutting edge of the newest ideas and the latest methods. Ask friends to
send you articles and let you know about programs they have seen that
relate to your topic.
Whom should you tell about your own or your child's disability? First, before you can tell
anyone about a disability, you must first recognize that one exists and then be
willing to act on that knowledge. A poll commissioned by the Emily Hall
Tremaine Foundation found that many parents are aware of their child's learning
disability but are afraid to act:
Nearly half of parents (48 percent) feel
that having their child labeled as "learning
disabled" is more harmful than struggling privately with an undiagnosed
learning disability . . .
After reviewing the poll findings, Dr.
Robert Brooks, a noted Harvard Medical School clinical psychologist who has
worked with special needs children for more than 25 years said, "What
we've learned is that if we really want to help a child with a learning
disability, we are going to first have to help the parents overcome fears about
their child receiving that label. Parents must come to understand that they are
not the cause of the learning difference and that their child's learning
problems can be addressed with early intervention and professional help."
"It's clear from the poll that
parents do not understand the importance of early intervention. With the right
kind of help, children with learning disabilities can go on to be successful in
their school careers," said Dr. Reid Lyon, Chief of the Child Development
and Behavior Branch, National Institute of Child Health and Human Development
at the National Institutes of Health. "But right now about 35 percent of
children with learning disabilities drop out of high school. This is twice the
rate of students without learning disabilities. Of those who graduate, less
than two percent attend a four-year college, despite the fact that many are
above average in intelligence." [4]
When considering
whom to tell once a learning disability has been recognized, Dr. Edward
Hallowell, editor-in-chief of the newsletter Mind Matters suggests the following:
In telling other people about your disability, one should
anticipate . . . misunderstandings and not be thrown off by them. Have
information ready with which to correct misconceptions. Try not to get
defensive, but rather be sympathetic with the other person's point of view.
They may never have heard of your condition and at first it sounds pretty
fishy. "You mean there's a neurological condition to explain why you're
late, forgetful, irritable, impulsive, and disorganized? Give me a break,"
they may say. Be patient. Over time you will be able to explain it to them, and
you may find they start thinking of other people who have similar conditions,
maybe even themselves.
Bringing it up in the workplace can be particularly tricky. There
is a law now to protect against discrimination on the basis of disabilities and
this includes brain-based disabilities like ADD, Dyslexia, and Depression. The
Americans with Disabilities Act of 1990 (ADA) makes it unlawful to discriminate
in employment against a qualified individual with a disability. For further
information about this very significant law, write to the Equal Employment
Opportunity Commission, 1801 L Street, NW, Washington, DC 20507, or telephone
202-663-4900. [5]
Special education
expert Richard Lavoie offers the following advice:
Disclose only what is necessary . . . and only to those who need
to hear it! Don't complain or whine about your disability. Explain your needs
in an assertive and positive way. When someone helps you, don't APOLOGIZE . . .
THANK! Instead of saying: "I'm sorry that you had to come to my machine to
unjam it this morning." Say: "Thanks a lot for helping me out this morning.
I really appreciate it."
Provide your supervisor with information on Learning Disabilities.
LD OnLine has several solid, basic articles on Learning Disabilities. Download
some and give them to your employer. It is your responsibility to educate him.
Understand your rights. Many advocates and legislators have worked
very hard over the years to design and implement laws that protect your rights.
Your employer is legally obligated to provide reasonable accommodations to
assist you in doing your job. You should be aware of these. You are not being a
"wimp" by asking that your rights be respected.
Work hard at becoming a valued and valuable employee! Bosses and
co-workers are far more likely to willingly assist you with accommodations if
you are perceived as a high performer and an essential employee! Be punctual
... don't whine ... be clean ...take initiative ... ask advice ... thank people
who help you ... be friendly ... be helpful. Dale Brown, a longtime advocate,
refers to this as "self-marketing".
Emphasize "productivity and quality" when asking for
accommodations. Instead of . . . "My spelling is lousy. Sally needs to
proofread all of my stuff before we send it to the customer." Say this:
"I know that you want all customer correspondence to be top quality. To
make sure that my letters are satisfactory, I think it would be a good idea to
have Sally take a look at them before we mail them. OK?"
First, disclose your disability and request for accommodation
verbally. Then follow up in writing. Have a conversation with your supervisor
about your need for accommodation. Then send him a brief note or memo outlining
your discussion.
More questions: Try ADA Hotline at 800 949 4232 or Job
Accommodation Network, West Virginia University (phone: 800 526 7234) [6]
It's more than time for learning-differently students to
come out of the closet. Speaking of dyslexia and ADD/HD in hushed tones or
behind closed doors only adds to the sense that these conditions are so
terrible that they shouldn't be spoken of out loud or in public.
What do Albert Einstein, Cher, and Walt Disney have in
common? They are all learning-differently students who happened to become
famous people. A whole list of them can be found on the websites of ERIC
Clearinghouse on Disabilities and Gifted Education http://web.archive.org/web/20071007213935/http://www.ericec.org/fact/famous.html
and One A. D. D. (http://web.archive.org/web/20071007213935/http://www.oneaddplace.com/).
One of the first things we need to do to help our learning-differently students
successfully negotiate the mainstream is to raise their level of self-esteem.
Let them know that not only are they not alone, but also that they are among
some pretty good company too.
Students Who Learn
Differently Overseas
by Susan van Alsenoy, AWC Antwerp
Email: swl@fawco.org
Page created 10/29/99 EvE. Last updated 03/01/11 SvA.
Copyright © fawco.org. All
rights reserved.