| A big part of the fear surrounding
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| | Not necessarily. Although under the
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| learning disabilities has to do with
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| | Individuals with Disabilities Education
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| misinformation. Sure, parents have a
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| | Act (IDEA), children with learning
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| right to be concerned about their child's
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| | disabilities have the right to special
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| well-being when they discover that he or
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| | education classes, access to such
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| she has a learning disability, but being
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| | programs shouldn't be seen as a blanket
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| accurately informed is half the battle.
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| | solution to these kinds of problems.
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| Don't let the following common
| |
| | Whether or not a learning disabled child
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| misconceptions about learning disorders
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| | should be put in a special education
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| color your beliefs or those of your
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| | class has everything to do with the type
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| child.
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| | and severity of his or her disability.
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| 1. Learning disabilities are
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| | Many special education programs at public
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| environmental.
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| | schools are created to cater to mentally
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| This untruth places the blame on parents
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| | retarded students, not those with
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| for their child's learning problems.
| |
| | learning disabilities. For those with
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| Learning disabilities aren't due to
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| | mild to moderate scholastic problems,
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| parental neglect; they're genetic, which
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| | extracurricular assistance via tutors or
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| basically means that they're an inherited
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| | learning centers that are specially
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| characteristic, like height or eye color.
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| | trained to deal with these kinds of
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| Because they're genetic, they're also due
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| | disabilities provide all the help that is
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| to luck of the draw. For example, just
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| | needed.
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| because a child's father is dyslexic
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| | 4. Learning disabilities denote lack of
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| doesn't mean that the child will be.
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| | intelligence.
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| Learning problems aren't anyone's fault,
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| | Definitely not! Many learning disabled
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| but are the cause of faulty wiring in the
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| | students are just as bright (if not more
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| brain. So put away the guilt.
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| | so) as students without scholastic
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| 2. All learning disabilities are the
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| | problems. Children with learning
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| same.
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| | disabilities simply have a harder time
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| False. There are many different types of
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| | processing certain types of information
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| learning problems. Some of the most
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| | (i.e. letters, numbers, sounds, etc.). In
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| common ones in this country include
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| | fact, many students with learning
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| dyslexia, dyscalculia, dysgraphia,
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| | problems have created ingenious ways of
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| auditory and visual perception
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| | overcoming the obstacles they face, such
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| disabilities, and memory disabilities.
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| | as enhanced creativity or memorization
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| While some of them may have similar
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| | skills. The important thing to remember
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| symptoms, they're not necessarily
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| | is that learning disabilities have
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| related, nor do they required uniform
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| | nothing to do with intelligence. A
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| treatments. Even children with the same
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| | learning disabled child may score
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| type of learning disability may respond
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| | extremely well on an IQ test, but still
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| differently to the same treatment. Thus
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| | have trouble working with number
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| it's important to keep individuality in
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| | sequences. Such problems are entirely due
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| mind when looking at learning problems.
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| | to issues in information processing, not
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| 3. Learning disabilities require special
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| | overall brainpower.
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| education.
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|
