| The most common learning disability is reading and | | | | or sounds |
| language skills. Learning disabilities are not something | | | | ·Difficulty with sequencing |
| that child will outgrow or is cured. But once | | | | ·Problems with coordination |
| recognized and focused on, the child can succeed in | | | | What can you do as a parent? You can research on |
| learning. | | | | the Internet. You can start with our site: Go to your |
| Well-meaning relatives and pediatricians sometimes | | | | local library for research. Your local school can also |
| offer assurances that an infant or toddler or | | | | help. Have your child take the free screening test |
| pre-schooler with a delay is a late-bloomer | | | | (hearing & vision) that their school offers. Many |
| that will catch up and advise parents to just | | | | school have created special teams to solve these |
| wait. Yes, all children develop at varying rates, but | | | | kinds of problems. Check with your school and see |
| a parent often knows when their child is truly not | | | | what they offer in the area of learning disables. |
| developing in a typical way. Trust your instincts as a | | | | Also, if you suspect your young child has a learning |
| parent: Waiting is not a good idea! | | | | problem, you may want to talk to a speech-language |
| Most children struggle during some part of their | | | | pathologist, or have your child evaluated by a learning |
| school years. This is common and some help over | | | | disabilities specialist or child psychologist. There are |
| the hard spots will remedy this problem. But if you | | | | many assessment techniques that can be used with |
| detect your child has continues problems with | | | | preschoolers. There are many professionals working |
| reading, writing and math, he or she may have a | | | | with young children who can provide appropriate |
| learning disability. | | | | evaluations. |
| Often children with learning disabilities have | | | | It is important to remember that the population of |
| symptoms. These symptoms do not disappear, as | | | | children with learning disabilities is heterogeneous. The |
| the child grows older. Detecting them is the key to a | | | | children are similar because they all have adequate |
| successful approach to helping your child. | | | | hearing, vision, mental ability, and much strength, but |
| Early intervention with a child who is behind in | | | | their specific disabilities and symptoms differ. |
| language, social, cognitive, fine motor or gross motor | | | | Identification is primary. What is the real problem? |
| development can make a world of difference! There | | | | Once the problem has been identified, you can |
| are many strategies you can use to help a child make | | | | establish a program that will best resolve the |
| the most of their learning abilities in early childhood. | | | | problem, and create an environment for the child to |
| Almost all children with learning disabilities, which result | | | | have a happy and more fulfilling life. |
| in reading difficulties, can learn to read when | | | | You will find more information on learning disabilities |
| intervention strategies start at age four or five. | | | | here: |
| Here are some of the most frequent symptoms that | | | | The author does not endorse any particular education |
| are observed: | | | | plan or course of treatment for any child. He |
| ·Difficulty following directions | | | | encourage parents to consult with educators and |
| ·Short attention span | | | | other professionals who know the child before |
| ·Poor memory | | | | determining whether the child has a learning disability |
| ·Poor reading and/or writing | | | | and if so how it should be addressed. |
| ·Can’t discriminate between letters, numbers | | | | |