| Little Suzy has really been having a hard
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| | But, boy, can he read. He reads books
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| time getting some of her assignments
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| | that are way above what the other
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| done. When she reads in class, she
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| | students in his class read. The words in
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| struggles with many words, and her mother
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| | them are harder, and they are more
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| reported at conference time that Suzy
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| | difficult to understand.
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| spends hours each night on homework.
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| | Does he have a learning disability?
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| At the same time, Suzy carries on
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| | Should his teacher refer him for testing?
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| intelligent conversation, and when you
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| | Do either of these scenarios sound
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| ask her about what she learned from the
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| | familiar? The decision regarding whether
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| class, she has some good feedback. She is
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| | to refer a child for testing can
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| getting excellent grades in math class
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| | sometimes be a difficult one to make.
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| and, when she does experiments in science
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| | There are many factors to consider, not
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| class, she knows exactly what to do and
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| | the least of which is whether the child
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| gets great results.
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| | perceives a stigma attached to the
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| You've thought about referring her for
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| | testing.
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| testing, wondering if a learning
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| | As a teacher of students with learning
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| disability is getting in the way of her
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| | disabilities, teachers often consulted
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| reading - a skill that underlies
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| | with me when they questioned whether or
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| everything a child does in school. You
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| | not to test. After looking at all the
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| know she struggles with reading, yet she
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| | facts, if there was still any doubt, I
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| does so well orally and mathematically.
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| | would tell them that I would rather err
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| Should you test her?
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| | on the side of caution. If the child is
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| Little Johnny can't remember his
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| | not found to have a learning disability,
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| multiplication facts. Much of the time,
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| | at least we will discover his learning
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| he struggles with subtraction facts as
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| | styles and how best to help him with his
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| well. His reasoning skills for
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| | problem. If his does have a learning
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| determining whether he should add or
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| | disability, we can proceed to get him the
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| subtract, multiply or divide, are faulty.
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| | special help he needs to be more
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| And when he writes a math problem on
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| | successful in school. Either way, he
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| paper, there are no columns. The numbers
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| | wins.
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| are all over the place. He gets very
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| | And who can question a win-win situation?
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| confused with the entire process as well.
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