Thought for the day:
“Each child cannot learn on the same day and in the same way”

What are Learning Differences?
A person of average or above average intelligence who is struggling with learning can be said to demonstrate a “learning difference.” Children with learning differences demonstrate unevenness in their learning; these children will excel in certain areas but struggle in others. We know today that differences in the wiring of children’s brains can create the variations in brain functioning that affect a student’s capacity to learn to read, write, spell, and/or do maths. In addition, underlying these academic difficulties are often sometimes harder to pinpoint problems in paying attention, following directions, remembering, organizing, managing time, handling sequences, and/or distinguishing right from left. A student’s academic, emotional, and social development can be adversely affected if these obstacles are not addressed. Distinguished personalities who have struggled with learning :
Albert Einstein, Winston Churchill, Tom Cruise, Anthony Hopkins, Charles Schwab and Agatha Christie. Obviously then, it is possible to struggle in school but to succeed in life!

A thought worth it:
Both the child’s brain functioning and school-based demands will change over time. Thus, although a child may struggle in particular ways at particular times, the same child may perform very well at other times. For example, a child who struggles with remembering the sounds of letters and, therefore, reads dysfluently may otherwise have strong language skills (e.g., good vocabulary and comprehension skills). This child will struggle in the early grades, when reading decoding is emphasised. In contrast, the later grades will be easier, when reading comprehension is of greater concern. In all, we celebrate the child’s capacity to grow and change and promote healthy adjustment for life beyond school when the child will be allowed to function within his or her area of ability. Thus learning disorders can be difficult to diagnose. However, it is crucial that they do not go undetected BECAUSE LEARNING DISORDERS ARE TREATABLE.
Left untreated, learning disorders can be demoralizing, impact an individual’s self-esteem and trigger various behavioral problems. Various standardized tests typically are used to diagnose learning disorder.

OUR APPROACH

@THE NEED:
Too many kids struggle and fail needlessly simply because the way in which they learn is incompatible with the way they’re being taught. Schools are filled with kids who give up on themselves, are convinced they’re "losers," and conclude they’re just dumb. It’s painful—for the student, teacher, and parent who may be unaware that the "wiring" of that child’s brain simply is not in synch with the demands and expectations of the situations at hand. Telling a student "you can do better" doesn’t help, particularly when he’s doing his best or has done his best to no avail. Punishing him for an inability to complete a particular task in a particular way, similarly, is ineffective. Yet these types of responses to those highly vulnerable kids are common.

@BEING SPECIFIC
Finding precisely where the breakdown is occurring when a student is falling behind begins with the teacher, parents, clinicians Once this is identified, a highly individualized plan can be developed.
Every plan starts with "demystification," a process that teaches the student all about his or her strengths and weaknesses. This empowering and respectful process makes kids part of the solution, helps them to feel better about themselves as well as appreciate individual differences in general. It also sets the stage for introducing bypass strategies or direct interventions. Bypass strategies are methods designed to help a child work around a particular problem. Imagine asking a student with average to strong organizational and creative skills but poor handwriting skills to draft an essay by hand. The result, more than likely, will be frustrating and disappointing for everyone involved. Allowing that student to use a keyboard, in effect "bypassing" the motor problem will, more than likely, lead to success.

@RECOGNISING THE DEVELOPMENTAL PERPECTIVE:
As adults we’re allowed, if not encouraged, to practice our brain’s specialties. Yet we expect school-aged kids to be rather good at everything. This expectation can have traumatic effects on students. It is critical, therefore, in an effort to preserve and protect these kids’ minds, that we adopt a developmental perspective when evaluating a student’s strengths and weaknesses.

@STRENGTHENING STRENGTHS :
Helping kids get better and better at what they are good at makes a lot of sense. After all, in the adult world it’s the strength of your strengths not the weakness of your weaknesses that really counts. Similarly, taking advantage of a student’s special interests can both motivate as well as help through or around a learning impasse. For example, reading about something that excites you can help enhance reading skills. The same can be said for writing, remembering information, and for concentrating. We must not only recognize these strategies as practical, but apply them widely in an effort to help kids achieve their potential. In all, we celebrate the child’s capacity to grow and change and promote healthy adjustment for life beyond school when the child will be allowed to function within his or her area of ability.

THE THREE MAJOR TYPES OF LEARNING DIFFICULTIES
*Reading disorder. Also known as dyslexia, this condition prevents a person from correctly processing written words and other images from the eyes to the brain.
*Mathematics disorder. Also known as dyscalculia, this condition involves difficulty in performing mathematical calculations.Even the simplest of calculations appear not so easy.
*Disorder of written expression. Also known as dysgraphia, this condition involves difficulty with both the physical act of writing and the intellectual task of composing text.

The Question:What causes learning disorders?
The cause of learning disorders is not fully understood. Deficits in visual perception, linguistic processes, ability to pay attention or memory may cause the difficulties that prevent the brain from learning. Medical conditions such as lead poisoning, fetal alcohol syndrome and fragile X syndrome have been associated with learning disorders. Heredity also plays a role, as many patients with learning disabilities have family members with similar problems.
Once the disorder has been pinpointed, appropriate treatment will follow.

Special education techniques can help individuals of all age groups and levels having concerns improve their ability to read, write or perform mathematics.