The Learning Brook understands that questions arise as you try to navigate the LD journey with your child. In fact, while you may think your situation is unique, the truth is there are MANY other parents with the same or similar situations, facing the same struggles, and looking for trusted guidance & support.

With this in mind, we have assembled a terrific panel of experts who will address your questions about the various aspects of living with dyslexia & related learning differences. We want you, our readers, getting information from those professionals in the field who are well-versed on the topics and have proven, working knowledge.

If you would like to SUBMIT A QUESTION for our experts, CLICK HERE. Answers to selected questions will be regularly posted on this page, with all new posts being added to the top of the page. If you find a Q & A particularly helpful, please let us know. CLICK HERE to tell us what you think so we can share with our panelist of experts.

 

Karen B. Lieberman, M.Ed.
Private Practice Educator
Specializing in Reading Disabilities

Karen is in private practice as an educator specializing in reading disabilities. She has been a teacher, administrator, and diagnostic team member for public schools, universities, clinics and agencies. She served as the President and Vice-President of The International Dyslexia Association, Northern Ohio Branch. She is a former member of the Board of Directors for the Organized Parent Education Network in Solon, OH where she resides with her husband, Mark, and their dog. Their blended family includes four adult children, a daughter-in-law, and a grandchild. Karen enjoys cooking, skiing, and working with people who are dyslexic.

Question: "Please help. My 9 yr. old son was recently diagnosed with dyslexia and ADHD by a neuropsychologist at a local hospital. The school also gave him a multi-factored evaluation and confirmed that he has a reading disability and qualifies for special education services under IDEA. He has difficulty with reading, writing, and spelling in particular. HOWEVER, the school team keeps emphasizing that he is NOT dyslexic. Why is it that the teachers and administrators on his IEP team deny he has dyslexia and refuses to acknowledge it on his paperwork- is there some other reading/writing/spelling disability? 

Answer: I’ve asked the same questions about schools and dyslexia. There are school personnel who don’t use the term dyslexia on the psychological reports and on Individualized Education Programs. These persons might use the term dyslexia during meetings and conferences. There are others who won’t accept the word dyslexia or call it an old, outdated term. That might change. A bill has been introduced (S.B. 120) into the General Assembly of the state of Ohio legislature that requires school districts, community schools, and chartered nonpublic schools to assess every student for dyslexia and related disorders. The bill also requires school districts, community schools, and chartered nonpublic schools to provide intervention services to students identified as having dyslexia or a related disorder.

Dyslexia is not an old, outdated word. In 2002 The International Dyslexia Association Board of Directors adopted a more detailed definition of dyslexia. This Definition is also used by the National Institute of Child Health and Human Development (NICHD) and can be obtained at www.interdys.org and www.dyslexia-nohio.org.

There are other disorders that may affect reading. It is important that your child’s diagnosis include the specific characteristics of his reading, writing and spelling disability. Your child’s school might not use the term dyslexia, but you and the school personnel can agree about the specific characteristics of dyslexia that your child exhibits. The program for your child should be based on these characteristics and on effective, scientifically proven methods for teaching reading.

Sally Shaywitz, M.D., one of the leading world experts about reading and dyslexia and the author of Overcoming Dyslexia, A New and Complete Science-Based Program for Reading Problemsat Any Level, will be a keynote speaker at a conference in Cleveland on April 14, 2005 . For information contact The Northern Ohio Branch of The International Dyslexia Association, www.dyslexia-nohio.org or (216)556-0883. Information that will be presented can benefit your child’s education program whether or not your school accepts the diagnosis of dyslexia. Perhaps your child’s teachers, psychologists and administrators would be interested in knowing about this informative conference.

Dyslexia does provide a common framework when talking with school personnel. Although there might not be an agreement about the diagnosis of dyslexia, there should be an agreement about effective, research-based instruction based on the characteristics of dyslexia that your child exhibits.

Rob Langston, LD
Motivational Speaker, Author, & Resource Consultant
Chairman & CEO “For the Children Foundation”

Rob Langston is Chairman and CEO, For the Children Foundation and President of The Langston Company, Inc. He has conducted assemblies for more then 250,000 children in the United States; Traveling 150,000 miles annually to present his powerful message of inspiration. Rob is the Author of For the Children, Redefining Success in School and Success in Life and has been featured on popular radio and TV news shows.

America ’s best loved inspirational speaker for children is now the featured speaker for Schwab Learning’s National School Assemblies Program. As a motivational speaker who is dyslexic, he relates his personal story of growing up “different” and finding success along the way. He has shared his personal “I’ve-been-in-your-shoes” message of hope and resiliency to students and parents alike at national conferences such as the International Dyslexia Association, the Council for Exceptional Children, the Learning Disabilities Association of America and the Council for Learning Disabilities.

Rob is a graduate of the State University of West Georgia despite being functionally illiterate and has published his first book even though he toils to accomplish what many of us do with ease -- read and write. Today, Rob is a successful resource consultant to an international organization of nearly 8,000 CEOs and company presidents. Rob resides in Georgia with his wife and daughter.

Question:  My son has been pulled out of regular class since third grade and now he is going into sixth grade.  He said he doesn't want to be in those (LD exclusive) classes anymore.  I look at this as a very big step.  Whether it is right or not we are going to take it.  Do you think we are making the right decision?

Answer:  I think you have taken a powerful step in empowering him over his education by listening to what his needs are and taking action on them as a team.  He might struggle or even fail but such is life.  The real magic is the two of you talking and trying new things together.  Bravo for listening to his needs and helping meet them!  I think you will find that this type of action assures yourself a place within his most trusted advisors as he faces all struggles life has to offer.  Be flexible, vigilant and above all else keep the line of communication open. 

Together you have made this decision. Now remember to be flexible with that decision.  If he finds it harder than anticipated, then look for alternatives that still meet his need not to be pulled out of class, yet will give him a support structure in school such as help outside the school setting ( taking tests before or after school, tutoring, etc.).  You both must be vigilant keeping a close eye on any slip that might turn into a down hill slide.  Attack the problems before it is blown out of proportion.  My mom empowered me to "politely decline" to do anything that would embarrass me in a class room.  This is her way of being vigilant because she new if I refused to do anything in the class room the teacher would be calling her.  This was her early warning system that allowed her to get to the bottom of the problem before it got out of hand.  Finally, in real estate they have a saying "location, location, location".  In education, I believe it should be "communication, communication, communication".  You cannot help with a problem if you don't know it exists.

Martha Michael, Ph.D.
Director of Special Education
Ursuline College


Martha Michael, Ph.D., is director of special education at Ursuline College in Pepper Pike , Ohio , and holds certification both in Multiple Handicaps (MH) and Orthopedica and Other Health Impairments (OH) for Ohio . She taught for 10 years in both the urban districts of Columbus , Ohio and Minneapolis , Minnesota .  She is currently working on developing a year long masters in special education for Ursuline College Teacher Apprentice Program that will include a licensure for K-12 intervention specialist, working with students with mild to moderate disabilities. She lives in Oberlin Ohio with her husband and two children, Georgia who is a senior in H.S., and Chelsea who is a junior at Washington and Jefferson. Her son Guthrie is a college graduate working for US Bank in Minneapolis , and was the reason she pursued special education. Martha is also a professional artist.

Question : My daughter was identified with dyslexia in 2 nd grade and has an active IEP outlining her educational plan, including accommodations, etc. Regardless, this year has started poorly and is extremely stressful, like the last 2. Her teacher was grilling her in front of her classmates about her accommodations and she is left in tears trying to defend herself and her disability. (She is allowed extra time to complete tests/assignments; she uses a multiplication chart in Math, and she sometimes provides answers orally for tests in the major subjects.)

No child should have to put up with this, yet I’ve heard many other parents say the same things happen to their kids (with LD).

What I’d like to know is: How can we get teachers to stop making kids feel like losers because they have a learning disability?  Aren’t all teachers educated about learning disabilities?

Answer : It is unfortunate but the truth is, not all teachers are educated about learning disabilities.  In fact, not even one course in special education is a requirement for licensure in general education in the state of Ohio .  Teachers can seek other ways to become educated about disabilities, but the teachers that do this are going to be the effective teachers anyway.  What the teacher did to your child is unprofessional.  Not all teachers approach the children in their classrooms this way, and usually the tone of a school is set by the administration.  If the administrator is not willing to emphasize the importance of reaching all children, respecting all children and valuing all children, then neither are the teachers. So, going to the principal may not help.

I experienced a similar situation with my son who has a hearing impairment and cerebral palsy.  He was treated horribly in elementary school, then was a student of a teacher in 4 th grade who valued him and his gifts.  He blossomed as a student because of her willingness to be open-minded and see him as a person first, rather than as a child with disabilities that needed more of her time and energy.  He knew she cared, and because of this he worked for her.  But his classmates regarded him as “handicapped” and not someone who belonged.  He was in a private school and the next year in 5 th grade was horrible.  We finally sent him to his neighborhood school and he loved it.  He wrote on his evaluation of 6 th grade the following.  “I know now that in order to be successful you need to have friends.”  But, you know, again, this is a function of the teacher’s tone, and his 6 th grade teacher thought he was something else!

Please know that you are not alone.  Also, know that your undying support and efforts with your child matter.  Do not give up!  It is an uphill battle, one that should not have to be fought, but one that is.  General education teachers have to collaborate with special educators now because of the “No Child Left Behind” Act.  If schools do not show progress of all students, they can receive failing marks, and can, if they have failing marks over a 3 year period, have the staff completely replaced. 

The other thing you or your daughter can do is to let this teacher know in a gentle way that her attitude is not motivating, not encouraging, and does not instill the love of learning.  You may get nowhere else because she may not hear what you are saying, but you will have said it.  You also may want to seek other schools that have better teachers, honestly. It took me too long to realize this.

Marilee L. Gallagher, M.D.
Board Certified in Pediatrics
Lead Physician at University Premier Pediatrics
University Hospitals Rainbow Babies & Children’s Hospital

Marilee Gallagher, M.D., is the lead physician at University Premier Pediatricians and practices at the Mentor and Bedford offices. Prior to, Dr. Gallagher and her colleagues practiced at UHHS Mednet. Dr. Gallagher has admitting privileges at University Hospitals Rainbow Babies and Children’s Hospital & UHHS Bedford Medical Center . She is Board Certified in Pediatrics and a graduate of Case Western Reserve University School of Medicine where she is an Associate Clinical Professor as well. Dr. Gallagher has special medical interests in school problems, learning disabilities, and adolescent medicine. She has two daughters, is a resident of Shaker Heights , and enjoys golf and gardening.

Question: My 3 rd grader, who I know is a smart kid, does not like school and struggles pretty much, especially in reading and spelling. I think she may have some kind of learning problem but whenever I bring it up to her teachers they disagree and say she’s just not motivated and doesn’t try hard enough. The worst part is they always point out how poorly she does on timed tests in Math. Because she doesn’t finish they say this is proof she doesn’t care. She’s also come to expect a ton of red ink on her papers from words she can’t spell.

She gets nervous and upset all the time. I think if we figured out her problems she would be much better and would really like to see her tested (for learning disabilities). How can I get the school to agree? What should I do?

Answer: First of all, it is very important to take your daughter to her pediatrician to make sure hearing, eyesight, physical exam are all normal.  I encourage you to share your concerns with her pediatrician because he/she will help you understand the issues you’re dealing with and help you be an (even better) advocate for your child. This should be the first step for all parents in a situation such as yours.

Secondly, I am sure your daughter is smart! We know that kids with learning difficulties are of at least normal and often well-above average in intelligence.  The problem is that she may not be able to do the work in the manner it is being presented and therefore has given up.  Children are not lazy. Period. They give up if they struggle with school work and don't feel as if anyone wants to help them. They often lose their self-esteem, they can become depressed and moody, and sadly, all they hear is that they are lazy.  They don't know how to say that they don't understand the work, or that they are memorizing words for reading, or whatever the case may be. It may well be that your daughter, like so many kids, learns differently and simply stated, needs to be taught differently.

Don't get me started on timed math tests.  I personally think they are the stupidest invention since school began; hurry up and do all the problems, but in a few years you will just be using a calculator.  If this teacher feels that this child is lazy because she can't do 100 math problems in a minute, then I guess I was lazy, because I could never do that and lo and behold I have a Doctorate!  It irks me to no end that there are still teachers who feel this is somehow an indicator of intelligence. They don’t have a clue that inability to memorize facts and perform on timed tests is one of the warning signs of a learning disability and has no bearing whatsoever on success later in life.

Your daughter definitely needs to be tested.  You need to demand that the school do a multi-factored evaluation, best known as an MFE, on your daughter. The school is required BY LAW to do an MFE within 90 days on any child whose parents or physician formally request it.  Your other choice is to go to a reputable hospital or clinic and have an evaluation done by the Pediatric Neurology or Neuropsychology department. (CLICK HERE for referrals to those who test in the Greater Cleveland Area.) Unfortunately, insurance doesn't usually pay for this and it can be quite pricey, however, results are usually more definitive than what a school provides.

Hang in there! You have already started advocating for your child.  You must continue to do so. There is help out there.

COMING SOON! More answers to your questions from our other experts, including:

Marshall H. Raskind, Ph.D.
Director of Research & Special Projects
Schwab Learning

Dr. Raskind is Director of Research and Special Projects at Schwab Learning in San Mateo , California . He is the former Director of Research at the Frostig Center in Pasadena , California . He is a fellow and executive board member of the International Academy for Research in Learning Disabilities and a member of the research committee of the Council for Learning Disabilities.

Dr. Raskind is Associate Editor of Intervention in School and Clinic, and Consulting Editor to the Learning Disability Quarterly, the Journal of Learning Disabilities, and the Journal of Special Education Technology. His research interests are in the areas of technology as well as the effects of learning disabilities across the lifespan. His research has been cited in the media, including The New York Times and Fortune Magazine, as well as on MSNBC. Dr. Raskind is a frequent presenter at international learning disability conferences and is the author of numerous professional publications on learning disabilities.

General Disclaimer: The Learning Brook’s “Ask the Experts” column is provided and designed to help users find and understand general information about the various aspects of living with dyslexia and related learning differences. This advice area contains the comments and advice from professionals who are trained in their specified areas. The advice is not intended to provide a basis of action in particular circumstances without personal consideration by a professional.

Additionally, any information received from The Learning Brook’s “Ask the Experts” column is not intended to create any physician/clinician relationship or supplant any in-person medical consultation. This column is not intended to diagnose, treat, or cure; nor is it intended to replace proper medical care.