Approximately 5 percent of all children in public schools have a learning disability, according to the National Center for Learning Disabilities. These are children with normal intelligence, but who have differences in the structure or function of their brains that causes difficulty in one or more areas of learning.
Types
Children may struggle in one particular area of learning or several. These areas include spoken language, written language reading, math, memory, reasoning, social behavior, physical coordination, organization and meta-cognition, explains the University of Michigan Health Systems.
Risk Factors
Some children may be more at risk for learning disabilities than others. Heredity, prematurity, low birth weight, birth trauma or stress shortly after birth, treatment for leukemia or cancer, head injuries, poor nutrition, infections of the central nervous system and certain chronic medical conditions may predispose children to having difficulty with learning, according to the University of Michigan Health Systems.
Identification
Early identification of learning difficulties in children is vital. Parents and educators should consider a learning disability evaluation whenever there is a distinct gap between what they expect the child to achieve and what the child actually achieved. Parents, teachers, doctors and other people who regularly interact with the child should share their observations and opinions during the evaluation process.
Early Intervention Services
Many public and private agencies offer early intervention services for children with learning difficulties. These services often take place in the child's home, a clinic, a daycare center, a hospital or the local health department, and can be beneficial even for babies and toddlers. In addition to the educational component, other support services including physical, occupational and speech therapy are often offered as well.
IEP
Children with learning difficulties are often eligible for an individualized education plan, or IEP. An IEP allows parents to work with educators and support staff to develop a plan to help their child succeed in school. The specifics of each plan match the needs of the individual child, but may include special education or support services, counseling, modifying coursework, extra tutoring or receiving more time to work on tasks. While the IEP team reviews the plan annually to ensure it is working as intended, a parent or educator can initiate changes to the IEP at any time throughout the school year.
Considerations
Parents should stay as involved as possible in their child's education. This may include keeping close contact with the child's teacher, as well as providing the best learning environment possible at home. It proves essential for parents to seek feedback from their child. Many children can easily become embarrassed or frustrated by their learning difficulties, which can harm their self-esteem and mental health. Parents who encourage and support their children, while keeping the lines of communication open can help their child remain positive and motivated.
