A learning disability is a gap between intelligence and abilities or achievements. This means that a child has the intelligence to complete the work but for some reason or another, has not mastered the skills necessary to complete the task. For example, if a child in fifth grade has normal intelligence but is reading only on a third grade level, there is a two-year discrepancy between intelligence and skills.
Teachers, or parents, can request an evaluation of a child for learning disabilities. If the teacher requests the evaluation, the parent must give their authorization for the evaluation to be completed. Requests are made when a child experiences difficulties in one area or another in the learning environment, such as in language skills or mathematics.
Response to Intervention
In recent years Response to Intervention has been used to evaluate a student’s response to specific learning techniques. Performance is monitored and evaluated based on how the student responds to different educational approaches.
This method may be instituted before any formal evaluations are completed, but after either the teacher or the parent has brought the challenges the child is having to the attention of the school. A meeting including educational professionals, such as special education teachers, school psychologists, teachers, administrators and the parents will be called. During the meeting, parents and teachers will indicate what difficulties they have seen in the classroom and at home. Strategies will be developed to help a student compensate and overcome weaknesses. For example, teachers may decide to give tests orally rather than written tests, or tutoring may be provided.
Once the strategies have been put into place, the student will be monitored. If the student’s work improves, strategies will remain in place. Monitoring will continue to determine if strategies should be modified as the child continues to improve. Sometimes, modifications are enough to help a student succeed in the classroom.
