Learning Disability

September 27, 2018

A learning disability is a neurologically-based problem that impacts an individual’s ability to process, understand, and retain information. Examples of learning disabilities include dyslexia (difficulty with reading), dyscalculia (difficulty with mathematics), and dysgraphia (difficulty with written expression). One common misconception is that individuals with learning disabilities are intellectually delayed or are below average in intelligence. This is false, and in fact, the opposite is true; most individuals with learning disabilities have average to above average intellectual abilities. In other words, a learning disability does not mean that the child is slow or not smart, but rather it just means that the child learns differently than other children. Although learning disabilities present lifelong challenges, many individuals with learning difficulties are brilliant and propose revolutionary ideas and ways of thinking, such as Albert Einstein, Stephen Spielberg, and Henry Winkler (all individuals identified with dyslexia). Signs or symptoms of a learning disability can be easily overlooked. For example, difficulties learning to ride a bike, delays in speech, problems distinguishing between left and right, and oversensitivity to sounds, foods, or textures are just a few indicators that something more may be going on with your child.

Educational testing typically includes a comprehensive battery of neuropsychological assessments that evaluate your child’s intellectual development, academic skills, and executive functioning abilities. Goals of testing are to determine whether your child demonstrates a gap between their intellectual abilities and their actual achievement across academic areas. A learning disability is diagnosed when the child’s academic skills are significantly less developed than what would be expected based on that child’s age and intellectual aptitude. Results of testing will identify how your child learns, whether your child has any cognitive strengths or weaknesses, and other factors that may affect their school performance (e.g., deficits in processing speed, working memory, or auditory processing abilities). These results will be presented within a written report or F.I.E. (Full Individual Evaluation) that outlines the individual’s abilities and provides recommendations for academic accommodations that will address the individual’s learning needs and protect their educational rights. This is true even at the college level, as specialized services are available through universities and colleges that will promote the individual’s ability to learn and succeed in that environment. The National College Board also protects individual’s educational rights by granting accommodations such as extended time for testing and a quiet testing environment for tests such as the SAT/ACT.

While you always have the option to request an evaluation through the school district, this process can be laborious. The student has to go through RtI (Response to Intervention) to determine need for testing, which alone can take up to an academic year. If the committee determines that the child has not made “adequate” progress, they may agree to move forward with the assessment process.

Once approved, the school has 45 school calendar days to complete the evaluation, followed by 30 days to review the report with parents and to discuss educational options. What this means for your child is the potential that they may lose 1-2 years of learning in the classroom before they begin to receive the help that they need. An alternative option is to seek private testing services, which typically take 2-4 weeks from start to finish. You should have your child evaluated if they have received targeted interventions but have not made appropriate progress, and or if their efforts do not correlate to their educational success. The earlier the testing, the more effective the interventions have shown to be. Thus, it is important to trust your intuition that something may not be quite right with your child’s learning. Neuroscience recognizes that the brain is malleable; meaning that the brain can adapt and that the synaptic connections can be strengthened and that the brain can be “re-wired.” With targeted interventions, a child with a learning disability can be successful in the classroom setting.


Jennifer Brickhouse M.E.d., PCET

Educational Diagnostician/Professionally Certified Educational Therapist, Reading and Dyslexia Specialist at The Woodlands Behavioral Health and Wellness at The Woodlands Behavioral Health and Wellness

August 27, 2025
Parents often wonder how to help their young children build communication skills. Read on for a few tips to enhance your child’s language abilities. Children learn by watching and listening to others. Get in the habit of narrating your day as if you are a newscaster. o Describe aloud what you are doing: Example: While you are helping them get dressed, you could say “I am putting on your pants because it is cold outside.” o Narrate what your child is doing: Example: While they play, you could say, “You are picking up the tiles and making them stick together!” o Speak loudly and clearly, emphasizing important words. Example: During bath time, you could say “I’m washing your HAIR. Now I’m washing your BELLY.” (emphasizing the words) o Read with your child each day. Focus on labeling what you see and asking them questions about the story. o Imitate and reflect on words that your child uses, even if they aren’t perfect! Example: If your child says “car,” you could say, “Red car! The red car goes fast!” As a parent, you are likely very good at knowing what your child wants even if they don’t use words to tell you. o However, it is helpful to intentionally create situations where your child needs to use speech (or an attempt at it!) to communicate their needs. Example: Prompting them to ask for the snack they want by saying something like “tell me what you would like” or “you can say ‘more’ if you want more”. If they attempt to speak (e.g. “goh” for “goldfish”) give lots of praise and provide the desired snack. Require more speech each time for this activity (e.g. moving from “goh” to “gold” for “goldfish”).
A boy is holding a sign that says back to school in front of a group of children.
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It is hard to believe, but another school year is here! While exciting, the transition from relaxing summer vacation to busy back-to-school can be challenging. Read on for strategies to set your family up for success this school year. Plan ahead Before meeting the teacher, the first day of school, and any other milestones, talk with your child about what to expect. For children who have attended daycare or school before, talk about what will be the same as last year and what will be different. Help them to remember that, while many things will be different, many things will be familiar, too! When possible, tour or look at pictures of the school, classroom, teacher, and any friends that will be in the new class. 2. Listen Offer a non-judgmental space for your child to express their nerves, concerns, and hopes for these next few weeks. Try not to jump in too quickly by saying things like “don’t worry about that” or “stop it, it will be great!” While such statements come from a good place, they can feel dismissive to your child. Instead, work to validate their feelings and address their concerns together. 3. Make it fun One way to help guide your child through glass-half-empty statements such as, “I’m not going to have any friends in my class...it’s going to be the worst year ever!” is to play the “maybe game.” You could say, “That sounds really tough. I hear you – maybe that will happen...OR...maybe you will find a new friend and really like how your new teacher does things!” By validating their concerns instead of dismissing them, you offer space for both things to be true at the same time. 4. Re-frame Help your child to re-frame their worries as reflections of the care you have for each other and the trust that you will be there for them at the end of the day – no matter what. For example, if you think your little one might cry at drop off, you could say “It’s okay to cry and miss me at school after I leave. I will miss you too! That is because we love each other. I will be there to pick you up and can’t wait to hear all about your day. What toy do you think you will play with first?” 5. Empower Remember – your child is looking to you to gauge if they should be worried. Work to communicate confidence, instill bravery, and let them know that you know they can do it. If your little one thinks you are scared, they will have a much harder time pushing through. A brave parent is the most helpful way to ensure a brave child! 6. Wear your heart on your sleeve ...or your hand! One strategy to help young children with separation anxiety at drop off is to draw a heart on each of your hands. Tell your child that you can either kiss or tap your heart (or both!) during the day when you miss each other, knowing that the other person is feeling it too!
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A little girl is standing in front of a woman with her arms crossed.
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One of the most difficult aspects of parenting toddlers is knowing how to manage the behaviors they exhibit as they learn to communicate their feelings. For many parents, biting and hitting are at the top of that list. Read on for tips on what to do when your child bites or hits... Self-talk . Say to yourself, “I don’t like that they bit/hit and hurt someone else, but I can teach them other ways to express their feelings.” Empathy. Ask yourself, “Wouldn’t I have a hard time expressing myself when I’m mad or upset if I didn’t have the language to do that, or the ability to problem solve in non-aggressive ways? I know how my child feels!” Teach . Young children learn very early that their hands and teeth are powerful weapons that elicit an equally powerful reaction when used. However, this can cause lots of problems for you and your child. The key is to teach your child that biting and hitting hurt and there are other ways to express feelings without hurting others. Tell yourself, “I can teach my child how to respect others and use words to express feelings. I know it will take time and patience, but they can learn.” When your child bites or hits, provide a brief teaching statement, such as “No bite. Biting hurts” and give them a word or action within their skill abilities to replace the biting. For example, “You can say ‘no hug’ instead” or “you can walk away.” When you do this, you are teaching your child how his behavior affects others and what else they can do instead. Reinforce. Practice by setting your phone timer for 5 minutes (or longer or shorter, depending on how long you think your child can play with another child without your motivating praise) and say, “When you have played gently with Jack until the phone timer sounds, we can read your favorite book together. You are getting along so well.” Offering a reward as an incentive for self-control discourages conflict. Praise. When children (even siblings) are getting along, it’s important to praise their effort frequently. Simple statements, such as, “Good taking turns,” or “You are playing so nicely together,” reminds them of the goal of getting along vs. fighting. Teach compromise. When conflict arises, say, “Let’s find a way to let both of you play with that toy. I’ll use my phone timer to tell us when it’s your turn to play with it.” Your child can learn patience as they wait their turn, as well as problem solving and compromise—instead of biting or hitting. What not to do: Don’t hurt your child. Biting/hitting back and spanking are all behaviors you don’t want them to learn, so don’t use them. Don’t overreact. Getting upset when your child bites or hits keeps you from problem solving. Keep yourself calm by using calming self-talk. Say to yourself, “This is a problem we can solve. I just need to stay calm to do it.” Don’t threaten. Threatening your child creates fear but doesn’t teach the behavior you want. Instead, simply say, “Let’s work on ways you can get what you want without hurting someone.” Source: Behavior Checker from the Raised with Love and Limits Foundation
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