News You Can Use...

IF YOU HAVE A LEARNING DISABILITY
by Dodge Johnson, Educational Consultant
from his Philadelphia Inquirer Column "Countdown to College"

Chris Sherman is a treat. He has a terrier mind and a dancing wit. But as high school got more challenging, he found it tougher to squeeze the juice out of what he read and to express himself on paper.

No one knew quite why. Teachers found him quick in class, so they figured he wasnât working. His family, watching him sweat over homework, were concerned by his growing frustration and despair. Only Chris was sure he had the answer: he was just plain dumb.

On the advice of a consultant, he was evaluated by a psychologist who tests for causes of learning difficulties. She was sensitive and spotted the problem - a moderate learning disability. The consultant then recommended two summers in a special program and helped Chris with his college search. His grades soared; so did his confidence. And now heâs flourishing without special help in a college he loves.

Learning disability is an all-purpose term for internal handicaps that undercut the expression of intelligence. Chris, for example, is dyslexic - meaning that he has trouble reading. His brain is fine, but it doesnât always Îseeâ print in the same way his eyes do - something gets lost in translation.

Some are dyscalculic (numbers), or dysgraphic (handwriting). Others have problems following directions, arranging things in sequence, remembering facts, picking up ordinary social cues. Still others have problems with attention such as forgetfulness or impulsiveness - or sitting still long enough to concentrate.

The list is virtually endless, because learning disability can refer to any crossed wire in the circuits that link perceiving and doing, thinking and expressing.

Despite the efforts of schools to find and help learning disabled students, itâs easy to see why people Chris go unspotted. Theyâre bright and their impairments may be mild, so in the early years they find ways around their difficulties.

But late in high school, or even in college or graduate school - particularly in courses where bookwork comes thick and fast - their tricks for coping are no longer enough. They falter just when the pressure for top grades is strongest. They get frustrated and down on themselves; they may blow up, or just quit trying.

If this pattern fits your student, check first for other causes - in school, in relationships, in whatâs going on in his or her life. Are there physical or emotional problems? The explanation may be as simple as needing new glasses.

Get the schoolâs point of view. If youâre still stymied, check for learning disabilities - if only to rule them out.

The person to consult is a psychologist who does psycho-educational workups, ö schools often retain one or can recommend someone in private practice. He or she should be concerned not just with test results, but also with educational, medical, and family history - and with how your student approaches problems during testing, since numbers tell only part of the story.

If thereâs an impairment, the next steps will depend not only on severity but also on your studentâs goals. History requires sharper academic skills than does, say a hands-on program in hospitality services. Trouble with arithmetic that would poleax an accountant might only annoy an English teacher.

If youâre learning disabled and headed for college or some other program after high school, know that a learning disability does not disqualify you from any college you have the goods to get into, even the most rigorous or distinguished.

Here are some tips:

• Just as diagnosis requires expertise, so does finding the right college. Many school counselors are knowledgeable about learning disabled students, their needs and opportunities. If yours is not, consider outside professional help.
  
  
• If an impairment slows you down, consider including an untimed SAT or ATC among your other scores to show what you can do when you arenât handicapped by hurry. Your school guidance office can tell you about the process.
  
  
• As with any other disability, by law all colleges must offer appropriate accommodation such as extra time on tests or to complete a degree, use of tape recorders in class, books on tape, etc. Your documentation must say you need them.
  
  
• If you need other kinds of help, some colleges also offer excellent services, like assistance with organizing your life, teaching you how to get around your particular learning difficulties, tutoring by professionals trained to work with LD students. Some programs charge a hefty fee. They earn it if help is comprehensive, and usually itâs tax deductible as a medical expense.
  
  
• No matter what, itâs crucial that you find a college where faculty and staff will respond to your needs. Be frank about them, and most colleges will tell you frankly whether they are a good place for you. If a college says no, square your shoulders and take their word for it ö they are acting in your interest.

A word of warning. Some colleges with enrollment concerns have seen the learning disabled market as an answer to their prayers. Thatâs great because some first rate programs have emerged. Nonetheless, itâs important to shop carefully.

Finally, a word to parents who arenât sure what to tell their learning disabled high schooler:

Iâm all for the truth. Kids know when somethingâs wrong or youâre worried, and imagining is far worse than knowing. Besides they canât confront challenges till they face them. And they canât make colleges deliver if they canât tell them what they need.

So, level with them now, while youâre there to help. Your love and encouragement added to their determination will take them a long way.

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