The LD Online, Essay Example

LD Online is a unique and valuable website offering information, advice and guidance to parents, teachers and professionals regarding learning disabilities (LDonline, 2010).  The site content is reviewed and approved by a panel of experts in the fields of ADHD and learning disabilities.  Funding for the site comes from numerous foundations as well as from donations by users.  The site offers numerous articles, multimedia presentations and links to other resources including WETA Public Television, LDAA (Learning Disabilities Association of America) and other national and local organizations.  LD Online content is available in English and Spanish.  The three articles reviewed below were found in the LD Topics section under Evaluation/LD Testing.

Article: “What do you do if you suspect that your child has a learning disability?”

In their article, Silver and Spodack (2007) offer a primer on early parental response to the suspicion that a child might have a learning disability.  The article is written specifically for parents of such children and is presented in a straightforward, non-technical manner.  The authors begin by describing various behavioral and performance-based symptoms that might serve as indicators of a learning disability (LD).

Parents are admonished to avoid “blaming” responses to the child’s difficulties.  They point out that it is a natural response to feel that the child is just not trying hard enough or is simply lacking the proper attitude.  Parents are encouraged to explore the possibility that there might be an underlying LD issue driving the child’s poor performance.

The authors explain the two basic types of testing models used to diagnose LDs in children.  The first is the psycho-educational evaluation.  This evaluation is primarily focused on academic issues.  The second type of evaluation is the neuro-psychological evaluation which includes a broader range of brain function testing.  The authors assure parents that either test is fine.  Parents are then introduced to the Individuals with Disabilities Education Act (IDEA) as well as the concept of Response to Intervention (RTI).  The three steps in RTI are explained in simple terms as well as a parent’s basic rights under IDEA.

The article goes on to explain the evaluation process and describes the meaning of the outcome if an LD is found to exist.  Parents are encouraged to understand that testing not only identifies a child’s weaknesses, but also their strengths.  This information is important in helping parents understand that their child does have potential for growth and improvement.  The remainder of the article provides parents with step-by-step instructions on how to approach the child’s school to develop an IEP plan.

The last few paragraphs encourage parents to follow up with the school once the IEP is in place.  The reader is provided examples of what kinds of things are included in an IEP.  The author emphasizes that IDEA is an entitlement under the law and that parents have a number of rights once their child has been diagnosed as LD.

This article would be of great benefit to me in my professional career.  Finding out that a child might have a learning disability is hard enough for a parent.  Navigating through a myriad of acronyms, technical terms, evaluation details and collaborative conferences can be downright overwhelming.  An article like this that is written in plain language could help ease a parent’s anxiety and help them to understand the step-by-step process of helping their child.

Article: “Evaluation: What does it mean for your child?”

According to their website, “The mission of PACER Center (Parent Advocacy Coalition for Educational Rights) is to expand opportunities and enhance the quality of life of children and young adults with disabilities and their families, based on the concept of parents helping parents” (PACER, 2010).  In this article written by PACER (2007) the author explains the evaluation process and defines various types of evaluations and tests.  The author does not articulate a specific target audience but the informative nature of the writing would be good for parents, teachers or any other person who is unfamiliar with the basics of LD testing and evaluation.

The article begins by explaining the need for evaluations particularly as they relate to IDEA eligibility.  The author defines in simple terms how an evaluation will help identify an LD, determine IDEA eligibility, guide in developing an IEP, and assist in determining the best instructional strategies for the child.  The next topic presented is some basic information regarding what LD evaluations are intended to measure including medical information, comparative development and functionality outside the classroom.

The author then lists six different types of tests commonly used.  The list includes group tests, individual tests, curriculum-based assessments, standardized tests norm-referenced tests and criterion-referenced tests.  Each model is clearly defined in one or two sentences, making each easy to understand for a layman.  Having defined the different types of tests, the article goes on to explain the criteria used in selecting a test.  Four criteria are cited.  The test must be reliable, valid, accurate, and not discriminatory against racial or cultural differences.

The author goes on to emphasize the importance of functional behavioral assessments.  These assessments must be conducted in concert with other types of tests in order to determine the impact of a child’s identified LD on his or her behavior.  Notwithstanding an LD diagnosis, individual children will tend to respond differently to various settings.  This information is vital in developing a comprehensive intervention plan for a child.  The article closes by making it clear that a parent has the right to disagree with an evaluation conducted by a school and may obtain an independent educational evaluation (IEE).

In my professional career, I would use this article to help parents, new teachers or other professionals understand the basics of LD testing and evaluation.  The article contains very basic information but does not go into a lot of detail about any one testing model.  It does however provide a good place for a person to start.

Article: “Are learning disabilities the only problem?  You should know about other related disorders.”

In his article, Silver (2007) begins by informing the reader that “about 50% of people with LD will also have one or more related disorders.”  He emphasizes the fact that various neurologically-based disorders are frequently found together.  The first related disorders discussed are brain processing disorders including language disabilities, sensory integration disorder (fine & gross motor skills), and executive function disorder (problems organizing or remembering things).

The article then presents ADHD as a condition found in about half of all people diagnosed with LD.  The next group of disorders discussed relate to problems with the regulation of emotions.  There are four disorders identified within this group including anxiety disorders, depression, anger control and obsessive-compulsive disorder.  Each of these disorders is defined and described (including symptoms) individually.

The next classifications of disorders described in the article are tic disorders and bipolar disorder.  Both of the descriptions of these disorders are fairly brief but do provide descriptions that are easy to understand.

The article ends with a section entitled “What to do?”  Suggestions are offered regarding the best avenues to follow for finding resources for each classification of disorder.  The author emphasizes the importance of being both aware of the fact that neurological disorders frequently coexist with LD and vigilant in looking for symptoms that might suggest that LD is not the only problem.  The article ends with several links to other resources.

The value of this article is more for me in my professional career than as a handout to give to a parent or someone else.  Being aware of the high probability that a child with LD could well have an associated disorder makes me more vigilant.  Creating an IEP to address an LD for a child with a dual diagnosis would be much like a medical Doctor treating a patient’s hypertension without addressing the patient’s diabetes.  In order for an intervention strategy to be truly effective, the child’s problems must be treated from a holistic perspective.

It is not surprising to me that children with LD might have other types of problems, but if this author’s assertion that half of all LD children have other significant neurological disorders is true, then I have some more work to do.  I am familiar with most of the disorders discussed in this article but would not consider myself thoroughly versed on all of them.

This article has motivated me to redouble my efforts in learning more about personality and neurological disorders.

References

(Ldonline 2010 About LD online)Ldonline. (2010). About LD online. Retrieved from http://www.ldonline.org/about/

(Pacer 2007 Evaluation: What does it mean for your child?)Pacer. (2007). Evaluation: What does it mean for your child? Retrieved from http://www.ldonline.org/article/Evaluation%3A_What_Does_it_Mean_for_Your_Child

(Pacer 2010 PACER Center)Pacer. (2010). Pacer Center. Retrieved from http://www.pacer.org/about/index.asp

(Silver L 2007 Are learning disabilities the only problem?  You should know about other related disorders.)Silver, L. (2007). Are learning disabilities the only problem?  You should know about other related disorders. Retrieved from http://www.ldonline.org/article/Are_Learning_Disabilities_The_Only_Problem%3F_You_Should_Know_About_Other_Related_Disorders

(Silver L Spodack R 2007 What do you do if you suspect that your child has a learning disability?)Silver, L., & Spodack, R. (2007). What do you do if you suspect that your child has a learning disability? Retrieved from http://www.ldonline.org/article/What_Do_You_Do_If_You_Suspect_That_Your_Child_Has_A_Learning_Disability%3F