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Blog - Insight into LD

09Dec

blog 13.12.9In recent blogs, four of the six success attributes for individuals with learning disabilities, that have been identified by the Frostig Center and experienced firsthand through our work at Springer, were explored. The remaining two are emotional coping strategies and the less familiar term, proactivity.

05Dec

blog 13.12.5Perseverance naturally follows goal-setting as a significant success factor for individuals with learning disabilities. Successful individuals are able to stay focused on a particular path or course of action even in the face of challenges. Equally important, they demonstrate an ability to be flexible and shift strategies as necessary to achieve their goal.

02Dec

blog 13.12.2The ability to be goal directed is a third factor that is highly predictive of success for students with learning disabilities. However, just like the development of self-awareness and the use of support systems (discussed in previous blogs), children with learning disabilities need explicit instruction in how to set goals.

26Nov

blog 13.11.26Using support systems effectively is another one of the key factors that predicts success for students with learning disabilities. Many students receive support during school. They might work with an intervention specialist on a daily basis, have modified assignments and/or receive accommodations such as extended time on tests. Beyond these planned supports, successful students are willing to seek help from their teachers, peers, and parents.

22Nov

blog 13.11.22In parenting or teaching a child with learning disabilities, it is important to be able to look to the future while addressing the issues of the moment. We know that learning disabilities are life span issues. We also know that many adults with learning disabilities are leading happy, productive lives. What then contributes to the success of adults with learning disabilities and how might one foster these success attributes in our children?

19Nov

blog 13.11.19The term, pronounced dis-kal-kyoo-lee-uh, refers to a Specific Learning Disability in the area of Math. It is relatively rare for a student to qualify for an Individualized Education Program (IEP) under Specific Learning Disability only in the area of math. When a child has difficulty with reading, there will usually be spillover into math.

13Nov

blog 13.11.13I have heard the term “dysgraphia.” What does that mean? It sounds like dysgraphia would mean that your handwriting is hard to read.

08Nov

blog 13.11.8A teacher mentioned that my child might have dyslexia. Exactly what does that mean?

05Nov

blog 13.11.5Recently a parent shared with me that her son’s school “doesn’t test for dyslexia.” It felt to her as though the school was implying that dyslexia isn’t a real, identifiable learning disability. But the truth is, it’s just a matter of terminology.

31Oct

blog 13.10.31In some recent gatherings of Springer’s Upper School students, I had an opportunity to introduce them to a new feature of the Mac OS X.8 Mountain Lion operating system, installed on their laptops. The new operating system includes built-in dictation and text-to-speech software.