Blog - Insight into LD


The 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.


Using 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.


Shelly Weisbacher, former Executive Director of Springer School and Center, wrote a compelling blog series. Wanting success for our children has been and will continue to be at the forefront of our minds. Let’s remind ourselves of some key success factors for children with learning disabilities.


We all make resolutions for the New Year. Sometimes our goals are vague, with no end point, such as to lose weight or exercise more. We purchase a gym membership, go for a few sessions and then something comes up in our family. What do we cut? Another problem could be that the goal is so vague and so huge that there is little chance you will succeed!


Finding resources in the library can be difficult for any student, but it can be especially challenging for students with learning disabilities and ADHD. Maybe nothing seems interesting to them, or perhaps they can’t find books they can comfortably read. Below are five suggested ways to help engage struggling readers at the library.


“Three things in human life are important. The first is to be kind. The second is to be kind. The third is to be kind.”
Henry James, American Author


Join the club. You sweat the shopping and preparing a huge meal or a dish only to be met with comments about what is missing this year. Gifts elicit a noncommittal response. Before the gathering is over, one of the kids will have a meltdown (maybe it won’t be yours). At the end, you and your family are exhausted and irritable. No one is happy. Let’s not replay these scenes again!


A former Springer Center Program Coordinator, Sandi Staud, shares her love for books. She also shares tips on how to foster this love and model this love of books for our children.

You may be able to remember instructions from your parents or teachers about taking care of books. I still feel a twinge when I set a book down on its open pages, and I never leave it there for long.


According to Kate Garnett, PhD, “difficulties in learning math seldom lead to referrals for learning disabilities evaluation, despite being specified in both federal and state LD definitions. School systems provide assessment and special services mostly on the basis of difficulties learning to read (dyslexia).” So, does this mean a learning disability in math is less disruptive in the academic life of a learner?


“Structured Literacy” is a term that the International Dyslexia Association is using to describe explicit reading instruction. These instructional approaches include direct instruction in breaking words into sounds. Then sounds are taught and associated with specific letters or letter patterns. The student has to learn to produce the letter when given a sound and then when shown the letter provide the corresponding sound.