Blog - Insight into LD


You are not alone. Many students feel confident after their acceptance to college. They may want to employ a “wait and see” approach as they enter a new system of education. There is so much that is new; adjusting to a new living situation, navigating locations of classes and even figuring out where to eat and how to operate a washing machine. Getting in touch with Disability Services may seem like a concern that is farther down the list.


When helping your child with learning disabilities develop the 6 success factors of self-awareness, proactivity, perseverance, goal setting, social support systems and emotional coping strategies (all discussed in previous posts), it can be useful to revisit these factors as they apply to parenting a child who is struggling. To begin with, how would you rate your own self-awareness with regard to your feelings about your son’s learning disabilities?


In 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.


Perseverance 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.


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