Blog - Insight into LD


Many students have assigned reading for the summer. Some have math review sheets to do. If your child waits until the last minute – that would mean NOW is the time to get working.


On the last day of the Adventures in Summer Learning program, students wrote about what they learned this summer. Many essays focused on not being afraid to raise your hand if you need help or have a question. The students wrote about no longer feeling embarrassed if they had a question, or worrying what a classmate might think. Sometimes it is not clear to students how that insight applies outside of school.


Springer’s Adventures in Summer Learning program concluded last week, and students took an opportunity to reflect on what they had gained during the four-week program. Students were encouraged to become “students of themselves,” and to observe where their strengths lie, and what challenges them. They learned strategies that will support them in the coming school year. And beyond the strategies, they discovered that they are not alone.


Adventures in Summer Learning, Springer’s summer program for struggling students, is in its third week, and students in first grade to eighth are coming to know themselves as learners, and gaining tools and strategies for success.


“What Avi accomplished at Springer in three years is nothing short of a miracle.”

In third grade, Avi was still laboriously working out three-letter words while her peers were fluently reading chapter books. By fifth grade, her teachers had given up on her ever learning to write. But this spring, Avi was accepted at the School for Creative and Performing Arts to pursue a double major in Costume and Fashion Design and, yes, Creative Writing.


“My child’s learning difficulty is no longer invisible to me – just to everyone else.” “I keep thinking that if I try hard enough, I can convince myself that it will all just get better – something will click.”


Springer's Dr. Mary Ann Mulcahey answers questions from parents about their children's educational needs.  Sometimes a parent's intuition tells her something is not right, and many times she is right!

Blogger Mary Ann Mulcahey, PhD, shares her expertise in assessment and diagnosis of learning disabilities and ADHD, and the social/emotional adjustment to those issues.


One might think that our general knowledge of learning disabilities and their impact on children and adults would be better understood today. After all, research studies and recent advancements in our ability to study brain activity have confirmed the reality of learning disabilities. Yet many people continue to think that individuals with learning disabilities could do whatever was asked if they just tried ‘harder.’


Recently I had the pleasure of meeting a delightful youngster in middle school. He plays sports, argues with his siblings and forgets chores, just like other children his age.  The student was eligible for academic support at his school. He had never “qualified” for specialized instruction before, and his parents were completely surprised when contacted by the district just two days before the start of school!


The school year is winding down. You and your child are celebrating the gains made this year, the corner that was turned. Maybe your son finally started to show all his work in math or realized that he had to take a few notes when reading the science assignment. Perhaps your suggestions seemed to meet with less resistance, or there was less blaming of other people.