Learning disabilities are neurologically based processing problems and may be manifested in different ways. Not every child with learning disabilities has difficulty reading; some are excellent readers but fail written tests; some are advanced in math but still cannot recite the alphabet in order; some have strong basic skills but fail their courses because they do not complete their homework or “forget” to turn it in. These symptoms can all be characteristic of students with different kinds of learning disabilities.
Since the range of possible difficulties is so diverse, how is a parent to know what the problem really is? Is the child “not motivated” or can he not understand or remember what is being said? Is he legitimately having trouble with fine motor skills like tying his shoe or buttoning his jacket, or is he simply “not trying?”
Parents, teachers and anyone working with young children need to be aware that there is a tremendous variation within normal child development. Few if any children develop language and motor skills in an even manner. It is this erratic growth pattern that complicates an accurate evaluation of learning difficulties in the younger child and leads to the frequent comment of “Don’t worry, he’ll grow out of it.” Ultimately, parents must trust their own judgment. They know their children best. In fact, studies have shown that parents provide the most reliable identification of children with learning disabilities, especially at the younger ages.
So what are the signs to look for? The single most important factor in alerting a parent or teacher to potential difficulties should be unevenness in a child’s capabilities. If a child is a whiz at putting together puzzles and drawing pictures, but cannot express his thoughts in words, he may be a child “at risk.” If a child can tell you the name of everyone in her class after one week, but cannot reproduce a given design with a pencil or blocks, she may be a child “at risk.” Although as noted earlier, child development never flows in a smooth rhythm, continued experiences with disparities like these provide reason to explore further.
The most visible delays with younger children typically occur in language and motor skills. Late developments in fine-motor (holding a pencil) or gross motor (throwing a ball) skills or difficulties with language (listening or speaking) are signs to watch. Some children do overcome these initial delays spontaneously; others do not. A child who typically shows growth spurts in these skills every six months is less vulnerable than one whose skills continue to develop at a slower pace.
With language skills, children who cannot provide information about their family or where they live; children who cannot follow simple directions; children who are simply reluctant to speak all show the kinds of difficulties which warrant further evaluation. In the motor areas, children who are unable to master skills of tying, buttoning, or manipulating a fork and spoon; children who have difficulty with balance; children who do not like art projects or will not do puzzles all may be showing perceptual motor problems that may cause more serious difficulties later on.
Other more subtle signs are also important. Children who have difficulty participating in activities with others may be reacting to the excessive stimulation of a group or to their own inability to recognize and respond appropriately to social cues. Recognizing social cues and nonverbal signals from others are often undeveloped or underdeveloped in children with learning disabilities and can lead to social isolation, anxiety and depression if left untreated.
If any or several of these symptoms exist, or if parents feel that something is “just not right” regarding their child’s development, the next step is a consultation with a specialist who can observe the child, listen to parents’ concerns and determine if a more complete and formal evaluation is warranted. Since there is no single uniform profile of a child with learning disabilities, the only way to have a full and appropriate assessment is to consult with someone who is versed in all aspects of child development – cognitive, language, motor, academic, emotional and social. Often a team approach is necessary to be able to address the full range of issues. Typically, the team includes a psychologist to assess intellectual potential and social/emotional development, a physician to rule out any medical causes, a speech/language pathologist to assess the language aspects, a motor development specialist – frequently an occupational therapist or physical therapist – to look at any motor issues, and an educational specialist to help determine if the child is gaining appropriate academic skills. Depending on the issues involved, one or more of these specialists need to work together to provide a comprehensive evaluation and report regarding the child’s development with guidance and recommendations for parents and other professionals to address the child’s needs.
A child of three or four is not too young for such an evaluation if the “red flags” are there. Whenever these symptoms begin to be noticed on a sustained basis- over several months – that is the time to arrange a consultation and determine the best path forward. The advantages of early identification cannot be overstated for many reasons. If the child is past the critical stage for development of some of these skills, it becomes more difficult and sometimes impossible to achieve the same level of competence. Second, the child is protected from the devastating frustration and experiences of failure that ensue if he continues without intervention. Children with learning disabilities who are placed in traditional classrooms without intervention are often experiencing emotional side effects by the time they are eight or nine years old. Further, early identification helps the parents understand their child’s needs; with this awareness, they can then provide their youngster with the structure and support so necessary for a positive childhood experience.
In summary, a preschooler or child in K-2 is not too young to be evaluated if there are signs that he is at risk for learning disabilities. Continuous monitoring and re-evaluations by trained professionals protect the child against the possibility of premature diagnosis and labeling while at the same time, helping to remediate any difficulties. Parents must trust their instincts and seek out appropriate professional advice and intervention when necessary to help their child have the rewarding and positive life experiences, which will lead them to become happy and productive adults.
