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"We Enhance A Child's Learning Abilities Resulting in Better School
......Performance & Improved Self-Esteem" –Dr. Risa Tabacoff, founder & director, DAIC |
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College Board Changes Affect Students with Learning Disabilities
Parents take note: Starting September 2003, two important changes by The College Board, which provides the SAT as well as the PSAT and AP tests, took affect changing how college's view students with learning disabilities. First any students who take the SAT’s (Scholastic Aptitude Test) with testing accommodations, such as extended time, will no longer have their scores "flagged" for colleges indicating that the "scores were obtained under special conditions". The admirable idea is to create a level playing field for those students with learning disabilities and prevent colleges from discriminating against them. Accommodations are granted to those students with learning disabilities who demonstrate a need based on psycho-educational testing and teachers input. A learning disability is defined as a significant discrepancy between a child’s ability (or IQ) and his school performance. Such students may need a little extra time on tests, not because they’re not as bright as other students, but because their brains process information differently. Many children receive some accommodations throughout their academic careers. Often this makes the difference between frustrated, under performing children with low self esteem and well adjusted, happy, high performing ones. This change is great news and long overdue for students with learning disabilities, which make up 6% of the national student population. At present only 2% of students seek test accommodations from the College Board. This low number may be partially due to concerns about the past flagging of scores and fears that schools might be hesitant to accept them. Now perhaps more students with learning disabilities will request and receive proper and appropriate SAT accommodations. The second important change concerns how such accommodations are granted. Comprehensive psycho-educational evaluations older than 5 years will no longer be accepted. On the national level, public and private primary grade schools use varying criteria for assessing and granting accommodations to students. One such accommodation is called a 504 which is given to students who do not fit the classification of Special Education, but have learning difficulties and therefore receive some modifications in their school program. These modifications can include extended time for testing, a structured learning environment, modified homework or any other modification that will help the student to succeed. But the College Board exams are all nationally standardized and therefore eligibility for accommodations must also be nationally standardized. Students who have been receiving accommodations at their school for less than 4 months will not be eligible to receive test accommodations on the SAT. They can however go through the SAT Appeal Process and challenge it. Even students with long term accommodations at their school are not guaranteed accommodations for the SAT. All students requesting accommodations for the SAT must submit documentation to the College Board at least 5 weeks prior to the SAT test date and for those going through the Appeal Process a minimum of 7 weeks is needed. Documentation required for SAT testing accommodations must: 1) State the specific disability; 2) Be current (within three years; one year for psychiatric disability); 3) Provide relevant educational, developmental and medical history; 4) Describe the comprehensive testing and techniques used to arrive at the diagnosis (including evaluation dates and test results with subtest scores from measures of cognitive ability, academic achievement, and information processing); 5) describe the functional limitations supported by the test results; 6) Describe the specific accommodations requested; and 7) Establish the professional credentials of the evaluator, including information about license or certification and area of specialization. |
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A New and Complete Science-Based Program for Overcoming Reading Problems at Any Level -by Sally Shaywitz Yale neuroscientist Shaywitz According to Shaywitz, science now has clear evidence that the brain of the dyslexic reader is activated in a different area than that of the nonimpaired reader. Interestingly, the dyslexic reader may be strong in reasoning, problem solving and critical thinking, but invariably lacks phonemic awareness-the ability to break words apart into distinct sounds-which is critical in order to crack the reading code. The good news, Shaywitz claims, is that with the use of effective training programs, the brain can be rewired and dyslexic children can learn to read. She walks parents through ways to help children develop phonemic awareness, become fluent readers, and exercise the area of the brain essential for reading success. Early diagnosis and effective treatment, the author claims, are of utmost importance, although even older readers can learn to read skillfully with proper intervention. Shaywitz's groundbreaking work builds an important bridge from the laboratory to the home and classroom. 34 line drawings and graphs. Hardcover: 432 pages; Publisher: Knopf; 1st edition (April 15, 2003) |
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| For more notable books, see the resources page: http://www.daic.org/resources.html | |||||||||||||||||||||
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What is a Learning Disability (LD)?
We recently sat down with Dr. Risa Tabacoff, founder of DAIC, for a discussion about the basic realities of learning disabilities; its definition and ramifications. -editor (MH) |
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MH- Dr. Tabacoff, could you briefly describe what constitutes a learning disability? Dr. Tabacoff- Generally, a learning disabled person, as it is used in the educational system today, is someone who shows a significant discrepancy between their ability as measured by an IQ test or expected developmental norms and their school performance. How large the gap between expectations and performance needs to be before being diagnosed as LD varies across different school districts. LD affects the ability to either interpret what someone sees and hears or to link information from different parts of the brain. These problems can present as specific difficulties with written and spoken language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can impede learning to read or write, or to do math.
Learning disabilities can be a lifelong condition that can affect many areas of a person's life in addition to school such as work, daily routines, family life, friendships
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| and play. In some people, many overlapping learning disabilities may be apparent while other people may have a single, isolated problem. MH- How many children have learning disabilities? Dr. Tabacoff- Currently, approximately 6% of children enrolled in public school, grades K-12 are diagnosed as LD, and this is a 300% increase over the last 25 years. MH- That's a big increase. What has caused this escalation? Dr. Tabacoff- Many reasons combined. For one thing, awareness of the problem has soared as educators and health professionals have become more sophisticated and knowledgeable about neurological development. We have learned that children having difficulties in school can often be helped if we can assess, diagnose and remediate certain learning disabilities. Another factor is that less phonics are being taught in school, in favor of whole language systems which also makes it difficult for some LD students. And the fact that more parents expect their children to go to college than in years past, often highlights their children's difficulties. MH- What are some of the causes of Learning Disabilities? Dr. Tabacoff- There may be as many different causes as there are people. We do know that 50% of children identified as having LD have inherited the problem. That's why a good family history of a child suspected of having a learning disability is so important. Other possible causes are maternal illness, substance abuse, smoking or drinking during early pregnancy as well as premature birth, low birth weight and prolonged labor and/or lack of oxygen during birth. Environmental hazards such as lead poisoning, and head injuries are also suspected causal agents. MH- What are some typical learning disabilities? Dr. Tabacoff- Language disabilities encompassing auditory processing problems, developmental phonological disabilities and receptive or expressive language problems; reading disabilities including dyslexia, sequencing problems, etc.; writing disabilities such as dysgraphia, difficulty organizing thought on paper, grapho-motor speed and dyspraxia (poor motor planning); math disabilities- Dyscalculia, visual spatial problems, sequencing problems; and ADHD- attentional difficulties, hyperactivity, unfocused behavior and daydreaming. MH- Do learning disabilities only affect school performance? Dr. Tabacoff- Oh no, and this is the real tragedy. Children who have difficulties in school, who see their peers advancing and succeeding while they struggle and suffer, invariably begin to feel bad about themselves. This is especially true when no authority figure, such as a teacher or parent recognizes the true problem. Children are sometimes disciplined in the mistaken belief that they are being lazy; expectations for them are lowered and the world around them begins to seem hostile. Their self-esteem crumbles and this creates a viscous cycle of poor performance in school, frustration and sadness which only exacerbates the feelings of inadequacy resulting in worsening school performance. Educators need to be keenly aware of their charges progress vs. expectations and parents need to be proactive and educate themselves about their child's appropriate milestone accomplishments. If problems are caught early, much can be done to overcome learning disabilities. MH- What should a parent do if they suspect a problem? Dr. Tabacoff- First, stay in close contact with their child's school for information on determining if their child has developmental delays. They should also speak with their pediatrician or contact the local, state or national LD association and/or the district office of Special Education for information. An expert assessment needs to be made. There is a Federal Law; the Individuals with Disabilities Act (IDEA); which requires free and appropriate education for all children with disabilities. This includes early intervention for preschoolers who need special services. But receiving a thorough, expert and caring assessment is easier said than done. Experts in the field are, in my opinion, the best choice. MH- What does a good assessment entail? Dr. Tabacoff- It's a complicated and exacting process which requires dedicated professionals who truly care and have excellent child relation skills as well as cutting edge knowlegde of the best ways to test. To begin, the examiner constructs a developmental history of the child. Direct interaction with the child is also necessary. Psycho-educational assessments, which include cognitive, academic, visual spatial, motor, and language evaluations are then given over a period of time depending on the individual. Behavioral observations as well as parental and teacher evaluations are then factored in and coordination of all information gathered is made in a report format that parents, educators and other specialists can review. Once a "learning profile" is established for the child, a strategy of remediation and support is required to actively overcome any weaknesses uncovered. Teachers must be made to understand any special needs required. Accommodations such as extended testing time, help with note taking, etc. must be implemented. Tutors or other specialists may also be needed. When he was elected, President Bush said, "No child shall be left behind". We have the ability and understanding to make those words come true. In time every child with a learning disability can be helped to enjoy a happy, fruitful life, but we must act aggressively. MH- Thank you Dr. Tabacoff. Next time we will explore improvement strategies.
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It’s offered only by DAIC (rhymes with cake). Dr. Risa Tabacoff has developed a unique 4-step program, ‘The DAIC Approach’, after experiencing the pain & frustration of having her own child struggle academically and socially because his learning difficulties were rare. Thousands of American school children are experiencing frustration and failure because they have subtle learning disabilities that go undiagnosed or misdiagnosed for their entire school career. These children feel stupid and angry.These children are at risk for drug and alcohol abuse and/or antisocial behavior. But even well adjusted, above average children benefit fromThe DAIC Approach. 1) First DAIC assesses strengths and weaknesses through psycho-educational testing; 2) then DAIC develops strategies that work to offset weaknesses; 3) DAIC carefully coordinates remedial & other specialized services; and 4) finally DAIC oversees services, including advocating for the child in school, ensuring success. Children need help. DAIC provides solutions. |
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Maximize Your Child's Potential! Serving the New York City Tri-State Area Located in Bedford Hills, NY 9 1 4 - 6 6 6 - 7 6 8 7 |
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demystifies the roots of dyslexia (a neurologically based reading difficulty affecting one in five children) and offers parents and educators hope that children with reading problems can be helped. Shaywitz delves deeply into how dyslexia occurs, explaining that magnetic resonance imaging has helped scientists trace the disability to a weakness in the language system at the phonological level.