Michael F. Shaughnessy Senior Columnist EdNews.org
Eastern New Mexico University

Jane Ross is the founder and Executive Director of "Smart Kids with Learning Disabilities".

1. Jane, thank you for taking the time to respond to some questions about " learning disabilities". First of all, how pervasive is the problem of learning disabilities?

Between 15% and 20% of children are estimated to have some type of learning disability. It is important to note, however, that although learning disabilities are the result of neurobiological differences in the way the brain processes information, these children are just as intelligent as others and fully as capable of learning.

2) How well equipped is the average classroom teacher to work with students with learning disabilities?

Most classroom teachers have very little training in working with students with these invisible disabilities. However, many of the techniques that help these children – for example, explicit instruction and explanations using more than one modality, i.e. manipulatives or visual as well as oral instruction – will also be helpful to other children in the same mainstream classroom.

3) In my own work with children with learning disabilities, I have noticed that many have multiple problems- some are disorganized, some have low frustration tolerance, others have low self-esteem. Are there any generalizations that we can make regarding kids with learning disabilities?

Four out of five children with learning disabilities have a language-learning disability, also referred to as dyslexia or a reading disability. These children have difficulty distinguishing the sounds in words, impacting their ability to sound out words (decoding), as well as difficulty with spelling and expressing themselves in writing. But because virtually all school-based learning is based on the use of language, and because a reading disability also affects working memory, they frequently struggle with math and other subjects, as well as with organization, planning and time management.

The frustration and low self-esteem that you note are the result not only of the struggle they face in school – they are often blamed for "not trying hard enough" – but also the devastating effect of finding they are unable to perform as well as their peers, despite their frequently high intelligence.

4) Often the "solution" for students with learning disabilities are multiple " accommodations and modifications. Is there any research that shows these things to be effective?

In fact, there is research showing that extended time, possibly the most frequent accommodation, is very effective for students with Learning Disabilities, but does not result in higher scores for other students.

But while accommodations and modifications can help level the playing field, the solution for students with a reading disability is to provide explicit, systematic and intensive reading instruction by teachers who have been trained to help children acquire the skills they need to understand printed material at a level consistent with their verbal ability and comprehension.

5) Currently there is a move toward a "response to intervention" model in terms of identifying children with learning disabilities. Are you familiar with this model and what are your thoughts on it?

The response to intervention model offers the hope that we can reach students who are struggling much earlier than at present, instead of waiting until they fail. However, there are many questions about the implementation of this approach, including who will deliver the intervention and whether it will involve research-based practices. This approach is generally based on the premise that the regular classroom teacher uses evidence-based instruction for students. This isn't always the case.

6) Some students have learning disabilities in spelling, others math, still others reading, and others written expression. Are there any commonalities regarding these areas?

As we've discussed, the great majority of students with learning disabilities have difficulty discovering how spoken language translates into written text. This difficulty manifests in different ways. Some of these students can't write legibly or spell correctly. Others have trouble memorizing information, including math facts, the days of the week, or months of the year. Still others have trouble telling right from left, and therefore confuse the order of letters or numbers. Students with nonverbal learning disabilities have problems with reading comprehension, math, implied meaning and often with motor and/or social skills.

However, these students can do extraordinarily well when they are provided with appropriate help in the classroom – including systematic, intensive reading instruction for those with a reading disability; and also when both teachers and parents express confidence in their abilities and make an effort to support their strengths. Some of our most accomplished business leaders, scientists, engineers, artists and athletes have learned to overcome their difficulties with LD and ADHD – including Smart Kids with Learning Disabilities' Honorary Chairman, David Neeleman, CEO of JetBlue Airways.

7) Some parents rush to the doctor's office for Ritalin or some other medication. What is your stance on medication?

There is no medication for learning disabilities. For children who struggle with severe ADHD (attention deficit disorder), diagnosed by a knowledgeable clinician, the use of Ritalin or other approved medications may be very helpful when prescribed and monitored by an experienced physician.

8) Is there an 800 number or a web site where concerned parents can get more information?

The Smart Kids with Learning Disabilities web site at www.SmartKidswithLD.org includes information on LD and ADHD that is both parent-centered and user-friendly – and is also helpful to teachers and other professionals. In addition to providing other recommended resources on the page at www.smartkidswithld.org/ld-5-resources.html, the web site also includes brief biographies of some of the very successful adults with learning disabilities that have been profiled in the Smart Kids with LD newsletter, at www.smartkidswithld.org/ss-2-profiles.html.