LDA of Montana--Letter From the President
Designing Workplace Accommodations
Extracurricular Activities Can Boost Self-Esteem
Creating Amazing Transitions Conference
Help Your Child Improve In Test Taking
Spring 1998
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LDA of Montana--Letter From the President Designing Workplace Accommodations Extracurricular Activities Can Boost Self-Esteem Creating Amazing Transitions Conference Help Your Child Improve In Test Taking |
Spring 1998 |
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Letter From the President
April 10, 1998
Dear LDA Readers,
Having just returned from the International LDA Conference in Washington, D.C., I am finding a renewed commitment and energy for our cause here in Montana. I met several of the speakers who are coming to Montana for the June 8-10 Conference on Transitions here in Billings (see conference information on page 5 in this newsletter). At the State Meetings, I was reassured that we have a great program in place for parents, educators at the high school and college levels, vocational rehabilitation personnel and best of all, for high school students and young adults. There are six national speakers and twenty-five state and local speakers with tracks offered in the areas of educational, legal, medical, vocational, and personal growth. There is something for everyone!
The program is planned and the speakers are ready. There is a need for some dedicated helpers in the area of public relations, desktop publishing, school contacts and hospitality. Maybe you can lend a hand to get the word out in your area. A number of scholarships are available for high school students, parent and teacher teams, and for student and parent teams. We urge you to recruit others if you can't come yourself, as this is a rare opportunity for those of us in Montana to get to hear these knowledgeable speakers.
Hope to see you at the conference!
Sincerely,
Rosie Wathen, MT State President , LDA of Montana, (406) 252-7716
Designing Workplace Accommodations For People With Special Learning Needs and Related Disabilities
--by Nancie Payne, M.S.
reprinted with permission from Outlook October Special Edition
1997
Sooner or later, every organization in the United States--human service agency, college, university, vocational and technical school, employment and training program, and business,--will have a need to provide worksite based, job specific accommodations for people with disabilities. The Americans With Disabilities Act (ADA) gives civil rights protection to people with disabilities similar to those provided to all individuals on the basis of race, sex, national origin, and religion. ADA guarantees equal opportunity for people with disabilities in employment, public accommodations, transportation, state and local government services, and telecommunications. Currently, the equal employment rule affects those who have 25 or more employees every day for at least 20 weeks per year. Each and every public and private sector employer, no matter what the service or business, will need to make reasonable accommodations to a known physical and/or mental limitation of an otherwise qualified applicant or employee, unless the accommodation would impose an undue hardship on the employer.
Workplace accommodations for people with special learning needs and related disabilities should be addressed from two organizational dimensions: whole organization and specific requests. Accommodating for people with disabilities in the workplace should not be something that only happens when there is a specific request from an employee with a disability. It should be an integrated and continual process; one that evolves throughout the organization and is based on capitalizing on the strengths of employees by building in general mechanisms to utilize and maximize the special learning preferences of all employees.
A whole organization approach to workplace accommodations should begin with an evaluation of the level of knowledge within the organization regarding special learning needs and related disabilities. This can be accomplished through informal information requests and surveys presented during management and employee meetings or functions.
The next step is to assess the organization's "learning culture." Just as an agency or business has an organizational culture, so does it have a learning culture. Understanding the learning culture involves assessing the "organizational information flow" and the "required responses" which produce the service or product. The informational flow and required responses can take many shapes and forms--memorandums, verbal orders, meetings, minutes, work groups, computer generated communications, electronic devices, models, demonstrations, illustrations, hands-on-activities, --tangibles and intangibles. Identifying the preferred learning modalities (auditory, visual, tactile, and kinesthetic) of the organization will assist later in the development of specific job accommodation requests.
Once the knowledge level and learning culture has been determined, an awareness and information development strategy specific to the needs of the organization and its employees can be planned. Training and development activities should be very focused and reflect the organization's assessed needs and learning culture. Activities and training can include presentation of literature and pamphlets, information related to "disability awareness week/month," articles in company or agency newsletters/magazines, and all employee training and/or specific mini-training sessions at management, supervisor, and/or fore-person meetings. The topics should include information about special learning needs and related disabilities, learning modalities and preferences, communication styles, and job adaptations and accommodations.
After the awareness and information development strategy has been implemented, the organization should make sure employees and qualified applicants for employment within the organization are provided reasonable accommodations when the disability is known by the employer. In order for the disability to be known by the employer, the employee must disclose that they have a disability. Some disabilities are more easily seen than others and many hidden disabilities (especially those related to special learning needs) still have an abundance of myths trailing along behind. Thus, much controversy has followed the disclosure process and there is a strong tendency for those with hidden disabilities (i.e., learning disabilities, hearing impairments, epilepsy, head injury, mental health, vision impairments, and other special learning needs) not to self-disclose.
Qualified applicants should not self-disclose a disability until the employer has made a job offer which is acceptable to the applicant. Then, if the applicant chooses, a process for self disclosure should be available. The preferred strategy for disclosure is to speak with the human resource/personnel director when filling out personnel forms and receiving employee orientation/information. At that time, self-disclosure would be appropriate as well as sharing ideas or job accommodations which have worked in the past in similar positions or environments.
The unfortunate part about employees who choose not to self disclose is that many times job performance is adversely affected. Productivity is low, there are numerous mistakes, interpersonal skills are strained, and communication is difficult because the supervisor is unaware, thus unable to offer reasonable job accommodations--accommodations which may significantly enhance performance. The employee has trouble performing within the organization's already established learning culture, resulting in patterns of low productivity and poor job evaluations. Without honest communication about the disability, both the employee and supervisor have difficulty identifying strategies for job improvement. The consequences can include stress related illnesses, safety problems, time loss for the employee and/or loss of the job, coupled with revenue losses for the employer.
Again, if the disability is noticeable without disclosure, the employer has no legal right to make inquiries related to the disability until after the job offer is made and accepted. Then, and only then, should a job accommodation strategy be developed.
Designing job accommodations based on specific requests involves a process of assessment, planning, implementation and evaluation. The first step is to scan the environment, conduct an assessment of the worksite environment to identify division/department learning culture and modality patterns. Evaluate job task clusters and determine if the worksite utilizes a visual processing an/or response pattern, an auditory processing and/or response pattern, a tactile processing and/or response pattern or a kinesthetic processing and/or response pattern --or a combination. Assess how information is disseminated and processed and identify the response modes.
The next step is to assess the employee, the supervisor and significant co-workers/peers. Some key factors include identification of the preferred learning styles of each person; integrated job responsibilities; primary learning modalities used to accomplish the responsibilities; acceptable performance levels within specific job tasks; and needs and priorities of each person. The basic purpose of this phase of the assessment is to take an unbiased look at the situation and identify gaps; know where the employee's learning modality preferences and special learning needs fit or do not fit within the environment. Specific elements needed to conduct a full assessment are a clearly defined job description of employee responsibilities and duties within the organization, an understanding of the disability, identification of employee strengths and limitations, and recognition of specific needs (modality preferences, physical requirements, emotional and social aspects, etc.).
The planning process begins when all the information collected is then evaluated. Those elements where the processing style of the supervisor or co-workers/peers is significantly different from the employee is where the job accommodation development process begins. The appraisal of what is or is not working, combined with unique learning preferences and special learning needs, forms the foundation for job accommodations.
Once the accommodation design has been developed, the final step is presenting the recommendations to all those involved in the assessment process--supervisor, employee and co-workers/peers. The ideas and strategies are presented, discussed and an implementation plan developed. It is very important for the people who were assessed and asked to participate in the beginning to continue to be involved. The team meeting concept allows everyone to review the recommended strategies and through an integrated group process, select appropriate accommodations to begin implementation. It also keeps everyone well informed.
It is important to begin with just one or two job accommodation strategies, as implementation takes time and usually evokes a fair amount of change at the start. Beginning with a few strategies reduces frustration and stress, and when success occurs, provides an open door for the next step. The plan must be competency based so it can be easily monitored for progress; it must reflect the necessary steps and changes which need to occur in the workplace environment for the accommodations to be successful; it must meet the needs of the organization and the employee; and an established time line for implementation must be set.
The evaluation process is the final and most critical step in assuring implementation works effectively. Evaluation should occur in a very sequential manner; weekly monitoring, regular reporting, and accommodation modification occurring when necessary. New tasks or responsibilities should be reviewed for specific accommodation needs. The evaluation process should monitor increases and decreases in performance, as well as retention of information. This is the time for "tinkering" to get the "right fit."
Job accommodations are not, for the most part, costly items. Most accommodations for people with special learning needs and related disabilities cost less than one hundred dollars; many are cost free. The following are some general examples of job accommodations to consider. A person having trouble with oral directions may need a picture or written outline to follow. Flow charts and models are especially useful. When an erratic learning pattern is exhibited, displaying a model of the finished product may help. If the person has difficulty expressing thought or ideas, helping focus on the order of events, creating an outline, writing ideas down and prioritizing by number can be effective.
When an employee has difficulty planning, help organize work spatially so sequence and structure are more visible. The use of notebooks, calendars, and journals can be helpful. When impulsiveness creates mistakes, ask the employee to concentrate on accuracy and quality. Allow more time, which in the long run will be more cost productive and result in less errors. When an employee is experiencing difficulty with the social or non-verbal climate of the organization, team him/her up with a "buddy" or mentor who can help interpret the unknowns and culture. In short, organize and accommodate by using strengths.
Reality is--there are people with special learning needs and related disabilities in your organization right now! The responsibility is clear. Create a flow of accurate information so planning and job accommodation development produce opportunities for success--for the person and the employer.
By the end of the nineties, the labor shortage will be prevalent across the United States. This country cannot afford to waste resources, human or material. Many people with special learning needs and related disabilities have difficulty competing for, securing and maintaining a job. Many are plagued with what has been perceived by the employer as poor performance ratings, poor work histories, and poor work habits, when in fact performance has been limited by the differences in processing and responding to the learning culture within the organization as well as the lack of job accommodations.
The nation is no longer able to operate effectively or efficiently as a disposable society. We cannot afford to under-utilize one human being who is able to work. We can no longer afford to terminate an employee who, with job accommodations, would be a valuable asset to the organization. The cost of training new employees is astronomical. The message is that maximizing the human potential of people with special learning needs and related disabilities is not only cost effective--it is the law.
For more information on the American's With Disabilities Act, contact: Office of The American's With Disabilities Act, Civil Rights Division, U.S. Department of Justice, P.O. Box 66118, Washington, DC 20035-6118; (202) 514-0301.
This article was written based on the "Integrated Workplace Accommodation Model", developed and copyrighted by Payne & Associates. The article was published in the National Association for Adults with Special Needs, Spring Journal, 1992.•••
Extracurricular Activities Can Boost Self-Esteem, Expand Options For Students With Disabilities
by Patricia Bill--Excerpted from Pacesetter, June 1997
Parents of children who participate in extracurricular activities at school, community sports, or private lessons sometimes feel like taxi drivers lost in a scheduling maze. When a child has a disability, the family may have the additional challenge of arranging for special accommodations or equipment so the child can participate.
It's enough to make a mom or dad ask, "Why am I doing this?"
Families of children with disabilities often answer that question quickly, and several explained why they involved their children with disabilities in extracurricular activities.
To Enhance Self-Esteem
A child in special education often feels a focus on what he or she cannot accomplish, said Gloria Williams, an advocate with grown children, two of whom have attention deficit hyperactivity disorder (ADHD). Extracurricular activities, in which a child can succeed can add to positive feelings of self-worth, she said. "If you go to school and are having a tough time, and if you have an activity in which you feel competent and that is fun for you, it goes a long way toward helping with confidence," she said.
But, she cautioned, parents need to evaluate the safety of an activity carefully, if their child is vulnerable, and make sure the activity is one in which the child will be successful.
She recalled that playing soccer was not a good match for her son because he could not respond quickly enough, but swimming and cross country running were ideal. Both of the latter sports let him function individually, yet be part of a team. Volunteering as a "buddy" to a young man with different and more severe disabilities than his own also positively affected her son, she said.
To Expand A Child's Options
Extracurricular activities can help develop new interests for children. A child with disabilities may find that learning to draw, do woodworking, or operate a computer may lead to a lifelong hobby or career.
A young man from Bloomington, Minnesota has learning disabilities that interfered in junior high and high school academics, particularly in math. He loved to play drums, however, took lessons, and became active in his high school band. He is now completing a music major, is paid for performing, and plans to teach band after graduate school.
And the math? He uses forms of math every day as he studies and performs music. In the music format, it makes sense, he said.•••
Creating Amazing Transitions: First Annual Training Institute on Bridging the Transition from High School to the Future for Students with Learning Disabilities
June 8-10, 1998 Montana State University--Billings Student Union Building (SUB) Ballroom
About the Conference
Your registration fee includes admission to all conference activities, conference packet, complimentary lunch each day, and refreshments. Membership in LDA of Montana, a $25 value, is a bonus also included in the early bird and on-site registration fee. One graduate semester credit through MSU-Billings will be available for an extra fee of $70. To receive this credit, you must attend all three days and complete a project after the conference.
This conference has been approved for OPI Renewal Credit, CRC and LPC/LCPC Continuing Education Credit, and Billings School District #2 Step-up Credit.
Featured Speakers
Vickie Barr, M.S. is Director of HEATH Resource Center, the national clearinghouse on postsecondary education for individuals with disabilities in Washington, DC. She has 18 years experience in education, training, advocacy and work in the areas of special education and learning and emotional disabilities, including active membership of the College Board's SAT Services for Students with Disabilities and the AHEAD Minority Students with Disabilities Project.
Mary Ann Corley, Ph.D. is Director of the National Adult Lit-eracy and Learning Disabilities Center (ALLD) a national resource center in Washington, DC. She has more than 25 years experience teaching and supervising adult literacy programs serving as Maryland's State Administrator of GED Testing and Supervisor of Adult Basic Education in Baltimore. Her program, one of six nationwide, was recognized by the U.S. Secretary of Education as an "Out-standing Adult Education Program" in 1988.
Pat Going, M.S. is the Project Director for the Americans with Disabilities Act, ADA Technical Assistance Center for the six-state Rocky Mountain Region. His well rounded back-ground as an educator and inventor plus his past work with various organizations for persons with disabilities lends to his expertise involving pertinent issues associated with disabilities and the legal aspects of ADA.
Richard Horne, Ed.D. is a Senior Program Officer at the Academy for Educational Development's Disabilities Studies and Service Center, Washington, DC. He is responsible for a number of tasks including designing, implementing, evaluating technical assistance, program development, research studies and guiding consumer-driven needs assessments. Dr. Horne serves as the National Co-Project Director for the National Transition Alliance for Youth with disabilities, is on the faculty at George Washington University and recently was funded for a project to improve secondary education programs and services for youth with emotional disabilities. He has written extensively on education policy, reform and school to work transition.
Myrna Mandlawitz is the Special Assistant for Government Relations and External Affairs for the National Association of State Directors of Special Education (NASDSE). She is a liaison to Congress and monitors all Federal legislation that has a potential impact on children and youth with disabilities. Her background as an educator led to an interest in Early Childhood and work in the development and implementation of the Part H program which provides early intervention services for infants and toddlers with disabilities and an interest in civil liberties organizations working on children's and women's rights issues. Her diverse educational background in Anthropology, Early Childhood and Law in combination with her expertise in policy development and legislative analysis makes her a well respected speaker on issues of special education policy and legal issues.
Eric Rudrud, Ph.D. is a professor of Psychology at the University of Minnesota at St. Cloud. He has a special interest in supports for individuals with disabilities and is currently involved in innovative research with the concept of entrepreneur and monies to support the self-employed.
Larry Silver, M.D. is a Child and Adolescent Psychiatrist with a private practice in the Washington, DC area as well as a Clinical Professor of Psychiatry at Georgetown University School of Medicine. His prior positions in-clude: Acting Director of the National Institute of Mental Health, Professor of Psychiatry, Professor of Pediatrics, and Chief of the Division of Child and Adolescent Psychiatry at Robert Wood Johnson School of Medicine. With a rich background in research, clinical, and teaching, his focus is on the psychological, social, and family impact of what appear to be invisible neurological disabilities--Learning Disabilities, Language Disabilities, Sensory Integration Disorders, and Attention Deficit Hyperactivity Disorders. He is the author of many publications including, The Misunderstood Child: A Guide for Parents of Children with Learning Disabilities and Attention Deficit Hyperactivity Disorder.
Harrison Sylvester is the National President of LDA. He is the Past President of the Maine LDA establishing adult and parent support groups, including the LDA of America Adult Support Group. He volunteers as an advisor for adolescents in substance abuse programs and is an instructor in auto mechanics for incarcerated youth. For twenty-two years, he has been designing and building classic sailboats. As an adult with learning disabilities, he believes his own experience benefits him in working with others.
Registration
Before May 26, the conference fees will be $75. After that, on-site and preregistration will be $90. Students with valid id will be admitted for just $10.
Cancellations
Cancellations received by May 26, 1998 will receive a refund, less a $10 service fee. No refunds will be processed after May 26, 1998, but substitutions are welcome.
Scholarships
PLUK is sponsoring a number of Family Scholarships for the student with learning disabilities, mother and father and Team Scholarships for the student with learning disabilities, one parent and teacher or counselor. Please contact PLUK at 406 Ú 657-2055 or 800 Ú 222-7585 in Montana. More information Contact Rosie Wathen at 406 Ú 252-7716
Proposed Schedule
Monday, June 8, 1998
7:30-8:30 Registration, Continental Breakfast8:30-10:30 Introductory remarks: Rosie Wathen, LDA Montana State President and Dr. Ernest D. Rose, Dean, College of Education and Human Services, MSU-Billings Keynote: Richard Horne--What is Transition Anyway?
10:30-11:00 Break
11:00-12:30 Featured Presentation: Larry Silver--The Secondary Problems Experienced by Individuals with Learning Disabilities
12:30-1:30 Luncheon and Featured Presentation: Jack Horner, Paleontologist, Museum of the Rockies
1:30-3:00 Break-Out Groups
- Katherin Kelker--Overview: What Parents and Teachers Need to Know About the New IDEA: Changes and Impacts
- Gail White and Kim Paulsen--IPLAN (Self Advocacy) Practical Ideas that Work
- Larry Silver--Diagnosis and Treatment (for medical doctors only)
- Pat Going--ADA, What's up? The trends and What's Happening in 1998
- Mary Ann Corley--Adults with Learning Disabilities
3:00-3:30 Break
3:30-5:00 Break-Out Groups
- Larry Silver--Q & A session (general audience)
- Katherin Kelker--[repeat]
- Gail White and Kim Paulsen--IPLAN (Self Advocacy) Practical Ideas that Work
- Pat Going--ADA, What's up? The trends and What's Happening in 1998
7:00 PM Larry Silver--Open Presentation for the Community
Tuesday, June 9, 1998
8:00- 8:30 Coffee and tea8:30-10:00 Introductory Remarks: Harry Sylvester Featured Presentation: Vickie Barr--Empowerment & Self-Advocacy for Adults with LD
10:00-10:30 Break
10:30-12:00 Break-Out Groups
- Kathleen Holden--Legal Aspects of Transition
- Bruce Raw, Counselor Skyview High School--The Role of the Counselor in Transition
- Vickie Barr--Q & A Session
- Mary Ann Corley--Q & A Session
- Thomas Dell and Juanita Hooper--Functional Vocational Evaluations: Bridging the IEP and IWRP
12:00-1:30 Luncheon & Featured Presentation: Nancy Boyer--Thriving in the Workplace
1:30-3:00 Break-Out Groups
- Sharon Yazak and Jane Van Dyk--Getting In & Staying In: College for Students with Disabilities
- Harry and Jan Sylvester--Living and Loving with Learning Disabilities: Matters to Consider in Relationships with Spouse or Significant Other and Family
- Joe Matthew--Overview of Vocational Rehabilitation
- Mark Taylor--Assessment in the Schools
- Kathleen Holden--[repeat}
3:00-3:30 Break
3:30-5:00 Break-Out Groups
- Panel of High School and College Students--Telling It Like It Is?
- Lynn Winslow, Client Assistance Program, Montana Advocacy Program
- Elizabeth Dane--Adolescent Aspirations & Family Fantasies.
- Mark Taylor--[repeat]
- Thomas Dell and Juanita Hooper--[repeat]
Wednesday, June 10, 1998
8:00-8:30 Coffee and tea8:30-10:00 Featured Presentation: To be announced
10:00-10:30 Break
10:30-12:00 Featured Presentation: To be announced
12:00-1:00 Lunch and Featured Presentation: Eric Rudrud--Employment Options and Supports
1:30-3:00 What's Happening Statewide, Panel Discussion with oneTransition Implementation Project representing each of the Five Regions-I, II, III, IV, V
1:30-5:00 Roger Holt--Practical Help Using Computers for People with Learning Disabilities, PLUK Lab, Special Education Building
Funding for this conference was provided in part by the Montana Office of Public Instruction, Nancy Keenan, Superintendent, through the Montana Systems Change Transition Grant #H158A50001 from the U.S. Department of Education. Information presented does not represent the opinions or policies ofthe funding agencies.
Help Your Child Improve in Test Taking
--U.S. Department of Education Office of Educational Research & Improvement
American children must be ready to learn from the first day of school. And of course, preparing children for school is a historic responsibility of parents.
Test. It's a loaded word. Important. . . something to care about. . . something that can mean so much we get apprehensive thinking about it.
Tests are important, especially to school children. A test may measure a basic skill. It can affect a year's grade. Or, if it measures the ability to learn, it can affect a child's placement in school. So it's important to do well on tests.
Besides, the ability to do well on tests can help throughout life in such things as getting a driver's license, trying out for sports, or getting a job. Without this ability, a person can be severely handicapped.
Your child can develop this ability. And you can help the child do it. Just try the simple techniques developed through Office of Educational Research and Improvement (OERI) research.
Why Test?
It's helpful for a child to understand why schools give tests. And to know the different kinds of tests.
Tests are yardsticks. Schools use them to measure, and then improve education. Some tell schools that they need to strengthen courses or change teaching techniques. Other tests compare students by schools, school districts, or cities. All tests determine how well "your child" is doing. And that's very important.
Most of the tests your child will take are "teacher-made." That is, teachers design them. These tests are associated with the grades on report cards. They help measure a student's progress--telling the teacher and the student whether he or she is keeping up with the class, needs extra help, or, perhaps, is far ahead of other students.
Now and then your child will take "standardized" tests. These use the same standards to measure student performance against that of others. The group with whom a student's performance is compared is a "norm group" and consists of many students of the same age or grade who took the same test.
Ask the School
It could be useful for you to know the school's policies and practices on giving standardized tests and the use of test scores. Ask your child's teacher or guidance counselor about the kinds of tests your child will take during the year--and the schedule for testing.
One other thing: some schools give students practice in taking tests. This helps to make sure that they are familiar with directions and test format. Find out whether your child's school gives "test-taking practice" on a regular basis or will provide such practice if your child needs it.
Avoid Test Anxiety
It's good to be concerned about taking a test. It's not good to get "test anxiety." This is excessive worry about doing well on a test and it can mean disaster for a student.
Students who suffer from test anxiety tend to worry about success in school, especially doing well on tests. They worry about the future, and are extremely self-critical. Instead of feeling challenged by the prospect of success, they become afraid of failure. This makes them anxious about tests and their own abilities. Ultimately, they become so worked up that they feel incompetent about the subject matter or the test.
It does not help to tell the child to relax, to think about something else, or stop worrying. But there are ways to reduce test anxiety. Encourage your child to do these things:
Space studying over days or weeks. (Real learning occurs through studying that takes place over a period of time.) Understand the information and relate it to what is already known. Review it more than once. (By doing this, the student should feel prepared at exam time.)
Don't "cram" the night before--cramming increases anxiety which interferes with clear thinking. Get a good night's sleep. Rest, exercise, and eating well are as important to test-taking as they are to other schoolwork.
Read the directions carefully when the teacher hands out the test. If you don't understand them, ask the teacher to explain.
Look quickly at the entire examination to see what types of questions are included (multiple choice, matching, true/false, essay) and, if possible, the number of points for each. This will help you pace yourself.
If you don't know the answer to a question, skip it and go on. Don't waste time worrying about it. Mark it so you can identify it as unanswered. If you have time at the end of the exam, return to the unanswered question(s).
Do's and Don't's
You can be a great help to your children if you will observe these do's and don't's about tests and testing:
Don't be too anxious about a child's test scores. If you put too much emphasis on test scores, this can upset a child.
Do encourage children. Praise them for the things they do well. If they feel good about themselves, they will do their best. Children who are afraid of failing are more likely to make mistakes.
Don't judge a child on the basis of a single test score. Test scores are not perfect measures of what a child can do. There are many other things that might influence a test score. For example, a child can be affected by the way he or she is feeling, the setting in the classroom, and the attitude of the teacher. Remember, also, that one test is simply one test.
Meet with your child's teacher as often as possible to discuss his/her progress. Ask the teacher to suggest activities for you and your child to do at home to help prepare for tests and improve your child's understanding of schoolwork. Parents and teachers should work together to benefit students.
Make sure your child attends school regularly. Remember, tests do reflect children's overall achievement. The more effort and energy a child puts into learning, the more likely he/she will do well on tests.
Provide a quiet, comfortable place for studying at home.
Make sure that you child is well rested on school days and especially the day of a test. Children who are tired are less able to pay attention in class or to handle the demands of a test.
Give your child a well rounded diet. A healthy body leads to a healthy, active mind. Most schools provide free breakfast and lunch for economically disadvantaged students. If you believe your child qualifies, talk to the school principal.
Provide books and magazines for your youngster to read at home. By reading new materials, a child will learn new words that might appear on a test. Ask you child's school about a suggested outside reading list or get suggestions from the public library.
After The Test
It's important for children to review test results. This is especially true when they take teacher-made tests. They can learn from a graded exam paper. It will show where they had difficulty and, perhaps, why. This is especially important for classes where the material builds from one section to the next, as in math. Students who have not mastered the basics of math will be unable to work with fractions, square roots, beginning algebra, and so on.
Discuss the wrong answers with your children and find out why they answered as they did. Sometimes a child misunderstands the way a question is worded or misinterprets what was asked. The child may have known the correct answer but failed to express it effectively.
It's important, too, for children to see how well they used their time on the test and whether guessing was a good idea. This helps them to change what they do on the next test, if necessary.
You and the child should read and discuss all comments written by the teacher. If there are any comments that aren't clear, the child should ask the teacher to explain.•••
Dealing With Learning Disabilities In Relationships
--reprinted from the Outlook October Special Edition 1997
The following are some helpful tips that may be useful for people who have learning disabilities:
The following tips may be useful for the partner of a person who has a learning disability:
Research Findings
NICHD research being conducted through a national network of research sites has focused on reading disabilities, the most common type of LD.
Dr. G. Reid Lyon highlighted the questions the research addresses: "What do you need to know to be a good reader?" and "How early can you tell if there is a problem?" He emphasized that:
--From NCLD News, Summer 1997 , Volume 7, #3.
Internet Sites
Following are some internet sites which may be of interest to members of the learning disabilities community.
NICHCY Alert
Four years ago, NICHCY's toll free number became 1-800-695-0285. For three years NICHCY's former number was maintained with a message announcing the new toll free number. Last year the forwarding message expired and NICHCY was not allowed to continue its forwarding message. Unfortunately, the old number was recently picked up by an adult entertainment service which has a message which is offensive to many callers who are trying to reach NICHCY. Please check to be sure that you have NICHCY's current number and pass it on to your associates. Also, make sure that any information or publications from NICHCY you share have the current telephone number.
NICHCY Web Site Update: www.nichcy.org
Now On-line at NICHCY:
Coming Soon:
Tips for Building Self-Esteem
--Reprinted from Their World 1996/1997
Learning disabilities often result in experiences of repeated failure and frustration. Cycles of unrewarded effort can erode self-confidence and result in low self-esteem. Parents and professionals can assist by creating a positive mind set, providing tools and strategies for self-improvement, and fostering a caring and supportive environment.
Help set realistic goals.
Give your child frequent, positive feedback.
Show your appreciation.
Constructive criticism works best.
Accentuate the positive.
Frustration is not all bad.
Family matters.
Common courtesy and manners are important.
Self-advocacy.
Encourage good social skills.
Expect that mistakes will happen.
Strive toward independence.
LD OnLine
--the interactive guide to learning disabilities for parents, teachers and childrenHere's what people are saying about LD OnLine. . .
"A web winner!"--NEA Today
"LD OnLine is a very nicely organized, information-packed resource for parents and teachers of children with learning disabilities--and for the kids themselves. The kind of resource that's a natural for the Net."--USA Today
--Winner, 1997 EDI Award from the National Easter Seal Society for our "comprehensive Internet service that improves the lives of children with disabilities."
Find out why. Visit us at www.ldonline.org
The official website --Coordinated Campaign for LDWETA--LD OnLine is a service of The Learning Disabilities Project at WETA, Washington, DC, in association with the Coordinated Campaign for Learning Disabilities. LD OnLine is made possible in part by generous support from the Emily Hall Tremaine Foundation and the NEC Foundation of America. Ask the Expert is made possible by generous support from the Parents & Educators Resource Center, a program of the Charles & Helen Schwab Foundation. School partners include The Lab School of Washington and Arlington County Public Schools. Web space and Internet access provided by MindSpring Enterprises.•••
Membership
If you want to become a LDA member or are interested in starting or joining a LDA chapter in your area, contact:
Rosie Wathen
1438 Cascade Avenue
Billings, MT 59102
(406) 252-7716
Membership Offers You:
We can put you in touch with someone in your part of the state. Your membership of $25.00 includes memberships in: 1) the local organization in your part of the state, 2) the LDA of Montana state chapter, and 3) the national LDA. Your membership includes a state newsletter as well as one published by the national Learning Disabilities Association of America. (LDA publishes Newsbriefs six times annually.) We welcome you to join us on a local level or state level. You will automatically become a member of the national organization.
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