May 19, 2012

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The Necessity of Silence: Learning Difficulty

It is a common classroom: a greet of too many children and too little organization, a teacher hurrying to solve all of the little complications (the chalk smears and crayon spills, the battles over scissors). Lessons are strewn across a blackboard, meant to be copied but not absorbed. And distractions abound — the constant conversations, gossip, homework lamentations. An environment is loud.

It’s also unproductive.

Because a child who suffers from a learning disability cannot offer focus to her studies. She can only become overwhelmed by the sensory strains: the shrieks of her peers, the scent of erasers and bag lunches (left rotting in desks), the constant pace of her instructor. She can’t learn. She can’t even… try.

An unfortunate truth of the education system is that is defined to an excess of students and a lack of patience. The intention is to fill each day with information, hoping to generate the wanted brilliance. But children with even mild disabilities cannot function in this chaos. They instead will fail — leading many teachers to believe that they cannot be taught, are instead hopeless.

This failure is not proof of low intellect, however. It’s merely a reflection of the classroom madness.

All learning difficulties must be countered with structure and silence. Children must be able to devote themselves to their books, overcoming the worries of their disorders. This is impossible, though, when an environment is too wild. The rooms must instead be quiet, with students spaced apart, allowed to work as they need. Distractions should be avoided and all subjects should be scheduled deliberately (without any deviation from this pattern). And the amount of pupils within the area should be tailored to the teacher’s own abilities: be certain she can offer the necessary attention, rather than being unable to even remember her students names. There must be order.

A disability is not to be perpetuated by a classroom. It is instead to be soothed with quiet.

Filed Under: Children With Learning Disabilities Tagged With: , , , ,

The Parental Need: Disabilities

A revelation is sadly offered. A truth is finally learned. Your child suffers from a disability, his thoughts all shaped uncommon. It was always a worry, a suspicion you couldn’t refuse (even as you tried) — his words were too peculiar; his comprehension wavered; and mimicking even the most basic of skills posed a challenge for him. He was never lacking intellect. He was simply lacking the way to prove it. And now you have a diagnosis, a validation of what you already knew: your son is not the same as his peers. He is instead unique.

And you must now discover everything you can to help him face this.

A learning difficulty is not meant to be offered only to a child. It is instead to extend to his family. Parents must become aware of a disorder and what it means. All symptoms must be understood. All teaching methods must be charted. A problem isn’t simply to be found within the classroom. It affects all elements of all days — and changes therefore will have to be implemented at home.

Be certain that you note the depths of a disability. Research all you can, becoming aware of the causes and recommended treatments. Consider all support centers and alternative education methods (such as at home care or after school tutoring). Read about potential aids, such as talking calculators and word processors. And seek out tips and testimonials from parents like yourself — a necessity when first receiving a diagnosis. You will need help.

Knowledge may be difficult for your child to earn; but you have no such limitation. You must look for all facts relating to a disability, ensuring that you are prepared for the years to come. This is not a simple problem, certain to disappear as your son matures. It is instead a life-long battle and you will be needed to provide the essential support.

Learn all you can. Offer what you must.

Filed Under: Family Support Tagged With: , , ,

Seeking Support: Disabilities

It’s an all too tragic sight — your child hides in her room, refusing to leave the familiar shadows. They offer comfort when the world beyond does not. She will not seek the schoolyard; she will not form friendships. Instead she keeps herself in the easier silence, refusing to attempt any kind of connection. A disability has branded her too aware of her own limitations. She does not think as others do. She instead stumbles with information: unable to process it, unable to explain it. The meanings become lost.

And she’s tired of the teases that always come. She’s frustrated with her own lack of control. It’s too much for her; and she’s certain life will never be more than a tedium.

You must prove that this isn’t true.

All parents must offer their children more than simple assurances. They must instead provide support. Individuals suffering from disabilities can fear that their futures will be bleak. They assume that they won’t be able to succeed and that all efforts will be difficult.

This must be countered — by seeking out adults who have similar disorders.

Expose your child to the world beyond school. Allow her to meet with individuals like herself: those who have been able to transition from the worries of a classroom to the rewards of business. Find support groups that offer the promise that the days will one day improve.

This is an experience that should not be refused. Your child needs more than your affection. She needs to understand that she can do what she pleases — without being defined by a disorder. Introduce her to others and see an instant change. These groups can help her gain confidence, as well as offer essential advice. Their members have felt as she does now. Their therefore aid is essential.

A disability does not have to shape a future to disappointment. Allow your child to learn this with the assistance of support groups.

Filed Under: Family Support Tagged With: , ,

The Rehabilitation Advantage

The year was not a kind one — in 1972 individuals suffering from disabilities were branded weak by society. They could find no relief among the masses; they could gain no success. Instead they were defined by their disorders (no matter how mild), deemed unworthy of attention. Education was denied. Employment was impossible to receive. It was a struggle to earn even the most basic of human dignities. All assumed that a minority did not deserve them.

And change, it seemed, would never come.

But it (miraculously) did. In 1973 the opinions of the public shifted. Those burdened with learning difficulties were finally declared important, were to be offered protection. No longer were they to be discriminated against. No longer were they to be bullied. Instead it was decided that their rights were just as paramount as those in the majority.

And the Rehabilitation Act was passed.

Explained simply, the Rehabilitation Act was (and is) a comprehensive collection of laws regarding individuals with disabilities. It ensured that no person — who was able and willing — can be denied entry into offices or schools. No employer could refuse to hire based upon a disorder and no educational system could ignore the needs of students. It promised equality instead.

This was vital for 1973 and it remains so even today. Those with any form of learning difficulties already must face the worries of their own limitations. It is not an easy thing to be without the common thoughts, the easy comprehensions. They must struggle to understand the information that others so readily receive. Trying to gain the right to be present in schools therefore would only intensify the problem. The Rehabilitation Act allows all efforts to be given to succeeding — not to battling the misconceptions of the masses.

A disorder does not prove intelligence. It merely redefines the way facts are processed. With the aid of the Rehabilitation Act those processes are made infinitely easier.

Filed Under: Treatment Tagged With: , , ,

Accepting a Difficulty: Parental Advice

There is nothing in this world that can’t be cured through desire. You trust in this philosophy, are certain of its worth. All worries can be solved. All troubles can be cast away. It is simply a demand for patience and effort — both of which you are willing to offer and both of which you expect your child to provide.

He has a learning difficulty. This problem was diagnosed weeks ago, has been named a permanency. You refuse to believe this, however. Your son will not be burdened with this concern for the rest of his life. He will instead overcome it; and you will help him. It will merely require time and diligence.

But the days don’t reward your attempts. They only offer frustration — with your child exhausted from trying to please you and you aggravated by the lack of results.

The satisfaction you’re seeking will never come. And this must be understood.

Too often do parents assume that their children can master a disability. They are certain that problems with processing information and vocalizing thoughts can be solved through mere will. And so they demand that their sons and daughters try their best to succeed — refusing to accept the diagnosis that a disorder is everlasting.

It is, however, and parents must accept this.

All disorders will remain. There is no proven remedy. There is no guaranteed treatment. Medication may dull the symptoms but it will also dull contentment. Children who have disabilities will have them for the span of their lives — and trying to coax a cure is simply cruel.

You must instead acknowledge the truth, recognizing it for what it means: your child is unique and will need to gain an education differently than his peers. You must devote yourself to helping him succeed, not trying to solve the worry.

Accept a disability. Admit that it has occurred. And then offer your affection and nothing more.

Filed Under: Family Support Tagged With: , ,
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