The Definition of a mild learning disabled child is, students with difficulties in specific cognitive processes and academic achievement with otherwise normal levels of intellectual functioning (Büttner & Hasselhorn, 2011) MILD DISABILITIES & ASSESSMENT

Learning disabilities is a wide spread phenomena, in fact, 4-7% of children attending schools have been diagnosed with a learning disability. Students with mild to moderate learning disabilities spend most of the day with the general education classroom. But may receive extra assistance in “resource” special education classrooms or within self contained classrooms within the school. Most mild students have learning disabilities, emotional and behavioral disabilities and communication disorders.

Learning disabled children tend to struggle in reading, written expression, spelling and math. They are able to do these tasks; they just need a little extra guidance. Learning disabilities are life long and cannot be cured, but students may overcome their disabilities by establishing good study habits and listening techniques.

The Special Education Referral Process 8 Phases -Recognition -Pre-Referral -Referral for special education evaluation -Special Education Evaluation -Eligibility (FAPE) -IEP Meeting -IEP Implementation -Reevaluation

Phase 1: Recognition This is by the parents or the teachers recognizing that a child might be struggling a little more than others. It is important to call a meeting with parents or guardians. The teacher should provide examples of the students work and notes regarding the students needs It is possible that the problem can be resolved by a cooprative plan of action from the parents and teachers

Phase 2: Pre-Referral Which is to identify, develop, and implement alternative educational strategies to students who have recognized problems in the classroom, this process is also known as "RTI" response to intervention. RTI is a model designed to address the needs of children through a continuum of services. Conducted by an intervention team that consists of the teacher, parents/guardians, an administrator, another general education teacher, nurse, guidance counselor, and any other adult involved in that child’s education

Phase 3: Referral for Special Education Evaluation This is used after RTI if the student is still showing signs of difficulty, the school will most likely refer the child for a special education evaluation. Referral for special education services can be initiated by school personnel, or the child's parents.

Phase 4: Special Education Evaluation IDEA requires the school system to do a non-discrimitory multi- factored evaluation for the student. They must complete the evaluation within 60 days of the referral date. The team that will conduct the evaluation will consist of a school psychiatrist, Special education teachers, General education teachers, parents, related services providers, and possibly medical doctors. The evaluations the students must do measure Intelligence, Achievement, Behavior, Disability specific issues, and medical issues. If they believe the student is eligible for special education they will go on to phase 5.

Phase 5: Eligibility (FAPE) Not all students are eligible to receive special education services. A student is considered eligible if (1)the student has a disability defined by IDEA that negatively impacts that students educational experience (2) the student needs special education services in order to benefit from education. During this phase they make sure that the special education student receives "FAPE" which is that every student who is in special education is entitled to a free and appropriate public education.

Phase 6: IEP Meeting This is where the student’s parents and teachers will meet to put together an IEP or individualized education plan for that student. The IEP is a legal contract between the parents and school district that describes the special education services that the student will receive which also includes accommodations and modifications for the student. The IEP team consists of Parents/Guardians, a general education teacher, a special education teacher, a representative of a local educational agency, the student, and possibly other individuals who were asked to attend by either the school or the parents.

Phase 7: IEP Implementation Once the IEP has been created it is the IEP teams responsibility to implement the IEP for the student. This consists of the different The IEP is a “living” document that can be altered throughout the school year. The IEP goals and benchmarks hold provide the objectives for the education of the student prescribe what accomidations/modifications that will be provided by the school to help the education of the student..

Phase 8: Reevaluation Each year the IEP team is required to meet up to discuss the implementation of the current IEP and to develop new annual goals for the next year. The team should discuss the different positive and negative aspects of the current special education services the student is receiving to determine what services should be provided for the following year.

Dyslexia, ADHD, Parental Involvement

Dyslexia Dyslexia is a very common learning disability. It is a learning disorder in which the individual has a very difficult time to read and spell. Roughly 80% of learning disabled children have been described as having difficulty reading, showing signs of dyslexia. Early identification of dyslexia is key to help an individual overcome their dyslexia. Helping them with effective reading techniques at a young age is an important factor when helping a Dyslexic child overcome their disability.

Dyslexia Most people with dyslexia receive help from special education teachers and tutors. Many dyslexic students will need one on one help, which is where tutors and special education teachers can play a big role in these students lives. It is very important that dyslexic children receive structured proactive and corrective feedback in order for them to develop good word recognition skills. In the classroom, dyslexic students should receive the proper accommodations/modifications to help them succeed. For example, extra time on tests, books on tape, books with large print, and so on.

ADHD “Attention Deficit Hyperactive Disorder is a very common disorder amongst children. In fact, ADHD effects over 5% of children worldwide and is the most commonly diagnosed childhood neurobehavioral disorder” (Breuer, Görtz-Dorten, Rothenberge & Döpfner, 2011). The main symptoms of a child suffering form ADHD include difficulty staying focused and paying attention, difficulty controlling behavior and being overly hyper. “Children with ADHD struggle to stay focused on task that requires mental effort for more than a few minutes” (Berk, 2012). It is very important that we understand the difficulties an ADHD child undergoes in order for us to be able to properly assist them in the classroom.

Parental Involvement Parental involvement can be a big deal when it comes to a child’s education. Students with highly active parental involvement tend to have increased achievement levels. Some researchers have suggested that the “missing link in educational equity, in terms of educational achievement is parental involvement” (Kleiman & LaRocque, 2011). There are many ways that families or caregivers can be involved in their children’s educational life. For example, helping children with homework, volunteering at the school, going to school functions, taking on leadership roles at the schools and so on. typically more involved parents means more successful students.

Parental Involvement Parental involvement plays a huge role for children with disabilities who are in special education. These students are in greater need of their parents support and help for their child to be successful in the classroom. “Parents who are in frequent contact with the school send a message to their child about the value of education” (Berk, 2012).

References Breuer, D., Görtz-Dorten, A., Rothenberger, A., & Döpfner, M. (2011). Assessment of daily profiles of ADHD and ODD symptoms, and symptomatology related to ADHD medication, by parent and teacher ratings. European Child & Adolescent Psychiatry, doi: /s Berk, L. (2012) Infants, Children and Adolescents, Boston, MA: Pearson Education, Inc. LaRocque, M., Kleiman, I., & Darling, S. M. (2011). Parental Involvement: The Missing Link in School Achievement. Preventing School Failure, 55(3), doi: /