DTI FAQ
Information is the first step to handling these issues, and we would like to help you on the path to helping your struggling learner overcome and shine as brightly as they can
How do I deal with my child/student getting under my skin?
My boys always knew what button to press. As a matter of fact, they became experts in all of my buttons! Looking back, I think they knew my weak areas better than I did! Some button pushing was intentional – wanting to get out of doing what they did not want to do – and some was just being kids – thoughtless, impulsive words or behaviors. Whatever the motivation, I felt myself being pushed by negative emotions that I struggled to not take out on them! Add to the already complicated mix of parenting (and teaching), a child with various challenges – learning, medical, behavioral – and life and relationships become much more complicated.
Are there any symptoms or “warning signs” that I should look for to know if my child needs to be tested for Dyslexia?
Yes! Although these can look different at different stages of development, common symptoms for 5-6 year olds may include: speech delays, constant confusion over left and right, difficulty rhyming words or differentiating between similar sounding words. We offer the nationally recognized SEARCH & TEACH program for this age group to evaluate and treat these early warning indicators of future learning issues.
For those in elementary grades and older, especially by second grade, signs can become more prominent. These students will struggle with reading and will display some or many of these characteristics: choppy, inaccurate oral reading, difficulty with remembering sight words, skipping words or lines while reading, substituting words, and reading comprehension difficulty. Terrible spelling or handwriting, being highly disorganized, or difficulty in memorizing multiplication tables are also among the indicators that an evaluation by a diagnostician is highly recommended.
For those in elementary grades and older, especially by second grade, signs can become more prominent. These students will struggle with reading and will display some or many of these characteristics: choppy, inaccurate oral reading, difficulty with remembering sight words, skipping words or lines while reading, substituting words, and reading comprehension difficulty. Terrible spelling or handwriting, being highly disorganized, or difficulty in memorizing multiplication tables are also among the indicators that an evaluation by a diagnostician is highly recommended.
I’ve heard that many children are just later in developing reading skills. Should I just wait until my child is older to be evaluated for reading problems?
True, not all children are alike, but medically speaking, developmental milestones tend to follow a pattern. If you suspect your child may have a learning difference, don’t wait! The earlier it is identified, the easier, and often times, the quicker the child is able to learn the tools they need to become independent learners. This is best done through qualified educational therapy services, specifically designed for your child’s specific areas of weakness.
The difficulty with “waiting to see” is that the child may begin to notice they are not able to perform at the same level as their peers and their self-image can quickly fall. Also, frustration and anger (for both student and parent!) can begin, and labels of “stupid”, “lazy”, or “unmotivated” may begin to be used when in fact, the student may be very bright but is just unable to perform well. Many students have said, “I just thought I was stupid” when, in fact, they just needed the right tools to learn. In addition, the longer that learning challenges are not addressed, the further behind their peers a student becomes, and it becomes increasingly difficult (although not impossible) for them to catch up.
The difficulty with “waiting to see” is that the child may begin to notice they are not able to perform at the same level as their peers and their self-image can quickly fall. Also, frustration and anger (for both student and parent!) can begin, and labels of “stupid”, “lazy”, or “unmotivated” may begin to be used when in fact, the student may be very bright but is just unable to perform well. Many students have said, “I just thought I was stupid” when, in fact, they just needed the right tools to learn. In addition, the longer that learning challenges are not addressed, the further behind their peers a student becomes, and it becomes increasingly difficult (although not impossible) for them to catch up.
Does having a learning disability mean that I or my child will always have a tough time with life and learning?
Not necessarily! Having a learning disability does not equal unintelligent or unable to learn. Just look up how many famous people – actors, entrepreneurs, etc. – there are who have dyslexia or other learning issues! Actually, most people with learning differences are at or above average intelligence. Generally, if given a chance, they excel at creativity and lead normal, often highly productive lives once they leave behind formal education. Most just need the understanding that they learn differently and different isn’t wrong, it’s just different! Once given the proper tools of learning how to learn, people with learning differences can excel. Having a learning disability or disorder means that the process of learning is harder than it should be for a student, not that they cannot learn. Educational therapy can help that process of learning to become easier.
