Tips for Parents of Children with LD/ADHD

Parents are always looking for hints that will make learning easier for their LD/ADHD child. This article suggests some helpful tips that LDA parents have learned from one another over the years. It includes tips for organizational problems, auditory problems, visual and motor problems, language-expressive problems and language-receptive problems as well as tips for parenting in general. Providing structure in your family can be a good first step.

Organizational Problems

1. Provide structure as best as possible within your family. Structuring the entire family along with your LD/ADHD child will provide the child with the guidance he needs. An example: arise at 7 a.m., dress by 7:15 a.m., bed made by 7:30 a.m., teeth and hair done by 7:40 a.m., breakfast done by 8:00 a.m., and out the door by 8:05 a.m. for the bus at 8:15 a.m. Book bags, homework from the night before should be by the front door.
2. Do not allow your child to gain control of any situation. You are to structure the tasks. If he throws a “fit” when given responsibilities (for age), then he should be told, “When you are finished you may start with your responsibilities.”
3. List jobs appropriate for age. Start with short work periods, i.e., 10-20 minutes in length. Increase the time as his/her interest grows. Compliment on the job done. Try very hard not to redo it. If the bed is not made the way you would have done it, then he did it the way he knew best. Turn it into a teaching lesson and say, “I like the way you tried your best to make your bed, especially how you pulled the bed spread up and tucked it in.”
4. Color-code drawers and hangers in his room. For example, red hangers for shirts, drawers with the red dot for underwear. Then make a chart so they can follow the colors and hang it on his wall.
5. Put a chart with words and pictures in the bathroom for times and chores. An example would be brushing his teeth with toothpaste (be explicit) at 7:30.
6. Always be prepared to redirect the child. Never take for granted that the child remembers, but try not to hang over him while he is doing the responsibility. Present the task in short directions and have the child repeat them.

Auditory Problems

1. Make sure you have facial contact with the child when communicating with him.
2. Allow sufficient time for the child to process and respond to the given task. Remember to give one step at a time.
3. Give multiple forms of instructions, i.e., visual, auditory, written (charts), tactile.
4. Make sure your child sits in the most advantageous seat in the classroom, i.e., if the teacher talks with her back to the child, poor instructions will take place.
5. Alert the child to important information, i.e., “This is important. Please listen carefully.”

Visual and Visual Motor

1. Make a window in a cardboard and have the child track words through this window.
2. Allow the child to point to the words.
3. Underline important concepts.
4. For directionality, use green line to start on the left side and a red dot to stop on the right side.
5. Visual sensitivity may work well with yellow paper.
6. Encourage the child to memorize and recite the material.
7. Have realistic expectations of the child’s handwriting and neatness and do not demand speed. Consider a note taker for the older child.
8. Ask for alternative test methods for the child, i.e., having the student answering orally, highlighting instead of writing answers.
9. Limit copying from the board.

Language-Expressive

1. Encourage letter writing to friends, relatives. Have decorative paper or stationary with their name on it to make it fun to use.
2. Keep a daily journal with your child. Have them write feelings or happenings to you and you write back the next day. Let them know that this is a special project between the two of you (also helps to promote relationships!!).
3. Have the child relate daily activities. Encourage complete sentences if possible.
4. Have fun. Do a “nonsense” story. Make up the first sentence and have the child do the next. Laughter encouraged!! (Also promotes self esteem!!)
5. Use puppets to act out stories. Create your own plot. Also use puppets to have the child talk about something that happened during the day that he might have trouble communicating to you.

Language-Receptive

1. Go for walks and trips. Name trees, flowers, and animals to the child.
2. Reading to the child helps with receptive language. Ask what, when, and where questions about the story.
3. Read a story and ask the child to draw a picture of the story. Draw a picture and have the child tell a story about the picture.
4. Always have the child repeat directions back to you.
5. Explain words and phrases that have hidden meanings (idioms, puns, metaphors).
6. Paraphrase using simple language.

For Parents Only

Raising a special child takes 180% of parenting. Often a spouse or siblings feel left out. Consider the following:

1. Family Reward Chart. List several special things to do. When a reward is due, have the LD/ADHD child pick from that list. (It could be as simple as a trip to the park.) When the family goes or does the special event, others in the family can compliment the special child because they are all rewarded. (Builds self esteem too!!)
2. Try to maintain family dinners as much as possible. Each family should tell what happened during the day.
3. Mom and Dad need to support one another. If one has given a rule or punishment, the other should support and enforce what has been said. NEVER allow the child to come between you and your spouse. If you disagree with what has been done, do it later when the child is not around.
4. Maintain your relationship with your spouse. Make a date with your spouse at least one time per month. Get a sitter and get away, even if it’s for a walk in the park or to McDonald’s for a shake and a hamburger. So much energy is placed working with the child, marriages can falter. By setting aside special time, communication can remain open and marriages can be made stronger. After your children are grown and gone, your relationship with your spouse will be sound.

The above are only a few tips that help in raising an LD/ADHD child. Your local LDA parent group can often offer more tips and most importantly, offer you parental support that you need.

5 Reasons to be a Member of LDASC

1.  Provides Reliable and Expert Advice:

• LDASC board members are experts in their field and offer a personal touch in our communications with you. We will give you honest, trustworthy answers and/or help you find resources you need.
• A Community Forum, is available, only to members, on the national website, where you can ask questions and get answers and advice from experts.

2.  Parent Support & Support for you and your child:

• Parents of children with learning disabilities will find that we offer information and learning sessions/workshops throughout the state. Parents can find support from other parents at these learning sessions/workshops, through our Facebook & Twitter groups, and our website.
• Weekly Twitter chats on topics related to LD are also offered. Through these efforts, you will find support from other parents, from LDASC board members, and from the experiences of others.
• LDASC is a tool in your toolbox of support for you and your child.

3.  You are Not Alone:

• 1 in 5 children are diagnosed with a learning disability.  You are not alone. We are a group made of parents, teachers, professionals, adults, and experts. It is not easy to be a parent. We understand LD. We are a source of help for you.

4.  LDA is Your Feet on the Ground:

• We are your feet on the ground to make a difference for the LD community. LDA is a national grassroots organization formed by concerned and resourceful parents in 1963.Since that time, LDA has become the lead voice for individuals of all ages with LD and their families. LDA employs an advocate in Washington, DC who meets with legislators to deliver first hand information on legislation regarding learning disabilities and to act and advocate on your behalf. At the local level, LDASC’s board members are active in many state level committees and organizations to work and advocate for you.

5.  Professional Strength & Recognition:

• LDA also serves as a professional organization that offers a members-only access to professional liability, general liability, and abuse & molestation defense coverage at a reduced rate for members in private practice.
• A discount subscription is offered to a peer-reviewed quarterly journal.
• A discount is offered at state and national conferences where leading edge speakers are presented, knowledgeable presenters are featured and vendors familiar with the needs of the LD community and learning needs.

LDASC at MHC

Save the Dates!!  Come see us!! LDASC will host a vendor table and a workshop explaining the basics of a learning disability: LD101! LD101: This session will provide an overview of what a learning disability is and the varying types of LD. Participants will be made familiar of characteristics of LD and where to seek forms of assistance. See  http://www.midlandshomeschoolconvention.com/special-needs/ for more information. This session will be held in the Lexington A room at the Convention Center from 4:30-5:30pm on Saturday, 26 July 2014.

Copyright © 2014 Learning Disabilities Association of South Carolina (LDASC), All rights reserved. Our mailing address is: LDASC, PO Box 365, Irmo, SC 29063 Become a member of LDASC: http://ldasc.org/Membership.aspx LDASC's mission is to create opportunities for success for all individuals affected by learning disabilities and to reduce the incidence of learning disabilities in future generations.

Non-Verbal Learning Disabilities

Has trouble interpreting nonverbal cues like facial expressions or body language and may have poor coordination.

Non-Verbal Learning Disability (NVD or NVLD), is a disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills.

Signs and Symptoms

• Has trouble recognizing nonverbal cues such as facial expression or body language
• Shows poor psycho-motor coordination; clumsy; seems to be constantly “getting in the way,” bumping into people and objects
• Using fine motor skills a challenge: tying shoes, writing, using scissors
• Needs to verbally label everything that happens to comprehend circumstances, spatial orientation, directional concepts and coordination; often lost or tardy
• Has difficulty coping with changes in routing and transitions
• Has difficulty generalizing previously learned information
• Has difficulty following multi-step instructions
• Make very literal translations
• Asks too many questions, may be repetitive and inappropriately interrupt the flow of a lesson
• Imparts the “illusion of competence” because of the student’s strong verbal skills

Strategies

• Rehearse getting from place to place
• Minimize transitions and give several verbal cues before transition
• Avoid assuming the student will automatically generalize instructions or concepts
• Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading material
• Answer the student’s questions when possible, but let them know a specific number (three vs. a few) and that you can answer three more at recess, or after school
• Allow the child to abstain from participating in activities at signs of overload
• Thoroughly prepare the child in advance for field trips, or other changes, regardless of how minimal
• Implement a modified schedule or creative programming
• Never assume child understands something because he or she can “parrot back” what you’ve just said
• Offer added verbal explanations when the child seems lost or registers confusion

Excerpted from the LDA of California and UC Davis M.I.N.D. Institute “Q.U.I.L.T.S.” Calendar 2001-2002

Advocating and Public Policy

Highlights from the "Topical Public Policy Workshop" at the LDAA International Conference in Anaheim, CA (2/19/14)

Myrna Mandlawitz, LDA Policy Director, Washington, DC was the facilitator for the panel that included LDA State Presidents, LDA State Executive Directors/State Legislative Chairs.

The purpose of this workshop was to identify key risks and opportunities and to determine how LDA National, State Affiliates, and Collaborative Partnerships can make the difference in critical issues like Common Core State Standards and other issues of concern for students with LD and ADHD.

1. Some of the topics LDA activists are involved with include:  budget and appropriations, accommodations for assessments, graduate rate, LEARN Act (Computer Literacy Act Birth to 12), Re-authorization of ESEA and IDEA, environmental concerns, and adult issues.
2.  Advocacy is the mobilization of a network of activists for a common goal.
3.  Two critical concepts of legislation are:  Authorization (establishing a program and setting funding limits) and Appropriations (providing funds for authorization programs).
4.  Six steps to effective advocacy:  1) determine the issue, 2)research the issue, 3) build a network, 4) communicate with allies, 5) set clear goals, and 6) develop a plan and take action.
5.  Critical points in advocating are:  1) When you have an issue to address (i.e.: how to get lawmakers to make it their issue), 2) when a lawmaker raises an issue (committee hearings, research phase, bill drafting, floor action, and governor's action), and 3) authorizing and appropriating.
6.  Key roles in lawmaking:  legislators, personal staff and committee staff, constituents, lobbyists, "experts" (with personal experience), researchers, folks working in the field of interest.
7.  Developing relationships:  building relationships with district and state staff members of congress, etc.
8.  Staying informed through:  1) http://THOMAS.loc.gov, 2) information on state legislative websites (education, labor, health), 3) meetings and minutes of local and state Boards of Education, and 4) legislative information.
9.  Advocacy coalitions are: groups of people or organizations working together to pursue a single goal and all members make a long-term commitment to share responsibilities and resources.  The two kinds of advocacy coalitions are broad-joint policy agenda and issue specific.
10. Successful coalitions share clear structure and diverse membership.
11. LDAA belongs to more than ten coalitions, including the Consortium of Citizens with Disabilities and Advocates for Literacy.
12. LDA Key Plan contact program:  The need is to build relationships with key state and federal policy makers to educate about Specific Learning Disabilities and their impact on peoples' lives.
13. Program goals:  to raise a general awareness about SLD and LDA, to create an effective information conduit, to establish ongoing relationships, to positively engage LDA "constituency", and to include state affiliates' involvement.
14. Program elements: identify key policymakers (state and federal level), identify LDA family volunteers, keep volunteers informed, establish and maintain relationships, and relay information back to LDA.

(submitted by Anne Fogel, Co-Secretary, LDASC)

SC Teachers Honored at LDA America 51st International Conference

Two SC teachers were honored as scholarship recipients at the 51st Annual International Conference in February, 2014. LDASC would like to honor these recipients for the recognition and contribution to working and advocating for and with students with LD. Pictured below, from left to right, are Scholarship Recipient Josh Morgan, LDASC President & LDAA Board Member Dr. Analisa L. Smith, LDASC Vice President Ann Whitten, LDASC Secretary Anne Fogel, & Scholarship Recipient, Karibasappa C. Nagaraja (Raj),

Scholarship Recipients & LDASC Board Members at LDAA Conference in Anaheim, CA.

Scholarship Recipients' Biographies:

Josh Morgan: I moved to South Carolina while I was in high school.  Though I went away to college for a few years, I finished up my work at North Greenville University with a Bachelors in Theology and went on to Bob Jones University to earn a graduate degree in Teaching Bible. It was also during my time at Bob Jones that I started an MAT English program.  During these years of schooling, I had many opportunities to work with at-risk youth of this inner-city.  They were wonderful experiences where I was able to apply my learning and reach out to those in my community. After graduating, I spent some time in Florida and Hawaii teaching Theology and English in the high school classroom.  When I came back to South Carolina, I had the opportunity to speak with the director of VISTAS at Spartanburg Day School about an opportunity to work with learning disabled students.  It didn't take me long to realize what a wonderful experience this could be for me.  I am nearing the end of my first year working for the program, and I have loved every day.  There's no better feeling than a student coming into my class smiling from cheek to cheek ready to share with me his or her successes in the classroom.

Karibasappa C. Nagaraja (Raj): I was born in India, I studied Bachelor in Education (BEd), Masters in Education (Med), Postgraduate diploma in special education, and Masters of Philosophy in Learning Disability (MPhil), Currently I am doing my Doctoral in degree in Mysore University, India. Currently I am working as a teacher at Orangeburg Wilkinson High School, Orangeburg, as a special education teacher. I have been working with children with special needs from last 17 years, especially with children with learning disabilities.  My main interests are in developing learning activities, assessments, teaching children with special needs, teacher training and learning disability awareness program for parents in India. I also present research papers at national and international conference related to learning disability.