Learning Disabilities and the Impact on Families

When children have learning disabilities, the impact can extend far beyond the classroom. Often these students and their families also experience significant amounts of stress and anxiety due to the academic struggles. As a result, the family dynamic can suffer. However, most of the research and remediation focuses only on the learning challenges.

After seeing at least half of her clients get upset when receiving feedback from their child’s learning evaluation, Dr. Deborah Waber, neuropsychologist and Learning Disabilities program director at Boston Children’s Hospital, realized that the impact on families is not fully appreciated or addressed. She and her colleagues developed a survey to screen for quality of life problems stemming from learning disabilities. Questions address anxiety, frustration, and the effect on family activity. For more information on their findings, see https://www.sciencedaily.com/releases/2018/06/180628120039.htm.

At Learning Associates, we look at more than academic records in our evaluations. We ask clients to share information about their child’s self-image, attitude toward school, and relationships with peers. Families are given Conners rating scales to screen for attention, behavioral, social, and emotional issues. This holistic approach allows us to truly understand each child and make appropriate recommendations. We also make referrals to other professionals when necessary. Our advocacy work is designed to reduce the stress on the family by getting the proper support services in school.

Self-advocacy

When students participate in the formulation and modification of their special education programs, they are empowered. Of course, this wouldn’t be appropriate for very young children, but older children can add valuable input to these discussions while also learning important skills.

At Learning Associates, we encourage older children to attend the post-evaluation conference along with their parents. In doing so, we promote self-advocacy by teaching the students about their individual strengths and needs. Hearing this information directly from the professionals who assessed them makes the student a stakeholder in this process and also allows them to ask questions and provide feedback. It also empowers these students once they return to the classroom. They have a better understanding of what they need and are better able to communicate these needs. These valuable skills transcend the classroom and will also benefit them in the workforce and life in general.

In a report on fostering self-advocacy and self-determination, the National Center for Learning Disabilities (NCLD) offers specific steps that educators, policy makers, and communities can take to empower students with learning challenges. For more information, please go to: https://www.edutopia.org/article/prioritizing-agency-students-disabilities.

What Happens to Autistic Students Once They Graduate?

Much of what we hear about autism relates to younger children and teens. Educators, parents, and advocates have worked to raise awareness and make elementary school, high school, and some colleges accessible to autistic students. Programs and supports within schools have been developed to serve these students who tend to achieve academically, but struggle with social skills.

But, what happens once they graduate? In recent years, this question has become a focus of educators, private companies, non-for-profit groups, and public agencies. Their partnerships and collective funding have created programs to increase employment opportunities for individuals with disabilities. Fortunately, employers have begun to understand both the value and needs of autistic people in the workplace.

Microsoft has been at the forefront of this initiative from its direct Autism Hiring Program to its Autism Empowerment Kit, which provides employers with recommendations and resources for providing support and accommodations in the workplace. Most recently, Microsoft has partnered with University of Illinois to create the Accessibility Lighthouse Program to provide a pathway for autistic students to pursue careers in the STEM (science, technology, math, and engineering) fields. Social skills training will be designed to teach students how to apply for jobs and prepare for interviews. The University will also build a digitally accessible classroom using Microsoft tools. For more information on the Accessibility Lighthouse Program, see https://cs.illinois.edu/news/microsoft-and-university-illinois-launch-accessibility-lighthouse-program.

For more additional information and resources:

www.autismspeaks.org

www.ncld.org

https://workplaceinitiative.org/