Create sustainable interest in learning

Show your child that the skills he is learning are an important part of the things he will do as an adult. Let him see you reading books, newspapers and computer screens; writing reports, letters, e-mails and lists; doing mental sums to find out the cost of groceries or to measure for new carpeting; doing other things that require thought and effort.

Tell your child about what you do at work. Help your child to use everyday routines to support the skills he is learning-for example, teach him to play word and math games; help him to look up information about things in which he is interested-singers, athletes, cars, space travel and so forth; and talk with him about what he sees and hears as the two of you walk through the neighborhood, go shopping at the mall or visit a zoo or museum.

Make time to take your child to the library to check out materials needed for homework (and for enjoyment) and read with your child as often as you can. Talk about school and learning activities in family conversations. Ask your child what was discussed in class that day. If she doesn't have much to say, try another approach. For example, ask her to read aloud a story she wrote or to talk about what she found out from a science experiment. Attend school activities, such as parent-teacher conferences, plays, concerts, open houses and sports events. If you can, volunteer to help in your child's classroom or at special events. Getting to know some of your child's classmates and their parents builds a support network for you and your child.

Regular Time To Do Homework

Having a regular time to do homework helps children to finish assignments. The best schedule is one that works for your child and your family. What works well in one household may not work in another. Of course, a good schedule depends in part on your child's age as well as her specific needs. For instance, one child may do homework best in the afternoon, completing homework first or after an hour of play and another may do it best after dinner. However, don't let your child leave homework to do just before bedtime. Your child's outside activities, such as sports or music lessons, may mean that you need a flexible homework schedule. Your child may study after school on some days and after dinner on others. If there isn't enough time to finish homework, your child may need to drop some outside activity. Let her know that homework is a high priority.

You'll need to work with your lower primary school child to develop a schedule. An older student can probably make up a schedule independently, although you'll want to make sure that it's a workable one. You may find it helpful to write out his schedule and put it in a place where you'll see it often, such as on the refrigerator door. Some families have a required amount of time that their children must devote to homework or some other learning activities each school night (the length of time can vary depending upon the child's age). For instance, if your upper primary child knows she's expected to spend an hour doing homework, reading or completing a school project, she may be less likely to rush through assignments so that she can watch TV. A required amount of time may also discourage her from 'forgetting' to bring home assignments and help her adjust to a routine.

Work with teachers

Learn every thing that you can about your child's school. The more you know, the easier your job as a parent will be. Ask for a school handbook. This will answer many questions that will arise over the year. If your child's school doesn't have a handbook, ask questions. Ask the principal and teachers, for example:

• Any kind of special classes the school offers?
• How does the school measure student progress?
• What are the school's rules and regulations?
• Ask about specific teaching methods and materials. Are the methods based on evidence about what works best in teaching reading or math for those with learning disabilities?
• Ask if the school has a website and, if so, get the address. School websites can provide you with ready access to all kinds of information--schedules of events, names of people to contact, rules and regulations and so forth.
• Keep informed throughout the school year. If your schedule permits, attend PTA or PTO meetings. If you are unable to attend, ask that the minutes of the meetings be sent to you. Or find out if the school makes these minutes available on its website.

I have personally found doing one or more of those listed above useful in helping my son. Like others with LD, my son quite frequently forgets what he needs to bring to school, homework to be handed up, forms to be signed, schedules etc.

Long term retention

Researchers at the University of Florida at San Diego found that cramming in facts for examinations will help in long term retention of what was learned. Results of their investigations indicate that if studying is spaced out over longer duration, long term recall is facilitated. Tests conducted by them showed that those who crammed and overlearned a topic did better in the short term over others who did not. However, after several weeks, there was no visible differences.

Chunking is one technique commonly advocated by experts to facilitate studying. By breaking up materials in small chunks, it was found that students could understand and master the materials more quickly. With periodic review of what was learned, long term retention improved significantly.

As such, it does make sense to study on a regular basis rather than doing it at the very last minute before the examinations.

Successful men and women have learning disabilities too

Being diagnosed as having some form of learning disability can be disheartening. But people with LD are anything but born losers. Quite a number became very successful in their careers of their choice. For example, did you know that Albert Einstein couldn't read until he was nine? Yet this great man developed the theory of relativity that invalidated some of the physical laws discovered by another great scientist Isaac Newton.

Some of the great leaders have trouble reading all their lives. Yet not only did they overcome their disability but they went on to do great things for their nations. Prime Minister Winston Churchill of the United Kingdom had dyslexia so was the Vice President of the United States of America Nelson Rockfeller and yet they provide excellent leadership to these two great nations. The famous military leader General George Patton had reading problem as well but this did not deter him from becoming one of the most prominent military personality of his time.

Business leaders have a fair share of dyslexics too. Walt Disney and Charles Schwab are examples of people with learning abilities that built up large corporations to support the lives of hundreds if not thousands of their employees.

Whoopi Goldberg, Steven Spielberg and Tom Cruise all have the common defect in reading. It was said that Tom Cruise learned his lines by getting someone to read the script to him and he memorise them- no mean feat. He must have a supersized memory.

The most intriguing example of LD suffers made good is Hans Christian Anderson, a famous creator of fairy tales. It was said that Christian Anderson had both dyslexia and Attention Deficit Disorder (ADD). The irony is that she ended up as a writer and able to weave fantastic tales for children all over the world. Nothing short of a miracle.

The bottom line is that being diagnosed with LD is not a life sentence to misery nor will a person with LD be condemned as abnormal with a doomed future. All is not lost. With self-determination and the belief that one has the strength to overcome the symptoms of LD and excel, the sky will the limit.

Special Needs Officers Scheme

In May 2005, Ministry of Education (MOE) Singapore announced the Special Needs Officer Scheme or the SNO Scheme to provide support for students with mild to moderate Dyslexia and Autistic Spectrum Disorder (ASD) in mainstream schools and to help them integrate better with their school community. Considerable progress has been made since then.

The MOE reported that as at Sept 2007, 130 SNOs have been deployed to 103 schools (80 primary schools and 23 secondary schools). By 2010, there will be at least 140 SNOs providing support for students with dyslexia, and 96 SNOs to support students with autism. These SNOs will provide in-class support, small group specialised remedial work and skills training for students with dyslexia and autism. They complement the support that class teachers provide to these students.

In addition, MOE recognises the need to support students with other special learning difficulties, such as Attention Deficit Hyperactivity Disorder, speech and language difficulties. Therefore, up to 10% of the teaching staff in all schools will be trained to better support students with other special needs in their respective schools. This in-service training commenced in June 2005 and is expected to be completed in 2010.

This is a piece of wonderful news. With more trained manpower, those who have learning disabilities can get help at their very own school to integrate with mainstream students. Nevertheless, where resources permit, MOE should also consider mounting publicity campaigns to create greater awareness among the parents on learning disabilities so that they are better informed to deal with such matters.

Source:Ministry of Education

Teaching a child to read

Essentially language is made up of sounds represented by symbols called the alphabets that are stringed together to form words and sentences. So it is essential to work on the sounds of the letters and relate them to the sounds of the words. This is the foundation of reading.

For someone like my son whose attention span is short, I have to make up stories using alphabets, reading rhymes and singing songs to get him interested. Fortunately, he seemed to enjoy such 'learning' sessions. Also, such sessions enable us to develop a stronger bond.

As my son easily forgets what he have learned, I would cluster words together so that these form a pattern such it will facilitate him in recalling the words e.g. fall, ball, tall etc. I would also play word games with him so that he could make use the words he had learned recently. When we eat out or shop, I would sound out some of the words of the signages, bill boards, menu etc. I would also encourage him to do the same.

With concerted effort and patience, he has made some progress. He is been able to read and spell a little. Although his development lags behind others, I am glad that he is improving.