Learning disabilities affect many aspects of a child’s life: school, daily routines, family life, and friendships as well as a child’s ability to speak, listen, read, write, spell, reason, recall, organize information, and calculate. Your efforts to help you child today can make a difference of a lifetime.
4% of parents who noticed their child exhibiting signs of difficulty with learning waited a year or more before acknowledging their child might have a serious problem. (Roper Starch Poll: Measuring Progress in Public and Parental Understanding of Learning Disabilities, 2000)
35% of learning disabled children don’t finish high school. (Wagner’s National Longitudinal Study, 1991)
Overall, more than 27 percent of children with learning disabilities drop out of high school, compared to 11% of the general student population. (24th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2002).
62% of learning disabled children are unemployed one year after graduating from high school. One in five, and possibly more than half, of adult offenders have learning disabilities. (Cowardin)
Learning disabilities are real.
Overlapping learning disabilities may be apparent in some children while others may have a single, isolated mild learning problem that has little impact on other areas of life.
A child can be of above-average, or average intelligence, not have any major sensory problems such as blindness or a hearing impairment, and yet struggle to keep up with peers in his/her ability to learn.
Learning disabilities are defined as a neurobiological disorder in which a person’s brain works differently or is structured differently, according to The Coordinated Campaign of Learning Disabilities, a coalition of national organizations.
There is only a one in eight chance that a child who is not reading at grade level by the end of the first grade will learn to read adequately without time intensive strategic educational therapy interventions. (Lyon, 1995)
Two-thirds of secondary students with learning disabilities are reading three or more grade levels behind. Twenty percent are reading five or more grade levels behind. (The Achievements of Youth with Disabilities During Secondary School, National Longitudinal Transitions Study-2, 2003)
Twenty to thirty percent of all children lack phonemic awareness and will not become proficient readers and spellers without specific intervention in this area. (Adams, 1990)
Facts about what to look for and how to help when your child struggles with learning Phonemic awareness is the greatest predictor of success in reading and spelling. (Lieberman)