Learning—Difficulties or (Problems)

"Difficulty" and "problem" are often the first descriptive words used when a child begins to have trouble in school. At some time, in some task, everyone has had the experience of "having difficulty."

Any kind of difficulty in school should always trigger the question, "Why?" Sometimes, difficulties simply point to an area that simply needs additional time and effort. But, because learning is cumulative and because information is interconnected, difficulties may point to a larger pattern that should be identified and addressed. Parents should ask questions and think diagnostically about the difficulties their children are experiencing.

Difficulties, whether they represent a temporary problem, a learning difference, or a learning disability, should always be addressed. When teachers, parents, and students work persistently and effectively to address difficulties, students learn many things. They learn problem solving strategies, they learn about themselves, and they learn about the value of persistence. They develop a sense of competence and become more motivated as they learn that their efforts do make a difference.

Many students who are identified later in life with learning differences, disabilities, or skills deficits, wish that their needs had been recognized and addressed when they were initially observed as "having difficulty." Difficulties should receive attention while they are simply difficulties, before they have a chance to start a negative chain reaction that can include broad educational, social, personal, emotional, and family issues.

"Learning difficulty" is not a diagnostic label or term recognized under the law, and does not imply a need for modifications or services

Questions to Ask About Difficulties in School

• Will you please describe the difficulty fully?
• When did you first notice this difficulty?
• Is this an isolated difficulty, or are there other areas of concern?
• Is there a pattern to the child's mistakes or difficulties?
• What is the child's understanding of what he is supposed to be learning?
• What is the apparent reason for these difficulties? Is there an underlying cause for them?
• Will these difficulties interfere with the next steps of learning or in other areas of learning?
• What can be done to address the immediate difficulty?
• What can be done to address the underlying cause(s) or related difficulties?
• Is diagnostic testing recommended?

Difficulties That Make A Difference In School

Parents, teachers, and even students themselves may notice that they experience more difficulty in some areas than other children of the same age or grade. It is perfectly normal for children to vary in the rate at which they learn new skills.

However, when children experience multiple, persistent, or significant difficulties (when compared to other children of the same age), it is appropriate for parents to ask teachers and other professionals for guidance. The following areas are particularly important for learning in school:

• learning to speak and to pronounce new words
• learning the meaning of new words (acquiring vocabulary)
• hearing and making rhymes
• learning the names, sounds, and formations of letters
• learning the names and formations of numbers
• learning the names of shapes or colors
• blending ("sounding out") individual letter sounds into a word when reading or hearing individual letter sounds and syllables within words when spelling
• hearing and remembering the difference between letters or words that sound alike
• seeing and remembering the difference between letters and words that look alike
• remembering the orientation of letters and numbers
• remembering names and other verbal information
• memorizing the alphabet, days of the week, months of the year, math facts, and other common sequences or information
• learning to tell time and to understand time concepts
• learning to read, spell, and write
• asking or answering questions
• remembering, following or giving directions
• recalling the right words to express ideas
• expressing ideas in an organized way
• comprehending or remembering information
• using language as a tool (e.g. to describe, to explain, or to solve problems)
• memorizing and understanding rules and procedures (e.g. long division in math, or the rules of capitalization and punctuation)
• mastering fine motor coordination tasks such as cutting, coloring, tying shoes, handling materials, sharpening a pencil
• learning a comfortable, effective pencil grip
• learning to print, write, or type, and becoming accurate and fluent
• copying information, assignments, examples, or notes from the blackboard
• retaining information over time (from one day, week or month to the next)
• organizing notebooks, desk, room, locker, or other materials
• understanding and organizing information, ideas, or concepts while listening, reading, speaking, or writing
• understanding maps, charts, diagrams, and other visual displays
• planning, starting, and completing assignments
• learning and applying study skills (notetaking, summarizing, margin noting)
• taking tests, especially those in a particularly format, such as multiple choice, or essay
• understanding what is important to pay attention to and what should be ignored
• planning and prioritizing activities, tasks, and assignments
• sustaining attention on tasks
• monitoring work in progress and checking it when it's done
• assessing progress or success in school, or predicting the outcome of tests or assignments

© 2002 Hello Friend / Ennis William Cosby Foundation. All rights reserved.