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By: National Center for Learning Disabilities (2009)
It's never too early to start looking for ways to help your child succeed in learning. This article covers children who are under 2 and who are in pre-school. They have rights under the Individuals with Disabilities Education Act (IDEA). Find out the first steps to take if you suspect your child has difficulty learning.
By: U.S. Department of Education (2008)
The U.S. Education Department provides these tips for parents about how to be involved in your child's school, and what to do if problems arise.
By: Reading Rockets (2008)
Children who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside the school for professionals who can assess, diagnose, tutor, or provide other education services. The following article provides information on how to find the right person for your child.
By: Peter W. D. Wright and Pamela Darr Wright (2008)
When dealing with a bureaucracy, and school districts are bureaucracies, you need to keep detailed records. Logs, journals, and calendars provide answers and support memories and testimonies. This article provides examples of how to keep a paper trail.
By: International Reading Association (2008)
The International Reading Association's position is that every child has a right to receive the best possible reading instruction, and has a set of 10 principles to help provide excellent reading instruction.
By: Reading Rockets (2008)
By: Rick Lavoie (2008)
Teachers: How do you convince your principal, fellow teachers, and other school staff to help the student in your class who has a learning disability? Rick Lavoie, world-renowned expert, speaker, and author on teaching children with LD, tells you how to get your voice heard. Learn how to handle common road blocks and become a proactive and successful advocate in the hallways, the teacher's lounge, and the administrative suite.
By: Peter W. D. Wright and Pamela Darr Wright (2007)
Learn to develop the evidence you need to support your belief that your child is not receiving the right help in school. Peter and Pamela Wright, from Wrightslaw, tell you how to interpret and chart your child's test scores, graph your child's progress, and successfully communicate with the educators who make decisions about your child.
By: Peter W. D. Wright and Pamela Darr Wright (2007)
When an advocate negotiates with the school on a special needs child's behalf, the odds are increased that the child will get an appropriate education. Learn who can advocate, what they do, and how you can get started advocating for your child.
By: Reading Rockets (2007)
By: Reading Rockets (2007)
Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help.
By: American Federation of Teachers (2006)
There are over two dozen individually administered screening tools produced for the primary grades. Considering their subject matter and purpose, schools must decide which assessment best fits their needs. This article gives an overview of the screening tools and the kind of information they provide.
By: Reading Rockets (2004)
What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.
By: Martha Randolph Carr (2004)
This is a cautionary tale, not just for people who have no real idea of what a learning disability is and probably suspect the whole thing is an overindulgent scam, but also for any parent of a child struggling mightily through school.
By: Coordinated Campaign for Learning Disabilities (2000)
Parents are in a unique position to identify and implement positive changes for their children. This article gives advice on how they can be most effective — by knowing the rules, keeping records, gathering information, and communicating effectively.
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