You are sitting with the professionals who know about learning disabilities. They have been explaining what they will be looking for when they test your child. “We look for an aptitude-achievement discrepancy as well as a processing deficit,” one of them explains. Your eyes glaze over and you begin to feel you’re not too smart. It’s like they’re speaking another language. You haven’t a clue what these people are talking about. Actually, I’ve always felt that special education does use a foreign language. That doesn’t, however, mean that you can’t learn it. Like any language, after a while, you’ll get it. When you meet with the Pupil Evaluation Team, or the Case Conference Committee, or the Child Study Team, or whatever it’s called in your area, you will probably hear the sentence mentioned above. Let’s chop that sentence into pieces: “We look for an aptitude-achievement discrepancy…” Your child’s aptitude is his ability to learn. When I was in school, we called it an IQ. In order for someone to have a learning disability, he has to have at least average aptitude for learning. In other words, he needs to have the ability to learn as well as any average child of his age. His achievement refers to how well he is learning, or the extent to which he has received information and mastered certain skills. This may be where problems show up. The evaluator looks at whether there is a big difference, or discrepancy, between those two scores – aptitude and achievement. Is there a big difference between what he SHOULD HAVE learned and what he really has learned? Let’s say your child has an aptitude of 100, which is exactly average. That means that he should be able to learn things as well as any average student of his age or grade. But let’s say that the test found him to be achieving only at a level of 60 in reading. That’s 40 points below what he SHOULD BE doing in reading. That’s important information. “…as well as a processing deficit.” The next thing the evaluator looks at is a “processing deficit”. The term “processing” refers to the way your child’s brain works. Can his brain handle information better through what he sees (visual channel) or through what he hears (auditory channel). Can he remember a list of 4 or 5 things, or does he forget them quickly? How well does he find information he has stored in his head? How quickly can he process information? A deficit in processing means that he has trouble with one of the ways his brain handles information. Now, let’s put it all together: “There has to be an aptitude-achievement discrepancy…” The evaluator has found a big gap between your child’s ability (100) and his achievement (60) in reading. That tells you that he hasn’t learned what he needs to learn in order to be successful in reading. “…as well as a processing deficit.” The evaluator has found that he has a real problem remembering letters and sounds. And what is more necessary in order to learn to read than remembering letters and their sounds? Now you know that he should be able to read like the other children in his class, but his brain isn’t remembering letters and their sounds the way it should. That’s what’s standing in the way of his being able to read as well as the other children. Chances are the team will decide that your child has a learning disability in reading and that he is eligible for special education services. He will be able to get extra help from a special teacher. There will be things you can do with him at home to help him as well. He will be able to receive help from people who know what will work best for him and who care enough to give him the skills he needs to be successful in life. For more plain talk about learning disabilities, please visit us at www.ldperspectives.com.
