Teaching staff are available to assist those students who have learning difficulties or who need support because English is not their first language. Such support may be given within the mainstream lesson, or by withdrawing students to help them in a particular area of their work.

There are a number of causes of learning difficulties for children/teens today. For some children it is an inability to integrate the sensory information which is coming into their brain. For others it is due to toxins which may have created neurological processing issues. For others they may have experienced some kind of head or physical trauma which damaged the brain or restricted movements during key developmental stages.

There is no way of knowing for sure when a child is very young if he/she will have learning difficulties later one. Depending on the type of language issues the child has and his/her age, there is frequently a correlation between expressive and receptive language difficulties and later difficulties in school with reading, writing, comprehending classroom content material, focus and attention. However, each case is individual and generalizations are not necessarily useful.

If the child is a mature six' year old or over this age (including adults), it is very possible that vision therapy exercises will help where any visual problems such as poor tracking, reduced accommodation, low or excessive convergence, reduced fusional reserves are possible contributory factors to their difficulties.

Makaton is used by people with all sorts of communication difficulties - not just those with learning difficulties but also many with an "acquired" communication difficulty arising from a stroke or a tracheotomy, for example.

Heredity does play a role, but it is minor. It is generally believed that between 40% and 70% of our mental abilities are learned, not inherited. Therefore, we can accomplish far more if we stop blaming the problems on genes, which we can't change, and start enhancing the skills that are learned and can be changed.

When difficulties are detected, a Computerized (reading) Placement Appraisal is done. The CPA will determine the most appropriate level of reading instructional content for the student.

SIT is a proven, one-time, permanent solution to correct learning disabilities. It strengthens the areas of reading, spelling, concentration, organizational deficits, short and long term memory, sequencing, auditory and visual (sensory) processing and motor skills. It works with ADD, ADHD, Autism, Asbergers, distractibility, dygraphia, auditory and visual processing deficits and is excellent for ESL, reading, spelling and writing improvement. It is NOT simply a tutorial or reading program.

A student with a learning difficulty (in particular, in literacy or numeracy) must have access to all learning areas and achievement will be reported using the standard primary or secondary report format comparing achievements with those of his/her age cohort at the school.

Master's is a school that is designed to challenge students to exceed standards. All the resources in the school are in place to help us achieve that goal. Students who require more specialized or modified programs may not be accommodated. Students already on a specialized learning program in another school, may not be accepted.

Here are some suggestions that can help you support your child's learning and maintain a good working relationship with school professionals: Let your child's teacher(s) know that you are interested in playing an active part in your child's educational program. Plan and schedule times to talk with the teacher(s) and, if possible, visit the classroom. Inform the teacher(s) of any activities or significant events that may influence your child's performance in school.

If a child is suspected of having difficulties, an evaluation is in order. An evaluation usually consists of standardized testing (when possible), a structured observation, and an interview with the parent or other caregiver. If intervention is recommended it can be intensive (more than once a week), weekly, or consultative.

This idea has been proposed many times, starting in the 1940s. Eventually, it will be made to work. However, AI programs haven't yet reached the level of being able to learn much of what a child learns from physical experience. Nor do present programs understand language well enough to learn much by reading.

Education Queensland has an expectation that all students will have the opportunity to access the Curriculum Framework developed and implemented by their school. Although formal reporting on student achievement using a five point scale must occur twice a year, there is an expectation that teachers use a range of other strategies throughout the year to provide parents with ongoing feedback on student progress.

Children with reading difficulties are not just disadvantaged academically, they are likely to experience a number of other important difficulties. They are likely to have lower self-esteem and experience some conflict with their parents. Imagine knowing that you are relatively intelligent. You know that you are at least as smart as your friends. However, your friends are learning to read, but you are not.

Contact the Exceptional Student Education (ESE) coordinator at your school. If your child is not in an exceptional student education program, the ESE coordinator will arrange a meeting of the Child Study Team (CST) at the school. With your input, the CST will develop a plan to assist your child. If your child continues to have problems, the CST will request your permission to evaluate your child to determine if he or she needs special attention.

All schools have programs to support the English language development and academic needs of students in the English for Speakers of Other Language (ESOL) program. If you have specific questions, call the Department of Multicultural Education at (561) 434-8620.

No, but we do have a resource list of evaluators available who may be able to provide the service you are looking for or you may consider requesting an evaluation through the Department of Education (DOE). See our "Information & Resources" page for this list or contact our Information Specialist for information on the DOE procedure for requesting the evaluation.

You can request your local school for an Individualized Education Plan (I.E.P.) under the Individuals with Disabilities Act (IDEA). Contact your local Intermediate Unit or go to the PEN web site or the D.O.E. web site

You will know, because you’ll see it. The time you spend with your child will make it clear that they’re learning - and you’ll easily see too what they’re having difficulty with. You’ll be talking to your child and he’ll tell you all about what makes that trail in the sky behind a jet-plane. Or he’ll start counting how many syllables there are in words as you drive along in the car.