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. See similar questions...

Many parents fear that signing will delay or further delay speech. Our experience has been the opposite. If your goal is communication, then signing will meet that communication need much earlier than speech. Parenting can be very overwhelming because there never seems to be enough time. That is one of the great advantages of Signing Time?it does the work for you! See similar questions...

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. See similar questions...

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. See similar questions...

evaluation is initially done by a clinician to assess if the client actually needs to receive therapy. If the clinician recommends therapy, the client is eligible to begin receiving services the next semester. Treatment cannot start immediately since there are so few student clinicians and the cases are assigned at the beginning of each semester (September and January). See similar questions...

When a child has difficulty in school many people point a finger at bilingualism. Research does not support this assumption. Learning difficulties occur in both monolingual and bilingual individuals at about the same rates. The only clear example of learning difficulty brought about by bilingualism concerns situations when neither of the bilingual speaker’s languages is fully or sufficiently developed to enable the person to do academic work. See similar questions...

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. See similar questions...

Ten percent (or more) of all children struggle in speech, language or learning. We cannot always pin point the original cause of the problem in Processing Disorders, but we can improve each child's use of the tools of Auditory Processing and Visual Processing to be a more effective learner. See similar questions...

No, it's the opposite! All words are spoken and signed at the same time. When words and signs are used together, the meaning of the word is reinforced so signs can actually speed up the rate at which babies develop good use of language. Signs can also be extremely useful in a multi-lingual environment as a common link to help understanding and communication. See similar questions...

Students with speech impairments or dialect issues are not penalized. For example, if the letter is c and a student who has a frontal lisp, says, “th-ee,” that response iscorrect. The most common sound is counted as the correct response. Therefore, the hard sounds of c (as in cat and cute) and g (as in gate and get) are the correct responses. The soft sounds of c (as in city and cent) and g (as in gem and gist) are incorrect. See similar questions...

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. See similar questions...

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. See similar questions...

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. See similar questions...

This is one of the first questions a parent will ask about their child. It is also one of the most difficult to answer. Delays in speech and language skills can be associated with genetic, physical and environmental factors, but for most children, an obvious cause is hard to pinpoint. Pre-and perinatal factors such as alcohol consumption during pregnancy, low birth weight and anoxia (lack of oxygen at birth) can be implicated. See similar questions...

The most obvious cause of delayed speech or language development is hearing impairment, of course. Many states now provide newborn hearing screenings, and babies can be fitted with hearing aids as early as 3 months of age. The earlier a hearing impairment is recognized and addressed, the better the outcome for speech and language acquisition. See similar questions...

Strictly speaking, a delay means that children are learning to talk normally, but at a much slower rate than other children, whereas a disorder means that speech or language is developing in an unusual or abnormal way. Having said that, some professionals do not make a clear distinction between speech and language delay and disorder, while others use the term delay to describe any type of speech and language difficulty. See similar questions...

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. See similar questions...

Refer to Accessibility Services (BU 146). Accommodations can be made for documented special needs for students who have been tested and diagnosed. See similar questions...

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. See similar questions...

For details of the arrangements for students with learning difficulties and/or disabilities, please contact the Edexcel Special Considerations Unit. See similar questions...