They try their very best to behave at school and at home, concentrate, and follow instructions. Yet, in spite their best effort, he or she is not accomplishing the subjects in school tasks and winds up falling behind. Learning disabilities affect as many as 1 in 10 schoolchildren.

It is believed that learning disabilities are primarily caused by a problem associated with the nervous system that affects communication, processing, or receiving information. They may also be genetic and run in families. Some children that exhibit characteristics of having a learning disability may also be easily distracted, be hyperactive, and have an attention span that is very short.

Adolescent and child psychiatrists are quick to point out that most learning disabilities are very treatable. They can have a tragic snowballing effect if not detected and treated early, however. For example, a child who does not learn addition in elementary school will not be able to grasp algebra in high school.
The child, who is trying very hard to learn, becomes more and more frustrated, and develops low self esteem and emotional problems in the wake of continued failure. Some children with learning disabilities act up in school simply because they would rather be seen as bad rather than stupid.

The most frequent signals of learning disabilities that parents must be made aware of include: The child has difficulty following and understanding instructions; The child has trouble trying to remember what a person has just said to him or her; The child fails to accomplish math skills, writing, spelling, and reading, and thus fails; The child has a difficult time identifying words or has a tendency to reverse numbers, words or letters. For example, confusing no with on, b with d, 52 with 25, and has difficulty distinguishing left from right; The child lacks coordination in sports, walking, or small activities such as tying a shoelace or holding a pencil; The child easily misplaces or loses schoolbooks, homework, or other items; The child cannot understand the concept of time; and is confused by the concept of tomorrow, today and yesterday.

Such problems require a comprehensive evaluation by an expert who can assess all of the various issues affecting the child. An adolescent or child psychiatrist can work with school officials; help coordinate the evaluation, and have the educational and evaluation done to clarify if a learning disability exists. This usually includes talking with the family and child, reviewing the educational testing, consulting with the school, and evaluating their situation.

The adolescent and child psychiatrist can then make recommendations on the need for special help such as speech therapy or special educational services, the appropriate school placement. He can also help parents to assist their child with maximizing his or her potential for learning. A family or individual psychotherapy may be recommended.

Prescription medication may be required for distractibility or hyperactivity. It is important to strengthen the child’s self confidence which is so necessary for healthy development, and also help parent’s better cope and understand the realities of living with a child with learning disabilities.

The symptoms and signs of adolescent and childhood emotional problems may include: School problems; Frequent fighting; Trouble sleeping; Feeling sad; Thoughts about running away or suicide; Excessive weight gain or loss; Disturbing or troubling; The use of alcohol or drugs; Isolation or withdrawal; Killing or injuring animals; Lying or stealing; Mood swings; Setting fires; Compulsive behaviors or obsessive thoughts; Self destructive or dangerous behavior; Trouble paying attention; Frequent worries or anxiety.

Throughout the evaluation process, parents should be directly involved and ask numerous questions. It’s important to make sure that you understand the full range of treatment options, your child’s diagnosis, and the results of the evaluation. If parents are confused about specific treatment recommendations or options or not comfortable with a particular clinician, they should consider a second opinion.

Prior to a child beginning treatment, parents should be sure to ask certain questions including; What are the recommended treatment options for my child?; How will I be involved with my child’s treatment?; How will we know if the treatment is working?; How long should it take before I see improvement?; Will medication help my child?; If the problems get worse, what should I do?, and; What are the arrangements if I need to reach you after-hours or in an emergency?

You may also need to advocate having your child seen in a timely way, by the clinician deemed most appropriate. Most insurance plans now may utilize provider panels having only a few mental health professionals. However, most states now have enacted laws regarding the appropriate access to specialists. Should you have questions or problems, you should try to call the Department of Consumer affairs at your insurance company, the Department of Insurance, or the Patient Advocate/Ombudsman.

Ongoing parental support and involvement are essential to the overall success of treatment. Depending on the nature of your child’s problems, it may also be important to involve the juvenile justice system, communities, or school. In addition, it may be helpful to learn how to access other support services such as home based programs, parent skill building, or respite. Local advocacy groups can also provide valuable support, experience, and other information, for parents.

Although serious emotional problems are common in adolescence and childhood, they are also very treatable. By advocating for appropriate intervention, parents can help make sure their children get the help they need, and reduce or eliminate the risk of prolonged emotional difficulties.

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Special education is the individually planned and systematically monitored arrangement of teaching procedures, accessible settings, adapted equipment and materials, and other interventions designed to help learners with special needs achieve a higher level of personal success and self sufficiency in community and school than would be available if the student were only given access to a typical classroom education. Students with special needs, such as specific disabilities (developmental or physical), mental health issues, and giftedness are those whose needs are addressed within the classroom setting.

It is important to strengthen the child’s self confidence which is vital for healthy development and also helps parents and other family members’ better cope with and understand the realities of living with a child with learning disabilities.

Different states have different criteria for services available, eligibility, and procedures for implementing their laws. It is important for parents to be aware of these laws and regulations in their particular area.

IDEA is a federal law, enacted in 1975 and amended in 1997, that governs all special education services for children in the United States. Under IDEA, in order for a child to be eligible for special education, they must be in one of these categories: physical disabilities, hearing and vision hearing impairments, autism, severe brain injury, mental retardation, learning disabilities, serious emotional problems, or other health impairments.

Section 504 is a civil rights statute, enacted in 1973, that requires that schools provide children with disabilities reasonable accommodations and not discriminate against them. It covers most, if not all, of the activities and programs, whether private or public, that receives federal financial assistance. These reasonable accommodations include modified homework, sitting in front of the class, untimed tests, and the provision of necessary services.
Typically, the children covered under Section 504 have either disabilities that do not fit within the eligibility categories of IDEA or disabilities that are less severe than children covered under IDEA. Under section 504, any person who has an impairment that substantially limits a major life activity is considered disabled. Learning and social development are included under the list of major life activities.

The ADA requires that all educational institutions must meet the needs of those children who have psychiatric problems. The ADA forbids the denial of activities, programs, or educational services to students with disabilities and further prohibits discrimination against all such students.

Your child’s eligibility to receive a wide range of services under the applicable law will be determined as the results of the evaluation. Following the evaluation, an Individualized Education Program (IEP) is developed. Examples of categories of services in IEPs include: Language and speech therapy, physical therapy, and occupational Therapy.

Parents do not determine whether their child is eligible under the law, however, parents are entitled to participate in the development of the IEP. Also, you do have the right to appeal the school’s conclusions and determinations as the results of the school’s evaluation are not final. The school is required to provide you with information about how to make an appeal.