Learning disabilities have been legally described in educational by-laws and under the Americans with Disabilities Act as a significant gap between a persons intelligence and the skills a person has achieved at each age. The National Institutes of Mental Health (NIMH) define a learning disability or LD as a disorder that affects peoples ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many waysas specific difficulties with spoken and written language, coordination, self-control, or attention. Such difficulties extend to schoolwork and can impede learning to read or write, or to do math.

The following list is symptoms of a possible learning disability. This list is comprised of warning signs; it is not a checklist. Your child may have a learning disability if he has poor estimation of space, poor coordination, a tendency to lurch forward, a problem understanding what is said, over-sensitivity to noise, difficulty following simple directions, delayed speech and language, sounds and words out of sequence (i.e. aminals and pasghetti), a poor vocabulary, a loss of emotional control, an under- or over-reaction to touch, difficulty using his hands to manipulate buttons, toys, etc., difficulty focusing, problems distinguishing shapes and colors, difficulty remembering what he sees, difficulty remembering the order or sequence of things, disorganized movements, and difficulty keeping up with his things. Other warning signs include double jointed sitting, not enjoying being read to, indiscriminate or over-reactions, laughter one moment and crying the next, difficulty with or avoidance of blocks and puzzles, clumsiness (i.e. knocking over glasses of milk or juice), and untied shoes and shirt hanging out. If your child has more than one of these symptoms, consult your physician and your childs school. Your child may have a problem separate from a learning disability and only a doctor will be able to properly diagnose the cause of the symptoms.

According to the NIMH, no one knows for sure what causes learning disabilities. Some possible causes are genetic factors, parental alcohol, tobacco and other drug use, problems during pregnancy or delivery, toxins in the childs environment, and chemotherapy or radiation exposure at a young age. New scientific evidence seems to show that learning disabilities do not stem from a single area of the brain; the difficulties arise when information from the various levels of the brain needs to come together. Studies from the NIMH have found, New research indicates that there may be variations in the brain structure called the planum temporale, a language-related area found in both sides of the brain. For example, in a person with dyslexia, the two structures are equal in size. In a person without dyslexia, the left planum temporale is noticeably larger.

LDs can be divided into three broad categories: developmental speech and language disorders, academic skills disorders, and otheranything not covered by the first two. Development speech and language disorders include development articulation disorder, or the trouble controlling the rate of speech; developmental expressive language disorder; and developmental receptive language disorder, where the brain seems to be set to a different frequency and perception is poor. Developmental receptive language disorder often goes hand-in-hand with a developmental language expressive disorder. Academic skills disorders include developmental reading disorders, developmental writing disorders and developmental arithmetic disorders. The other learning disabilities category encompasses motor skills disorders and anything else.

Obviously, the types of learning disabilities are varied and affect people in different ways. The NIMH says, LD is a broad term that covers a pool of possible causes, symptoms, treatments and outcomes. The most common learning disabilities include attention deficit and attention deficit hyperactivity disorder (ADD), dyslexia and hyperlexia. Other, rare forms of learning disabilities include dyscalculia (a math disability caused by an organic condition of the brain in which a person has a difficult time solving math problems and grasping math concepts), dysgraphia (a writing disability where letters are hard to form and hard to write in a defined space which is caused by brain damage) and dyspraxia (the impairment of the ability to perform coordinated movements).

Attention Deficit Disorder and Attention Deficit Hyperactivity are probably the most well known learning disabilities because of all the press and controversy the diagnoses and its medications have received in the last decade. This disability used to be referred to as minimal brain dysfunction and affects three to five percent of school-age children or approximately 800,000 children in the United States. The characteristics that a child with ADD exhibits are inattentiveness, talking excessively, hyperactivity and impulsiveness, or any combination of the three. A child with ADD may daydream excessively, not seem to listen or follow directions, and may hand in careless looking work, according to Dr. Mel Levine, founder of All Kinds of Minds Institute and professor of pediatrics at the University of North Carolina Medical School in Chapel Hill. NIMH literature points out that a diagnosis of ADD should be made only if the child shows such behaviors substantially more than other children of the same age. People with all levels of intelligence have been diagnosed with ADD. The causes of the attention problems are usually related to an inability to understand with is said or what is going on, an inability to focus or concentrate for long periods of time, and strong feelings or emotions that are affecting concentration.

In order to help a child with ADD, one must first realize how the disability is affecting her academic performance and then make adjustments accordingly. Dr. Levine states, Simply saying that a student has ADD or ADHD does not help us know the cause of that particular students attention problems when s/he is reading, writing or doing a math problem. Some suggested behavioral management techniques for children with ADD are an organized and predictable environment, having clearly defined behavioral expectations in advance, and having immediate consequences for actions. The goal in working with or raising a child with an attention disorder is to decrease undesirable behaviors and to increasing positive behaviors through a system of rewarding and ignoring, according to an article in the booklet, Attention-Deficit/Hyperactivity DisorderPolicies/Information Regarding Diagnosis/Interventions and Services, published in 1996 by the Learning Disabilities Association.

Another common LD is dyslexia a term derived from the Greek dys meaning poor and lexis meaning language. Dyslexia is characterized by problems in expressive or receptive oral or written language. According to the web site of the International Dyslexia Association, Dyslexia is not a disease; it has no cure. Dyslexia describes a different kind of mind, often gifted and productive, that learns differently. People with dyslexia often show special talents in areas that require visual, spatial and motor integration, but they have problems with language processingthe ability to translate thoughts into words and words into thought. The characteristics of dyslexia include a lack of awareness of sounds in words, sound order, rhymes, or sequence of syllables; a difficulty decoding words or with single word identification; a difficulty encoding words or with spelling; poor sequencing of numbers or letters in words; problems with reading comprehension; delayed spoken language; imprecise or incomplete interpretation of language that is heard; confusion about directions in space or time; confusion about right- or left-handedness; similar problems among relatives; difficulty with handwriting; difficulty with math. These characteristics are a result from differences in the structure and function of the brain, i.e. the planum temporale.

According to the NIMH, approximately 15-percent of the population is dyslexic and about 2.4 million U.S. school children have this learning disability. Children with dyslexia need special programs to learn to read, write and spell. The International Dyslexia Association suggests, Individuals with dyslexia require a structured language program. Direct instruction in the code of written language (the letter-sound system) is critical. The code must be taught bit by bit, in a sequential, cumulative way. Dyslexics also need multi-sensory learning techniques to master language. This learning should encompass seeing, hearing, touching, writing and speaking at the same time.

A third kind of learning disability may seem not at all like a disability at all when its most noticeable symptom appears. Hyperlexia is often characterized or diagnosed by the precocious ability to read words well above the childs age level. This possibly good thing usually accompanies other, not so positive behaviors. Other symptoms of hyperlexia include an intense fascination with letter and/or numbers; significant difficulty in understanding verbal language; abnormal social skills; learning expressive language in a peculiar way; rarely initiating conversation; an intense need to keep routines; auditory, olfactory and/or tactile sensitivity; self-stimulatory behavior; specific, unusual fears; normal development until 18 to 24 months old and then regression; strong auditory and visual memory; difficulty answering who, what, when, where and why questions; difficulty with abstract concepts; selective listening. Hyperlexia has characteristics similar to autism so hearing, neurological, psychiatric and blood chemistry tests as well as genetic evaluations may need to be performed to rule out other kinds of disorders, according to the American Hyperlexia Association.

If your child is diagnosed with hyperlexia, the first thing to do is find a speech and language pathologist who has worked with other hyperlexic children. (The AHA can help you find a pathologist near you.) In addition to the intensive speech therapy, you will need to teach your child appropriate social skills. The AHA recommends doing this by having your child interact with socially-appropriate behaving children on a regular basis.

The aforementioned learning disabilities and any others are frustrating for the children who have them. A child with a learning disability may stop trying to learn, have trouble making friends, may act belligerent or withdrawn, may get into fights, may play with younger children who make them feel more comfortable, may not be able to interpret tone of voice or facial expressions, and may act out inappropriately. As a parent, you may experience denial, guilt, blame, frustration, anger and despair. But there is hope.

The Learning Disabilities Association says early intervention with a child who is behind in social, cognitive, fine motor, gross motor, and/or language development can make a world of difference. The Association encourages to contact the school district and your primary physician if you see any signs of what could be a learning disability in your child. Many disabilities seem hidden and are hard to spot, so getting professional testing and screening is important.

There is no cure for LD; they are life long. Diana Moore of the Schwab Foundation for Learning says to be knowledge and skeptical of quick fixes. Parents need to do all they canoffer love, support, attention and understanding as their child acquires the skills necessary to adapt to lifes challenges. Moore says, Keep up ones research to know your childs strengths, challenges and learning style and to be able to ask hard questions of any remedial program or provider. Parents need to work with the school system and stay abreast of any school evaluations. (If need be, take your childs clinician with you when you talk to the school. Doing this will ensure you are all following the same plan for your son or daughters education.) By law, schools have to provide an adequate learning environment for your childs disabilities. For more information on this contact the Pennsylvania Department of Education or your school superintendents office or school psychologist. As Dr. Levine writes on his organizations web site, While parent/teacher collaboration can be extremely beneficial, the key to a successful management plan includes helping each student understand his profile of strengths, areas in need of improvement and affinities.

Focusing on your childs strengths can boost her self-esteem. You may need to hire tutors to work with your child after school or on weekends. Be sure when you select a tutor or learning specialist, you look at his or her certification and experience. The learning experience should always involve using all of the senses. According to the NIMH, By using the senses that are intact and bypassing the disabilities, many children develop needed skills. These strengths offer alternative ways the child can learn.

Helping your child learn will help your child prepare for the future and will help him live to be a productive adult. Encourage your child to develop positive, supportive friendships. Explain to your child that learning disabilities occur in people of all levels of intelligence (even Albert Einstein is said to have had a learning disability). Get counseling for your child so she can establish a more positive attitude and greater self-control. Join a local or national support group so on the trying days you wont feel like you are all alone. Structure tasks and your home environment in ways that will encourage your child to succeed.

If your child is almost of college age, help him choose a college wisely. By law, all publicly-funded colleges and universities must remove the barriers to disabled students learning, by offering isolated testing areas, tape recorded lectures and tape recorded papers. Also, testing services are required to provide oral versions of the college entrance exams if necessitated by the disability. And when your child is ready to enter the job market, the Learning Disabilities Association offers a videotape titled The Employment Interview and Disclosure: Tips for Job Seekers with Learning Disabilities for $22.95 plus ten percent for shipping and handling.

It should be pointed out that nowadays practically all states and districts are particularly concerned about the equity of education, wide access and equal opportunities to all students to receive possibly better education. In the result of such a policy a variety of programs were developed. For instance, there are programs that support full funding for the parent education programs, the at-risk preschool programs and all day kindergartens to students begin school ready to learn. Culturally diverse communities develop their budgets taking into consideration the increasing at-risk and bilingual weighting factors and other strategies in order to give more time and support to students who are not meeting grade level outcomes.

At the same time, the cases, when there is additional support and full funding for the cost of special education services for children with exceptional needs through special school finance, formulas are not rare though often they provoke discussions as for reasonability of such funding and clearness and objectivity of such finance formulas.
Nonetheless, it is strategically important to provide schools with sufficient funding in order to make education really accessible and equal, though, it is worthy of mention that special programs and initiatives affect dramatically local district budgets and often education becomes a kind of burden for the budget. In this respect, it is necessary to underline that the problem of effective use of financial funds is even more important and serious than the problem of funding proper.

Unlike the local district budget, the funding on the state level is quite different. In this respect, it is necessary to point out that one of the primary concerns of the state budget is funding public schools which are a kind of priority. Moreover, often general support for public schools reflects level funding. It is also noteworthy that, as a rule, a state budget is less focused on special programs and initiatives compared to local district budget though it is traditionally accepted that the financial aid to local districts is essential from the part of the state in order to increase the effectiveness of the local district budgets, which, as it has already been mentioned above, are not always able to afford the funding of all programs.

Nonetheless, there are also certain similarities between state and local district budgets since both pay attention to the salary of educators and traditionally, on both levels specialists attempt to raise funds in order to constantly increase salaries of educators and financially motivate their work.

At the same time, it should be said that state budgets are less flexible compared to the local district budgets. This is why the realization of some special programs targeting at the elimination of inequality is more difficult for state budgets than to local district ones. Moreover, the latter can better realize the actual need of the community and use funds more effectively than state budgets though, even on the local level, the use of funds is not perfect.
As for the federal level, the funding of education is getting even more complicated and, probably, less effective. At the same time, the distinguishable feature of the federal funding of education is the trend to make education more accessible and less costly for possibly larger number of people. No wonder that there are a variety of programs and strategies which target at the minimization of costs of education, especially for deprived classes, including representatives of lower classes. As a result, such programs as a well-known presidential initiative No Child Left Behind are developing.

At the same time, often the main priority of such programs is public education and public schools. In this respect, it is possible to trace the same trends in the state budget, but the difference is that on the federal level there is even less contact with the local communities and, what is more, there is practically no effective programs that really targets at gifted students, for instance. In actuality, the federal funding of education is focused on masses of students, regardless their actual needs, unlike local district budgets which are more conscious of the needs of local communities.

As a result, the modern education is characterized by quite a paradoxical situation when the funding increases but, on the federal level, it is focused on public education at large and does not take into consideration the needs of local communities. In stark contrast, on the level of local district budgets funding may be more flexible and correspond to the actual needs of the local community but, unfortunately, the local district budget cannot afford all special programs and initiatives they develop. In such a situation, the state funding becomes a kind of mediator between local districts that use funding more effectively but often lack funds and federal authorities, which have funds but use them not very effectively.

One of the best ways to increase your earnings potential is through a Master’s degree program. Post-secondary education, particularly in work specialized fields, like Law and Business and Engineering, can be the difference between getting that promotion and pay raise, and being unemployed.

Here’s why: A Master’s degree demonstrates not just that you’ve gained an educational attainment, but that you have shown perseverance and a willingness to work. It shows that you can be self directed, and that you can get into a competitive program. And it shows your dedication to the field you got the degree in; it’s an indicator that you’re willing to stick to the field and are committed to it.

Getting a Master degree, especially if you’ve been in the work force for a while, requires a careful balancing act. You don’t have the time to go back to living on campus, and have other commitments as well — keeping your current job, maintaining your mortgage, and keeping in touch with your family. Fortunately, there are several good, accredited online Master’s degree programs, in fields ranging from jurisprudence to business to hotel management to counseling and education.

Online graduate degree programs have gotten better since the mid ’90s. Where they used to be seen as being a step up from diploma mills, now they’re offered by top rank schools, like Harvard Business School and MIT. The instruction is challenging and top notch, and the learning pace can be handled online from the comfort of your own home.

Other avenues for getting a Masters degree include getting accredited for the skills you already use in your job. This kind of “work related” degree program can extend to Doctorates if need be, though in most cases, it tends to be for gaining an Engineering degree for someone who started out as a shop machinist.

While a Master’s degree is not the only requirement for career advancement or career change, it’s an important one — and one that has, statistically, proven to be a real income generator. So look at your Masters Degree as an investment in yourself, and your own income potential, rather than as an expense that you have to shoulder.

Likewise, don’t treat a graduate degree as something that’s a guarantee — you still have to be good at the skills your future employer is hiring for. All a Master degree shows is that you have demonstrated these skills to someone else; it doesn’t demonstrate that you’ll be a good team player or a good fit for the business culture. Even though the Master’s degree will help you get a job interview you’ll still have to win them over in the interview.