D For Disability: How the Education System Can Be Better Informed to

Help Children with Learning Disabilities

Taylor Novotny

Ms. Dungey/Mrs. Bridner

Intern Mentor GT

5 May 2017
EDUCATING THE EDUCATORS 1

Abstract
In the field of learning disabilities, there is very little information to be found. For the students
who are affected by the disability, the lack of attention on this problem can be detrimental to
their education and future. The purpose of this study was to find discrepancies between different
school systems to highlight the lack of conformity and unity there is on the subject. There is
currently very little consistent information. Many sources are conflicting in the research and
data. Four school counselors, two from Howard County at the elementary and middle level, and
two from Baltimore county at the elementary and middle level, were interviewed to identify the
differences in approach to how students with learning disabilities are taught. Through the series
of interviews, it was found that the while the early intervention of LD is important, it is more
imperative for parents and teachers to know the signs of proper childhood development.

Word Count: 154

EDUCATING THE EDUCATORS 2

Introduction

People usually think of disabilities as something that can be seen. If someone is disabled,

it is clear where the handicap is. There is another branch of disabilities that go forgotten: the

hidden ones. Learning disabilities are often referred to as a hidden disability because people

are not able to visually identify the ailment. These hidden disabilities are a cognitive disorder

that may not be obvious to other people, but to the student, it is an important issue that often goes

overlooked. When searched in Google, dyslexia shows up with over 14 million search results,

an informational sidebar with treatment options, as well as a definition of the words that show up

at the top of the screen. When dysgraphia is searched, a few hundred thousand search results

show up, nothing more. It is evident that there is a lack of education in this topic. Even when

teachers are asked, it is hard for them to name learning disabilities. Due to a lack of education on

the topic of learning disabilities, parents and educators are not properly prepared to

accommodate for the academic, emotional, and social obstacles a child with a learning disability

may face.

The most dangerous type of learning disabilities are undiagnosed ones. The testing

process for learning disabilities is lengthy and subjective. There is no clear-cut test to identify

where the impairment lies, and it can be difficult to tease apart the difference between the

disabilities. This process can be more challenging and difficult when most people do not know

what a learning disability is. While about 90% of Americans know what dyslexia is, they are

unable to identify any other types of learning disabilities (Morin, n.d.). There are many

misconceptions about what learning disabilities are and how to treat them. One reason there is so

much difficulty diagnosing them is because the problem lies in the brain, but there are no scans
EDUCATING THE EDUCATORS 3

to test for the disability; Learning disabilities are defined as neurologically-based processing

problems (Types of Learning Disabilities, n.d.). Many people think that learning disabilities

stem from laziness or bad parenting; this misinformation may lead to many problems. Learning

disabilities are a culmination of smaller problems, and they can project themselves in severe

ways. Because of these misconceptions, there is rarely any useful help for students with a

learning disability.

In the school system, IEPs and 504 plans are used to addressed learning disabilities. An

IEP would be for person with an LD, a learning disability, who needs maximum assistance, to

the point where they cannot function for themselves. A 504 plan is different because it allows the

child to stay in a general education class, but they have assistance to accommodate for their

shortcomings. While children with an IEP are also included in general classes, they need more

assistance, and teachers are provided with more specific instructions for how to help the student.

Neither includes all of the specific learning disabilities, just dyslexia (Howard County Public

School System, n.d.). 504 plans and IEPs have prove not to be enough for most people with a

LD. This is a problem that the school systems have yet to address, and it is clear that it needs to

be addressed.

Literature Review

The most obvious effect a learning disability has on a person is his/her academic ability.

Referring to grades, children with LD tend to fall behind, even though they are not below

average grade level. One academic report shows that more children with learning disabilities are

performing on or above average than they are below average. However, on average, children

with LDs earn lower grades compared to children without LDs (Deshler, 2014). Learning
EDUCATING THE EDUCATORS 4

disabilities affect a students ability in school because it impedes on his/her basic cognitive

functions, like reading and writing. Without proper accommodations, the child is forced to help

themselves, which may be where the academic lag stems from. These gaps can be seen in

standardized testing. Mandated by law in most states, students must take standardized testing,

some of which are required to graduate or move forward in schooling. They are used to helps

gauge national statistics and individual aptitude. According to statistics from these tests, there is

a gap between children with LD and the children without (GreatSchool Staff, 2015). This could

be due to the lack of accommodations the student receives. Unless there is official

documentation stating what the learning disability is and the official accommodation, there is no

law protecting the child during standardized testing (Carr, 2016). Some of these accommodations

may include extended time or having questions or passages read aloud. The accommodations are

what level the playing field. It helps to bridge the gap of potential and achievement. In one

college freshman class, 70% of the general population reported to have a B+ or higher average in

high school. This is significantly higher than the 53% of the students with learning disabilities

who reported a B+ or higher average (Wolf, 2001). Most of the students with LD are able to

succeed, but it is much less than the amount of students who do not have an LD and succeed.

Students without an LD are at an obvious advantage, and there is not an adequate amount being

done to help the students who need the help to receive it.

This gap in achievement is long lasting. It follows a person, making it harder to obtain a

higher level of education. Data shows that beyond grade school, a person with a LD is less likely

to graduate with a regular degree. Only about 68% of students with LD graduate high school on

time with a diploma (Deshler, 2014), compared to 80% of the regular population graduating on
EDUCATING THE EDUCATORS 5

time without a LD (National Center for Education Statistics, 2016). There is a pattern of limited

achievement happening within the students who have LDs. Even once a student is out of high

school, the problems do not end. They continue into college, and could have detrimental effects

there as well.Only about 15% of people with LD graduate from college (TED talk, 2016). Help

and accommodations are hard enough for a student to receive in a grade school setting, which

would make receiving them in college much harder. In one survey, an incoming class of

freshman in college were asked to report how they felt about graduating college. 13.7% of

people with learning disabilities reported they did not think they would be able to graduate on

time; only 6.5% of the general population felt this way (Wolf, 2001). Students who go to college

with a LD are faced with the harsh reality that it may be much harder for them to succeed,

compared to their peers. This is a reality that a person with a LD faces everyday, and it can factor

into their emotional well-being.

Learning disabilities go deeper than the surface; they have an impact on the emotional

health of a person with an LD. Through the obvious cognitive setbacks a person may experience,

it can add extra stress and take a toll on the person. Along with that, there is also the problem that

learning disabilities in America are very misunderstood. A childs peers, parents, and teachers

may believe that he/she is not putting forth effort, and the problems are being written off the

problems as laziness or low intelligence. Through this misunderstanding, there may be shame the

child feels. Though they are putting forth effort, the people who surround them may not think

they are. This stems from the misunderstanding of learning disabilities. One poll shows that most

people are confused about where learning disabilities stem from. Both parents and teachers think

that it stems from home life or laziness (The Wrightslaw Way, 2010). Ignoring the fact that a
EDUCATING THE EDUCATORS 6

child is struggling because of his/her life at home or writing it off as a lack of effort can be

dangerous. Not giving the needed attention to a child who needs it can make them feel

unimportant. Learning disabilities go undiagnosed because teachers do not know what to look for

in a child who has a learning disability because there is not enough education on the topic. A

lack of information causes misinformation. The child may be putting forth the most effort he/she

can, but because he/she must accommodate for his/herself, the effort may not show. This can

cause tension within oneself. The failures of a dyslexic person may face can pile up, creating

feelings of shame and failure. In some cases, this leads to depression (Alexander-Passe, 2006).

Coping with depression on its own is hard enough for a child, but mixing this with a learning

disability can cause much more stress on the child and the brain. Because of this, it is often

noted that students with LD have a low self-image compared to those without. One study shows

that the largest difference in students with LD compared to students without is their self-image

and self-concept (Harborg, n.d.). Having confidence is important to succeed in not only school,

but in other areas of life. Too often, students do not have the confidence to feel important and

productive in their school work. When their needs are ignored, it can have a profound effect on

how they feel about themselves. These effects may follow the student into school, making it even

harder to cope.

Depression and anxiety alone have a profound effect on children in school. Mixing this

with a learning disability is a dangerous combination, leading to feelings of helplessness and

isolation. Children diagnosed with depression, but do not have a learning disability, already show

difficulties focussing and face social isolation. There is a strong correlation between mood and

motivation (Depression, anxiety & emotional distress, n.d.). The lack of motivation can cause
EDUCATING THE EDUCATORS 7

poor grades, which can lead into a cycle of a poor mood. Trying to process the information going

on around them can stress the brain, causing anxiety (How learning disabilities cause anxiety,

n.d.). This can add to stress, making it no easier for a child to accommodate for themselves.

The effects of LD to the naked eye may not be easy to see. However, looking at evidence

from the LD community in terms of after schooling, there are clear consequences. For example,

there is a link between LD and substance abuse. This is just one example of outright examples of

emotions having an effect on a person with LD. It has been reported that up to 60% of

adolescents in rehabilitation facilities have a LD (Fells, n.d.). Clearly there is some gap in help

the children are receiving. Having one group so largely represented in a case like this should be

cause for attention. People who have LD often feel isolated, which is similar to what is reported

among people who abuse substances. Because of there are feelings of isolation among students

with LD, they may turn to illegal substances as a way to try to fit in or cope with their

differences (National Center on Addiction and Substance Abuse, 2000). Handling stress with

substances is an unhealthy way to cope. It is clear that there are unaddressed problems with

children who have an LD.

There is an impact on social behavior due to learning disabilities. It is unknown if a lack

of social discrepancies stem from the same place the neurological disorder comes from, or if the

stress from the neurological disorder cause the social skill problems (Lavoie, n.d.). One trend

that can be seen is the child is more likely to show undesirable negative behavior, like

aggression. A child with an LD is at higher risk for lashing out and having undesirable behavior

in school or in a social setting. According to one academic report, 50% of all students with

learning disabilities have been either suspended or expelled (Deshler, 2014). Since there is a gap
EDUCATING THE EDUCATORS 8

in comprehension seen in students with LD, student with an LD may take longer to recall

something they did wrong, which often causes people to think they are lying. This frustration

may cause them to lash out, as well as the frustration they are feeling in the classroom (Ryan,

n.d.). The cycle of the LD never ends for the student with LD. The disruptive behavior may be

due to the lack of understanding or attention they are receiving. With a relationship of the

emotional hardships the student faces, any student, not just those with LD, this may have an

impact on their social behavior. The student may start rebelling due to low self esteem

(Alexander-Passe, 2006). This could be attention seeking behavior, something a student with LD

often exhibits. This attention, however, is negative, which also has an impact on how his/her

peers and others view him/her.

A child with an LD may have a harder time understanding social cues. Comprehending

body language is an important part of communication. Because of the slower comprehension

time in a student with an LD, reading body language may take longer and the child may not be

able to comprehend what is being said to them. Because of this, it may take longer for him/her to

learn from his/her mistakes (Ryan, n.d.). The child may not be able to understand, at first, why

someone is upset with him/her. Learning to differentiate right and wrong in a social setting is a

process every child must go through. The child with an LD may take longer to learn this. The

negativity that surrounds this can further the hardships the child may be going through. This can

be related to the mental wellness of the child. Healthy relationships are an important Depression

can cause anger, leading to conflict, which can make it harder to maintain relationships

(Depression, anxiety & emotional distress, n.d.). Healthy relationships are an important part of

socialization and without them, it can have a negative impact on a child.Without these
EDUCATING THE EDUCATORS 9

relationships, the child can feel even more isolated. This, again, contributes to the detrimental

cycle LD may have on a person.

There are higher rates of crime in the LD community. Reports show there are higher

incarceration rates of people who have dyslexia or another form of LD. One study in Sweden

shows that out of 22 inmates, nine of them had dyslexia, and between 40-70% of the inmate

population has been diagnosed with dyslexia. This is compared to only 6-10% of the general

population who has been diagnosed (Graven, 2012). One reason for the incarceration rates is due

to the dropout rate amongst people with LD. A person is more likely to end in a delinquency

facility if they do not complete high school. Out of the people in one juvenile delinquency

facilities, 50% of them had an undiagnosed learning disability (Fells, n.d.). These statistics

clearly show that the problem of undiagnosed LD extend past poor academic standings. It is

more than a problem of comprehension; it affects behavior and emotional health as well as social

standing. The lack of help the students are receiving can be detrimental of it is not addressed.

The biggest reason students are struggling so much with their learning disability is

because there is a lack of information about them. The school system does not do much to help

students with LD. For a long time, people with learning disabilities had to prove their need for

accommodations by showing a gap in IQ and achievement. This meant they would have to fail

for two years before they received help (Ellis, 1994). This encouraged failure to receive the help

that the student needed. If a student has failed for two years, it is already too late for

accommodations. The process must be adjusted so it can help a student before the problem

begins to pull them down. It needs to be ahead of the learning disability, making early diagnosis

crucial in the process of diagnoses. This means the process should be shortened and more strict;
EDUCATING THE EDUCATORS 10

to be diagnosed is lengthy and it is mostly subjective. In the process of diagnoses, a student is

assigned a team. The team is ultimately the one to decide if the student receives the help or not.

Even if a student is able to qualify for a 504 Plan, it does not give specifics on how the teacher

can help (HCPSS, n.d.). The 504 Plan the teacher receives lists an LD as a specific learning

disability. The plan does not list what the learning disability is. It is up to the student to present

the problem to the teacher, or for the teacher to seek out the student. This, all too often, does not

happen. The student then does not receive any help unless the teacher decides it is crucial for

their success in that class. This does not help the student. Not clearly identifying the LD allows

the teacher to overlook the problem at hand.

Students struggle in educational settings due to a lack of training and education about

LDs for teachers. One study shows that there is not enough research for people with LD. It used

published journals and categorized them; it found that most of the journals were related to

education. The rest of the journals had very little information available, and some even showed

complete opposite results (Sharfi, 2014). Resources are limited. There is not enough information

for students and parents to seek out. 31% of parents turn to teachers for help with their child and

his/her learning disability, but many teachers do not have the information to help them

(Wrightslaw, 2010). Parents should be able to reach out to the people who interact closest to their

students for help. However, 98% of parents believe teachers are not trained to help their child

with an LD (Ellis, 1994). This is not only unassuring to the parent, but also the student. The

teachers are not able to offer any help because there is very little training in the field. Programs

like Common Core are designed to standardized learning, but that may not be helpful for
EDUCATING THE EDUCATORS 11

students with these special learning needs. Overall education in the field needs to be readjusted

to help the people who need it.

Data Collection and Methods

For the data collection, four school counselors or psychologists were interviewed from

four different schools. At the elementary level, Ms. Aimee Kandelman from Bellows Springs

Elementary School and Ms. Jen Ashton from Timonium Elementary School were interviewed;

Ms. Kandleman, in her office on April 3 and Ms. Ashton over the phone on April 27. At the

middle school level, Ms. Aubrey Tardy from Elkridge Landing Middle School, and Ms.

Stephanie Walsh from Catonsville Middle School; Ms. Tardy in her office on March 23, and Ms.

Walsh over the phone on April 3. The two different school levels, elementary and middle, were

interviewed to identify if there are any inconsistencies in the identification and help for a student

between grade levels. The purpose of interviewing from two different counties was to see if there

are any gaps of help in different districts. However, this information is limited because of the

proximity Howard County and Baltimore County are to each other. For more accurate research,

multiple different states should have been interviewed to gather a more broad area of

information.

The questions asked dealt with the topic of identification and intervention. Each person

was asked how early she starts to see symptoms within students, and how the identification

process would work at each level. School counselors or psychologists mainly do not help

students on an individual level, their job is to help with the process of the IEP or 504 plan. The

hypothesis, that better early intervention strategies would better help the student to bridge the
 EDUCATING THE EDUCATORS
gap, was addressed with questions about how the school system helps the students with LD.
Data Analysis
Do parents come for
help?
Timonium Parents are given
Elementary resources during the
diagnosis process, and if
Jen Ashton they want more help there
are informational
meetings within the
county
Bellows Parents go to teachers
Springs before they go to
counselors, but teachers
Aubrey Tardy usually have to ask for
help from counselors
Catonsville Believes that parents dont
Middle have the steps in the
IEP/504 process explained
Stephanie to them well enough, and
Walsh that helping parents is half
the battle
Elkridge Its unusual not to have a
Landing parent ask for help; they
Middle usually ask for a tutor list
School or tips, but with Google,
parents usually find basic
Aimee information on their own
Kandleman
12
How do teachers ask Are teachers given Diagnosis process/Early
for help? the proper tools in identification
their classroom?
Teachers come to Teachers need more Sometimes students
help with behavioral support from special need more help than the
issues, but not the education teachers, school can provide ,
childs learning but given staffing, it and the student may get
issues is not easy for moved around (possibly
teachers to always to another school or
get the help they program)
need
Teachers come to her Teachers should Believes that its important for
for help all the time know the difference parents and teachers to know
between an on level the signs of proper
child and someone development, if something
with a disability, so seems wrong then it can be
if there is a problem, taken to the next step
the teacher can refer
them to someone
else
Teachers ask for help NA If the difficulty isnt caught on
more in elementary time, it could cause gaps in the
school than in middle childs learning that will
school; in middle become harder to bridge when
school the teachers go they get older. If a parent
straight to the case wants an IEP or 504 they can
manager usually get one
Teachers will go to NA Believes it can be hard to tease
case manager first apart the difference between
different disabilities. The
accommodations become too
much of a crutch and dont
allow the student to help learn
for themselves
EDUCATING THE EDUCATORS 13

The interview questions answered the important questions of how prepared the people

around a student with an LD are to help that child succeed. It is clear that if a parent needs help,

there are resources he/she can refer to for their child. For the most part, the teacher has help

he/she needs, however, this is not always the case. Sometimes there are not enough resources for

teachers, as seen in Timonium Elementary. The rest of the findings show that knowing the

importance of proper development and having knowledge of how a student learns is imperative.

The project is limited due to the proximity of the two counties. The purpose of two different

counties was to find the discrepancies of how LD are diagnosed and handled. For a more helpful

gage, there should have been many counties interviewed. Hopefully with this research, parents

with children that have learning disabilities will be more aware of how to help their child, and

parents of young students will be aware of how their child is learning.

Conclusion

Learning disabilities affect every aspect of a persons life, including the academic,

emotional, and social areas. Though they are difficult to identify, they should be treated as any

other disability would be. Because of the gap of achievement and ability, lower grades and

higher rates of dropouts can be seen. Students, consequently, may suffer from a lowered

self-esteem and a worsened mental state. With the combination of these two, the child may act

out and have undesirable social behaviors. Federal and state education needs to improve upon

mandating training and more information should be accessible for students and parents. It is

important that the same opportunity to successfully learn is granted to every student.
EDUCATING THE EDUCATORS 14

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EDUCATING THE EDUCATORS 16

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