learning disabilities homework help

Five Homework Strategies for Teaching Students With Learning Disabilities

Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.

On this page:

Strategy 1. give clear and appropriate assignments, strategy 2. make homework accommodations, strategy 3. teach study skills, strategy 4. use a homework calendar, strategy 5. ensure clear home/school communication.

Homework is one aspect of the general education curriculum that has been widely recognized as important to academic success. Teachers have long used homework to provide additional learning time, strengthen study and organizational skills, and in some respects, keep parents informed of their children’s progress.

Generally, when students with disabilities participate in the general education curriculum, they are expected to complete homework along with their peers. But, just as students with disabilities may need instructional accommodations in the classroom, they may also need homework accommodations.

Many students with disabilities find homework challenging, and teachers are frequently called upon to make accommodations for these students. What research supports this practice? This article describes five strategies that researchers have identified that help students with disabilities get the most from their homework. They include:

• Give clear and appropriate assignments
• Make homework accommodations
• Teach study skills
• Use a homework calendar
• Ensure clear home/school communication

Teachers need to take special care when assigning homework. If the homework assignment is too hard, is perceived as busy work, or takes too long to complete, students might tune out and resist doing it. Never send home any assignment that students cannot do. Homework should be an extension of what students have learned in class. To ensure that homework is clear and appropriate, consider the following tips from teachers for assigning homework:

• Make sure students and parents have information regarding the policy on missed and late assignments, extra credit, and available adaptations
• Establish a set homework routine at the beginning of the year
• Assign work that the students can do
• Assign homework in small units
• Explain the assignment clearly
• Write the assignment on the chalkboard and leave it there until the assignment is due
• Remind students of due dates periodically
• Coordinate with other teachers to prevent homework overload

Students concur with these tips. They add that teachers can:

• Establish a routine at the beginning of the year for how homework will be assigned
• Assign homework toward the beginning of class
• Relate homework to classwork or real life (and/or inform students how they will use the content of the homework in real life)
• Explain how to do the homework, provide examples and write directions on the chalkboard
• Have students begin the homework in class, check that they understand, and provide assistance as necessary
• Allow students to work together on homework

Make any necessary modifications to the homework assignment before sending it home. Identify practices that will be most helpful to individual students and have the potential to increase their involvement, understanding, and motivation to learn. The most common homework accommodations are to:

• Provide additional one-on-one assistance to students
• Monitor students’ homework more closely
• Allow alternative response formats (e.g., allow the student to audiotape an assignment rather than handwriting it)
• Adjust the length of the assignment
• Provide a peer tutor or assign the student to a study group
• Provide learning tools (e.g., calculators)
• Adjust evaluation standards
• Give fewer assignments

It is important to check out all accommodations with other teachers, students, and their families. If teachers, students, or families do not find homework accommodations palatable, they may not use them.

Both general and special education teachers consistently report that homework problems seem to be exacerbated by deficient basic study skills. Many students, particularly students with disabilities, need instruction in study and organizational skills. Here is a list of organizational strategies basic to homework:

• Identify a location for doing homework that is free of distractions
• Have all materials available and organized
• Allocate enough time to complete activities and keep on schedule
• Take good notes
• Develop a sequential plan for completing multi-task assignments
• Check assignments for accuracy and completion before turning them in
• Know how to get help when it is needed
• Turn in completed homework on time

Teachers can enhance homework completion and accuracy by providing classroom instruction in organizational skills. They should talk with parents about how to support the application of organizational skills at home.

Students with disabilities often need additional organizational support. Just as adults use calendars, schedulers, lists, and other devices to self-monitor activities, students can benefit from these tools as well. Students with disabilities can monitor their own homework using a planning calendar to keep track of homework assignments. Homework planners also can double as home-school communication tools if they include a space next to each assignment for messages from teachers and parents.

Here’s how one teacher used a homework planner to increase communication with students’ families and improve homework completion rates:

Students developed their own homework calendars. Each page in the calendar reflected one week. There was a space for students to write their homework assignments and a column for parent-teacher notes. The cover was a heavy card stock that children decorated. Students were expected to take their homework planners home each day and return them the next day to class.

In conjunction with the homework planner, students graphed their homework return and completion rates. Another strategy that is linked to homework completion and improved performance on classroom assessments. The teacher built a reward system for returning homework and the planners. On a self-monitoring chart in their planner, students recorded each time they completed and returned their homework assignment by:

• Coloring the square for the day green if homework was completed and returned
• Coloring the square for the day red if homework was not done
• Coloring one-half of the square yellow and one-half of the square red if homework was late

If students met the success criterion, they received a reward at the end of the week, such as 15 extra minutes of recess. The teacher found that more frequent rewards were needed for students with emotional and behavioral disabilities.

Homework accounts for one-fifth of the time that successful students invest in academic tasks, yet students complete homework in environments over which teachers have no control. Given the fact that many students experience learning difficulties, this creates a major dilemma. Teachers and parents of students with disabilities must communicate clearly and effectively with one another about homework policies, required practices, mutual expectations, student performance on homework, homework completion difficulties, and other homework-related concerns.

Recommended ways that teachers can improve communications with parents include:

• Encouraging students to keep assignment books
• Providing a list of suggestions on how parents might assist with homework. For example, ask parents to check with their children about homework daily
• Providing parents with frequent written communication about homework (e.g., progress reports, notes, letters, forms)
• Sharing information with other teachers regarding student strengths and needs and necessary accommodations

Ways that administrators can support teachers in improving communications include:

• Supplying teachers with the technology needed to aid communication (e.g., telephone answering systems, e-mail, homework hotlines)
• Providing incentives for teachers to participate in face-to-face meetings with parents (e.g., release time, compensation)
• Suggesting that the school district offer after school and/or peer tutoring sessions to give students extra help with homework

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Bryan, T., Nelson, C., & Mathur, S. (1995). Homework: A survey of primary students in regular, resource, and self-contained special education classrooms. Learning Disabilities Research & Practice, 10(2), 85-90.

Bryan, T., & Sullivan-Burstein, K. (1997). Homework how-to's. TEACHING Exceptional Children, 29(6), 32-37.

Epstein, M., Munk, D., Bursuck, W., Polloway, E., & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. The Journal of Special Education, 33(3), 166-176.

Jayanthi, M., Bursuck, W., Epstein, M., & Polloway, E. (1997). Strategies for successful homework. TEACHING Exceptional Children, 30(1), 4-7.

Jayanthi, M., Sawyer, V., Nelson, J., Bursuck, W., & Epstein, M. (1995). Recommendations for homework-communication problems: From parents, classroom teachers, and special education teachers. Remedial and Special Education, 16(4), 212-225.

Klinger, J., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23-37.

Polloway, E., Bursuck, W., Jayanthi, M., Epstein, M., & Nelson, J. (1996). Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention In School and Clinic, 31(3), 133-144.

Adapted and reprinted with permission from the ERIC Clearinghouse on Disabilities and Gifted Education (opens in a new window) .

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How to Teach a Child With Learning Disabilities

Learning disabilities are surprisingly common. They are a result of differences in brain structure but do not relate to intelligence, behavior, or focus. In short, they are differences that make it difficult to succeed in a typical American school, though they may have relatively little impact on tasks of daily living.

What Are Learning Disabilities?

According to the website LDOnline, the most common learning disabilities include:  

• Auditory and visual processing disorders : "Sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision."
• Dyscalculia : A mathematical disability
• Dysgraphia : A writing disability
• Dyslexia : A reading disorder
• Nonverbal learning disabilities : A neurological disorder that causes problems with "visual-spatial, intuitive, organizational, evaluative and holistic processing functions."

Learning disabilities affect one in five American children.

Often, students with learning disabilities will have an Individualized Educational Program or 504 Plan which details teaching accommodations. These are usually similar to the general suggestions offered below.

Helping Children Succeed in School

Most instruction at home or in school can be adapted to accommodate the needs of students with learning disabilities such as dyslexia or other learning problems. These strategies can be used to modify instruction in most subject areas to improve students' comprehension of tasks and the quality of their work.

These approaches, incidentally, can also be helpful for most students who prefer a clear, structured educational program.

• Ask for a scoring guide . Teachers should develop a scoring guide, share it with students, and provide models of examples of each level of performance.
• Never use a student's work as a public example of poor work for the class to see. This is humiliation, and it has no place in any classroom or home.
• Clearly outline the instructions . Lessons should include specific, step-by-step instructions that are explicitly stated by the teacher and modeled for the student.
• Create models of quality work that students can see and analyze . Include both spoken and written explanations of how the work fulfills academic expectations.
• Define classroom expectations for work and behavior . Post them, and use them as a basis of all interactions and class projects. Making your requirements a part of the classroom or homework routine will help the student meet expectations.
• Have the student repeat back the instructions . Correct any miscommunication before he begins the actual work. Check back on the student as he works to ensure he is doing the work correctly. Prompt him as necessary to ensure that he corrects any mistakes before he finishes.
• Set the stage for learning . Tell children why the material is important, what the learning goals are, and what the expectations are for quality performance.
• Use graphic organizers . Help students understand the relationships between ideas.
• Use specific language . Instead of saying, "do quality work," state the specific expectations. For instance, if the teacher is grading based on correct punctuation, spelling, and the inclusion of specific points, communicate with the teacher and your child to work on meeting these expectations.

Learning Disabilities Association of America. Types of Learning Disabilities .

LDOnline. What is a Learning Disability ?

By Ann Logsdon Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities. 

Help with Homework

Elementary school students, as well as those with learning problems will require more of your time, assistance, and support than secondary students. Your assistance also depends on whether the homework assignments represent practicing a skill already mastered by your child or developing and mastering a new skill. The later will take more time and involvement on your part.

Most parents feel quite capable of providing assistance when the goal of homework is to practice previously learned information. For example, using flash cards and helping children develop a reading vocabulary represents such an activity. This procedure typically involves having your child write individual reading words on separate index cards. New words are added as your child masters the existing set.

In contrast, many parents feel less capable assisting their child when new skills or problem solving exercises have been assigned. When acquiring new information is the object of a homework lesson, it may be important for you to ask questions about the materials to summarize for your child any past strengths in that area and to ask your child as well as his or her teacher how you can best be of assistance.

It is also likely that you will feel more competent helping your child with certain types of homework tasks. For example, fathers often feel more comfortable helping with math and mothers with language arts. When both parents are available, we advise that both assist with homework. If the child has considerable difficulty with a subject area, tutors can be very helpful.

Authors: Dr. Sam Goldstein and Dr. Sydney Zentall

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Tips for recognizing learning disorders in the classroom.

Characteristics of learning disabilities that can hide in plain sight

Writer: Rae Jacobson

What You'll Learn

• Why is it hard to spot some learning disorders?
• How do learning disorders affect kids in school?
• What signs should teachers look for?

Teachers are often the first to notice that a child has a learning disorder. Sometimes the signs are easy to spot, like a student who’s way behind in reading. Or a child who’s working hard but just keeps failing tests. But sometimes the signs are harder to see. And that can mean kids who need help don’t get it.

Kids with LDs often have a big gap between what it seems like they should be able to do and what they’re actually able do. For example, a student who writes awesome essays but can barely do basic math assignments. Or a kid who gives great answers class but can’t get their ideas down on paper. These gaps often cause kids with learning disorders to be labeled as lazy or told to just try harder, which can take a toll on their self-esteem. Knowing what to look for can help teachers and parents get kids the help they need.

Students who need constant reminders of what to do next might be struggling with a skill called working memory. That’s the task of remembering and processing new information, a common issue for kids with LDs. They also may struggle with time management. They may have trouble with transitions or seem disorganized.

Other common signs of learning differences include difficulty following directions, trouble concentrating, and not getting homework done on time — or at all. Failing tests, especially ones you know they’ve studied for, is also a sign.

If a student seems shy — not talking in class or sitting in the back row — they may be trying to hide a learning issue. Other kids might do the opposite, acting out to draw attention away from difficulties or pretending not to care about school. Kids may even cut class, skip school, or be “sick” more often than is usual.

Helping students with learning disabilities get the help they need can make a big difference both in school and out — and for years to come.

Teachers are often the first to notice that a child might have a learning disorder. Sometimes the signs are easy to spot — a student who just isn’t making headway in reading , for example. Or a child who, despite obvious effort, can’t seem to master the times tables. But the signs are not always as clear, and many children, embarrassed that they are struggling to do things that seem easy for other kids, go to pains to hide their difficulties.

Here are some less-obvious signs of learning disorders in children to watch for in the classroom.

Not living up to his potential

If you notice that a student who seems as if he should be succeeding, but he isn’t —either in one specific subject or in his overall school performance — it could be a sign that he has learning disorder.

This is often described as a discrepancy between ability and aptitude i.e. a gap between what it seems a student should be able to do and what he’s actually able do.

Some examples of how this gap might appear in the classroom include:

• A student who writes fantastic essays but has serious difficulty getting through basic math assignments, or vice versa.
• A kid who’s great at answering questions in class but can’t get her point down on paper.
• A student whose intelligence is obvious in person, but isn’t reflected on his report card.

Not trying hard enough

Kids who aren’t doing as well in school as expected may appear to be lazy or just not applying themselves , when in fact they may be struggling with a learning disorder. Adults with learning issues recall being told repeatedly, before they were diagnosed, that they weren’t trying hard enough. Kids who look like they’re not trying may actually be trying very hard, but failing, or trying to hide an embarrassing deficiency.

  If a student constantly has to be reminded what to do next, you might think he’s not paying attention , but it could be a sign that he’s having difficulty with what’s called “ working memory ” — holding, processing and building on new information. This is a common issue for kids with learning disorders.

Other signs to watch for include:

• Difficulty following directions – especially if the student is hearing the information for the first time or there are several steps to remember
• Daydreaming
• Difficulty copying from the board
• Trouble remembering assignments and doing them correctly

Students with learning disorders often try conceal their struggles from teachers and peers. Even if they’re managing to keep up with school work, with extra effort, it may be taking a big toll on their self esteem. If a student comes across as excessively shy during class — hanging back during group projects, sitting in the back row, or doing everything in his power to avoid being called on during class — he may be trying to hide a learning issue.

It’s also important to remember that hiding doesn’t always look like what it is. In fact, for some kids it may look just the opposite . Where some students shrink down, hoping to go unnoticed, others act out, drawing attention away from deficits by becoming the class clown, being defiant, or pretending to be “too cool” to care how they’re doing in school.

Missing homework

Students with learning disorders often struggle to get homework in on time – or at all. Homework troubles happen for a number of reasons.

• A child may feel embarrassed to hand in work that is incorrect or unfinished.
• Total wipe-out. Kids who struggle with memory and organization may have simply forgotten there was an assignment due at all.
• Lost! Even when homework does get done, it still has to make it from home to school .

Every kid is bound to miss an assignment once in a while, but if a student routinely fails to turn in her homework it’s time to take a closer look at what’s going on.

Timing troubles

Kids with learning disabilities often struggle with time management, transitions and organization . These timing troubles can cause problems both in school and at home. Tell-tale signs to watch for include:

• A child who always seems to take ‘too long’ to complete tasks – from assignments to putting on his shoes after gym.
• A student’s who’s parents report that it takes him hours to get through his homework at night.
• A kid who’s chronically late to school (I missed the bus – again!) or always seems to be rushing from one class to another.

Test Stress

Most kids will have test anxiety now and then, but if a student seems to have more trouble than expected it can be a clue that he has a learning disorder. Some things to watch for:

• A student who always ends up scrambling to finish the test on time — or routinely exceeds the time limit — regardless of reminders.
• A child who’s always the last one still working on a timed assignment.
• Very messy handwriting
• Serious pre-test anxiety
• A student who fails numerous tests despite having studied

Emotionality

School can be an emotional minefield for students with learning disorders. From struggling to keep up with peers to falling behind on schoolwork, the opportunities to feel bad about themselves can be overwhelming.

• Kids with learning disorders often struggle with feelings of shame, embarrassment, and low- self esteem . If a child often seems to be down on himself, depressed, or frustrated at school, an undiagnosed learning disorder could be a cause.
• Kids with learning disorders may develop serious school-related anxiety . Especially before they are diagnosed, when they don’t understand why they keep up with their peers.
• Additionally, kids with learning disorders often struggle with “self-regulation,” meaning they lack the tools to manage and process emotions and are easily overwhelmed — which can lead to outbursts. For example, a student who flies off the handle when he’s asked to stay in his seat, or is reduced to tears when asked to try a challenging assignment.

Students with learning disorders often go to great lengths to avoid school situations that trigger anxiety or stress. Some signs of avoidance to watch for include:

• Excessive absences
• Staying home “sick” on days when there are tests or other important assignments
• Refusal to participate in challenging activities
• Making frequent trips to the bathroom or asking to go to the nurse when faced with stressful assignments or tests
• Cutting class, or skipping school entirely

Helping students with learning disabilities get the attention and support they need to do better and feel better will benefit that child– both in school and out – for years to come.

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TIES TIPS Foundations of Inclusion

Tip #7: homework in the inclusive classroom.

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Introduction

Homework is a universal experience for students and parents in classrooms around the country. Teachers assign homework for multiple reasons: a tool to reinforce learning, build fluency, extend student practice and thinking, prepare students for the upcoming lesson, and more. Homework is a key function of pre-teaching and re-teaching of content area skills so students with significant cognitive disabilities will greatly benefit from participation and expectations for homework as long as proper supports and adaptations are in place. Student learning is strengthened with multiple opportunities and repeated practice for newly taught skills. In addition, all students benefit from having background knowledge and schema activation prior to being introduced to new material. Homework is a great place to provide students with a foundation to tie learning to and can also help students firm up skills mastered at school. Within the context of an inclusion classroom, teachers often wonder what to do about homework for students with the most significant cognitive disabilities. The answer to this question about when and how to give homework cannot be answered until teachers decide what their main purpose or goal is for assigning homework for all their students. School and district policies may also influence the purpose and requirements for homework. Information and recommendations provided in this TIPS sheet specifically relate to the collaborative educational team process for how to make homework successful for students with the most significant cognitive disabilities in inclusive classrooms.

Homework for Students with the Most Significant Cognitive Disabilities

Teacher considerations:.

If teachers in the inclusive setting are assigning homework to students in their general education classrooms, then students with the most significant cognitive disabilities in those classrooms should be assigned homework with adaptations to fit their unique learning characteristics and needs. As is true for all students, teachers should consider their requirements for homework while setting high-expectations for all students, including students with the most significant cognitive disabilities. The general education teacher can work with the special education team (i.e. special education teachers, related service providers, paraprofessionals) to plan adaptations to homework. By presuming competence in all students, the bar is not lowered for students with the most significant cognitive disabilities and they are not excused from this important educational experience.

Parent considerations:

Parent involvement is key to successful homework for any student. Teams should involve all parents early in the school year in supporting their children with homework completion. For students with disabilities, teachers need to take the lead in establishing clear and frequent parent communication about homework policies, expectations, grading practices, and any areas where a student is having difficulties with homework (Jayanti et al., 1997). The need for clear and frequent teacher-parent communication is especially important for students with significant cognitive disabilities. Conversations about expectations for homework can start at the Individualized Education Program (IEP) meeting or can be part of parent-teacher conversations early in the school year. Parents of all types of students may have concerns about homework, including how it is graded, how long it takes to complete, and the cumulative volume of homework coming from multiple instructors. A meeting between the parents and teachers is a good starting point to allow parents to express any apprehensions they have about how to support their child in completing homework so the team can address this and find ways to help the parent. A face-to-face meeting is highly recommended, especially for students with the most significant cognitive disabilities. For example, if parents have concerns about having the time to assist their child with a significant cognitive disability with homework, this issue can be addressed in an IEP team meeting and possible solutions discussed (e.g., child receives homework help in special education resource room or after school program). The team can decide what will be most appropriate for each student. Without parent buy-in and assistance, it is likely that homework assigned may not be completed. However, when parents are included in the homework process, students can reap enormous benefits from the at-home assignments.

How Should the Homework be Differentiated for Students with the Most Significant Cognitive Disabilities  

Before deciding how homework should be differentiated for students with the most significant cognitive disabilities, teachers must first decide what homework to assign for their whole class. It is important to match supports and accommodations students receive during instruction to the supports and accommodations provided for homework. For example, if a student has Velcro items to manipulate numbers on an equations board for solving math word problems during class, then these materials should be sent home with the student to maintain continuity between the two settings. Different approaches are also needed for adapting homework depending on the content of the homework assignment, the age of the student, and specific student needs.

Same homework as peers, with adaptations

Perhaps the simplest option for teachers is to assign the same homework to students with significant cognitive disabilities as to their peers (Stockall, 2017). Conversations about homework can often be heard at the lunch table. When students with significant cognitive disabilities are assigned the same homework, they also have an opportunity to engage in these conversations. More importantly, the content of the homework matches the content of instruction.  It is important to remember that the adaptations the student needs in the classroom must also be applied to work at home (Hampshire et al, 2014).

Different homework from peers

Standards-based learning is an important part of education for a student with significant cognitive disabilities. Homework can provide students with significant cognitive disabilities an opportunity to practice foundational academic skills linked to the grade level content, making sure that the materials are still age appropriate (e.g., not giving an older child who needs foundational skills worksheets developed for kindergarteners). Teachers may choose to supplement grade-level work with assignments that address those bridging skills, such as basic arithmetic or sight word practice.

Differentiation for All

Homework differentiation may be needed in inclusive classrooms for many students, including students with and without disabilities. General education teachers can make accommodations and adaptations for students using principles of Universal Design for Learning (UDL). UDL involves incorporating multiple means of action and expression, engagement, and representation for teaching students. When incorporating UDL in homework, teachers can use any or all of the following UDL guidelines.

Multiple Means of Action and Expression

Teachers should use UDL to provide multiple means of action and expression for completing homework assignments. Teachers can do so by varying the methods for response and allowing multiple media tools to be used for completing homework. For example, a teacher might give the whole class three possible modes of expression for completing a homework assignment. Students could have the choice to respond to respond to a reading by: (a) making a video with a classmate (i.e., speaking); (b) writing a few paragraphs individually (i.e., writing); or (c) creating a Pinterest board with images summarizing the story and showing reactions to the text (i.e., use of visuals). For students with the most significant cognitive disabilities, they could choose a way to respond that works for them parallel to each option given to the class. For example, they could respond to a reading by: (a) creating a video with a classmate using their Alternative and Augmentative Communication (AAC) device to say some of their lines; (b) writing sentences using assistive technology device software; or (c) manipulating selected images that are relevant to the reading to create a permanent product such as a poster board. In these examples, differentiation is happening for everyone and it gives all students a way to show what they know, including students with the most significant cognitive disabilities. The educational team has to plan for the learner with the most significant cognitive disability to help them be successful with the response option they choose.

Multiple Means of Engagement

Teachers could also use UDL to provide multiple means of engagement by recruiting student interest in assignments by offering “individual choice and autonomy” or “optimizing relevance, value, and authenticity” for assignments (CAST, 2018). For example, instead of assigning math problems or spelling lists, consider instead a project-based approach where students apply the skills they have learned in class to real-life situations. For example, students could learn to add decimals making a budget, apply measurement skills when doing the laundry, or identify or read text in the community (Hampshire et al., 2014). Homework choice boards are another way to promote individual choice. This could involve giving students nine options for practicing their spelling words with choices such as writing the spelling words three times each, writing a short story using all of the spelling words, or typing the words into word processing software. This UDL guideline can be an option for all students to promote motivation for completing homework.

Multiple Means of Representation

Teachers could also use UDL to provide multiple means of representation for students prior to them completing homework assignments. For example, in a lesson highlighting students’ response to literature, a teacher could provide students with a choice between a hard copy book of Shakespeare’s MacBeth, or an e-book for their tablet with an optional read aloud feature.  For students with significant cognitive disabilities the text might be simplified and shortened, with a summary added at the end and the written text supplemented with the ability to listen to the simplified story read aloud. The simplified text reduces the text complexity while focusing on the key events and characters needed to answer story comprehension questions. All students respond to MacBeth, but the way they take in the information about the text may vary.

Providing Feedback on Homework

After students turn in their homework, what next? Do we grade it for accuracy? For completion? Do we grade it at all? The answer will depend on the initial purpose of the homework assignment. Beyond grading, the teacher must decide how to give feedback to students in some way (e.g., giving stickers or stamps for good work, highlighting correct answers, providing written comments or audio recorded comments, engaging in a class discussion of common errors, etc.). Depending on the age of the student, it may be helpful for teachers to provide feedback that gives the student a chance to turn the mistakes into an opportunity for a learning experience. Feedback for students with the most significant cognitive disabilities can be more effective if delivered in an individualized manner with specific error correction.

Grading Homework for Accuracy

When homework is assigned to provide students with additional practice or to reinforce fluency, grading homework for accuracy may be an appropriate choice for students at some grade levels and in some situations. There are advantages and disadvantages to grading homework for accuracy. An advantage is that it is easy to see whether the student grasps the content. A disadvantage of grading for accuracy is that a score may reflect the help of their parents, making it difficult to determine what work the student completed independently.

Grading Homework for Completion

When homework is assigned as a way to prepare students for upcoming lessons or to extend student thinking, grading homework for completion may be the appropriate choice. Grading for completion may be particularly meaningful for students of a certain age, and for students with significant cognitive disabilities. For example, junior high students may do math homework at night to practice a concept, but may correct their own work in class the next day with the help of the teacher. The teacher simply checks off that the homework has been done. In this type of situation, homework is used to increase student independence and responsibility. By completing the work at home and returning it to school all students can begin to learn responsibility. If homework is graded only for completion, it is still important for teachers to review students’ errors and correct any misconceptions to prevent future errors.

Not Grading Homework

The final option is to simply not grade homework for any student in the class. Teachers may decide not to grade homework for a number of reasons. For example, a school may have a policy of assigning no homework for primary grade students other than requiring students to read for a certain number of minutes every night. If this is the standard for the general education classroom, then it is acceptable practice for students with the most significant cognitive disabilities as well. For some families, homework is a way to be engaged in their child’s education and can be a conversation piece when communicating with the teacher about their child’s progress. For these parents, they may be less concerned about the grade itself but more interested in seeing what topics their child is working on in school and watching to see what the child knows on their own.

If homework is part of the inclusive educational experience in the general education classroom, then students with the most significant cognitive disabilities should do homework too. Homework can serve many purposes, such as: reinforcing content learned in class, encouraging family engagement, allowing time to complete unfinished class work, and giving students a common topic for discussion with peers. Teachers should use the guiding principles of UDL to plan and design homework assignments that support the learning of all students. Educational teams should collaborate to figure out how to make homework meaningful and successful for all students with the most significant cognitive disabilities. Teachers should presume competence and not assume students with significant cognitive disabilities cannot do homework.

Bryan, T., & Burstein, K. (2004). Improving homework completion and academic performance: Lessons from special education. Theory Into Practice , 43 , 213–219. https://doi.org/10.1207/s15430421tip4303_7

CAST. (2018). The UDL guidelines . Retrieved from http://udlguidelines.cast.org/

Gill, B. P., & Schlossman, S. L. (2004). Villain or savior? The American discourse on homework, 1850-2003. Theory Into Practice , 43 , 174–181. https://doi.org/10.1207/s15430421tip4303_2

Hampshire, P. K., Butera, G. D., & Bellini, S. (2016). Self-management and parents as interventionists to improve homework independence in students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth , 60 , 22–34. https://doi.org/10.1080/1045988X.2014.954515

Hampshire, P. K., Butera, G. D., & Hourcade, J. J. (2014). Homework plans: A tool for promoting independence. TEACHING Exceptional Children , 46 , 158–168. https://doi.org/10.1177/0040059914534615

Jayanthi, M., Bursuck, W., Epstein, M. H., & Polloway, E. A. (1997). Strategies for successful homework. TEACHING Exceptional Children , 30 , 4–7. https://doi.org/10.1177/004005999703000101

Stockall, N. (2017). Designing homework to mediate executive functioning deficits in students with disabilities. Intervention in School and Clinic , 53 , 3–11. https://doi.org/10.1177/1053451217692565

TIPS Series: Tip #7, November 2019

All rights reserved. Any or all portions of this document may be reproduced without prior permission, provided the source is cited as:

Clausen, A., Liu, K., Reyes, E. N., & Wakeman, S. (2019). Homework (TIPS Series: Tip #7) . Minneapolis, MN: University of Minnesota, TIES Center.

TIES Center is the national technical assistance center on inclusive practices and policies. Its purpose is to create sustainable changes in kindergarten-grade 8 school and district educational systems so that students with significant cognitive disabilities can fully engage in the same instructional and non-instructional activities as their general education peers, while being instructed in a way that meets individual learning needs. TIES Center is led by the National Center on Educational Outcomes (NCEO) at the Institute on Community Integration, University of Minnesota, and includes the following additional collaborating partners: Arizona Department of Education, CAST, University of Cincinnati, University of Kentucky, University of North Carolina – Charlotte, and University of North Carolina – Greensboro.

TIES Center is supported through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education. Opinions expressed do not necessarily reflect those of the U.S. Department of Education or Offices within it. Project Officer: Susan Weigert

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How to Help with Homework

How can I effectively help my child with homework?

Teachers give homework to reinforce and practice what the student is learning in school. Homework expectations vary depending on student’s age. Some time guidelines are:

• 20 to 30 minutes daily for lower elementary (kindergarten through second grade)

• 45 minutes daily for upper elementary (third grade through fifth grade)

• ½ hour per subject area (3 to 4 hours daily) for middle school (sixth though eighth grade)

• Know the teacher’s homework policies. Ask when homework is due. How often will your child have homework?

• Talk with your child’s teacher. Find out what they expect from you as the parent and from your child concerning homework. Discuss any concerns or problems your child may be having with homework with their teacher. When you and your child do not understand an assignment, attach a note asking the teacher for help.

• Make sure children do their own homework. Make suggestions and give direction to your child while they do homework, however do not do it for them. Look over the homework when your child is done. Make sure they have completed all parts of the homework assignment.

• Start each homework session by looking over everything that needs to be done. Ask, “Which parts do you need help with? Which parts can you do on your own?” Suggest that your child do the most difficult task first.

• Be available for questions while your child does their homework. Give direct and honest praise for effort as well as accomplishments.

• Set regular homework time that works for your child and family. Use this time to finish daily assignments and to tackle large projects one piece at a time.

• Remove distractions like the TV, telephone, or loud music.

• Pick a place for your child to do their homework. Pick a place with good lighting and any supplies they may need (paper, pencil, glue, scissors).

• Locate resources for extra help (e.g. a homework helpline).

References:

U. S. Department of Education. (2005). Helping your child with homework. Retrieved from  https://ed.gov/parents/academic/help/homework/index.html

Kids Health. (2017). Helping your gradeschooler with homework. Retrieved from  https://kidshealth.org/en/parents/help-gradeschooler-homework.html

Empowering Parents. (2017). The homework battle: How to get your children to do homework. Pincus, Debbie). Retrieved from  https://www.empoweringparents.com/article/the-homework-battle-how-to-get-children-to-do-homework/#

Helping your child with learning difficulties deal with homework

by: The GreatSchools Editorial Team | Updated: September 20, 2023

Print article

How much help with homework should parents of kids with learning disabilities provide? Teachers generally encourage parents to adopt a “hands-off” policy, wanting students to complete schoolwork independently. On the other hand, when assignments are incomplete or missing, teachers often call parents, giving them the responsibility of overseeing their child’s work. In this article, Betty Osman, Ph.D., describes the extent to which parents should become involved with their children’s school assignments.

Homework has been part of U.S. education system since the beginning of this century, but in recent years the amount of homework expected of young people has increased exponentially. It is not unusual for today’s first graders to have homework that is both challenging and time-consuming. Although many young people need (or want) a parent’s help with homework from time to time, children with learning disabilities (LD), particularly those in “inclusive classrooms,” are likely to require extra time and more assistance to complete assignments. They tend to resist homework, procrastinate on starting assignments, and perceive themselves as less competent than their peers.

Parents frequently express their concern and confusion about how much homework-help they should provide for their children. I think the answer becomes clearer when we think about the purpose of homework.

According to an article in The American School Board Journal (October, 1996), there are three reasons for homework:

• To provide practice and reinforce previous instruction.
• To develop student responsibility.
• To involve parents directly in supporting their children’s learning. (There is evidence that children are more successful in school when parents are involved in their education.)

With regard to the first purpose, that of reinforcing skills taught in school, a parent might ask, “Has my child learned the requisite skill and is he capable of completing the work independently?” (I have seen children with reading and writing disabilities who receive daily remediation in school and then are given lengthy book reports for homework.)

It may also be unrealistic to expect a child to do homework alone as the requirements of the classroom become more challenging. Like it or not, a parent (or surrogate) may have to share the burden of homework if the child is to succeed academically.

Most parents of children with learning disabilities would agree that, although the will to help is strong, the emotional involvement with one’s own child can make helping with homework difficult. As one parent said, “Homework is an activity that involves reading, math, and parent testing.”

If a child is a competent student, it is relatively easy for a parent to edit a composition or quiz her for a test. But when learning is a struggle and material learned one minute is forgotten the next, it is frustrating for the parent, as well as the child. This frustration is exacerbated when an exhausted parent is summoned at nine o’clock at night to help a child with homework he has forgotten or put off until the last minute. A parent’s natural instinct at that point may be a fight-or-flight response.

The most obvious indication of trouble with a subject is when the books don’t come home at all. “I don’t have any homework” or “I must have left it on the bus (or in school)” are two of the common ways children express their dislike of homework or their fear that they can’t do it. As a second grader said through his tears one day, “It’s just not fair! We work hard in school all day and then have homework, and my teacher isn’t even there!”

Then there are some children who actually do their homework but “forget” to hand it in. Translated, this usually means they feel inadequate relative to their classmates, are ashamed of their work, or want to punish themselves, their teachers, or their parents. That’s what psychologists call being “passive-aggressive.” It’s not what the children do that is troubling; it’s what they don’t do that makes us angry.

Here are strategies  parents can use to effectively help with homework, with a minimum of frustration for both parent and child:

• Make sure assignments come home. A daily planner or sheet signed by the teacher may remind a reluctant student of an assignment. As one child said, “It helps me remember when my mind wants to forget.”
• Establish where homework should be done. This does not necessarily mean in a child’s room seated at his desk. Some children really dislike being alone in a quiet room, particularly when they have a task to perform that they don’t like — and homework usually fits that description. Help your child find a corner of his own, whether on the kitchen floor or on his bed with a lap desk to lean on.
• Establish when homework should be done. Right after a long day at school may not be the best time. Most children need “a break,” in the form of a snack, a bicycle ride, or social time with friends. It is important to be clear, though, about the time to return home (an alarm watch or phone call might ensure compliance). For many children, the hours just before or after dinner are best for homework. That way, there are no midnight surprises. Some children can rise early in the morning to complete an unfinished assignment, while others work better with the privilege of staying up a little later at night.
• Contrary to common belief, listening to music on the radio may actually help the young person focus on a task. As one woman said, “When I have to concentrate, I turn on the radio to screen out my internal noises.” (TV, however, is not included!) In some instances, merely having a parent present in the room may be sufficient, providing the comfort and company the child needs, even if dad is reading his newspaper.
• Remember that every child eventually reaches his saturation point. There’s an old saying, “The brain can only absorb as much knowledge as the seat can endure.” Parents have to recognize when a child is tired and has reached the point of diminishing returns. That is the time to stop homework, and let the teacher know the child did as much as he could. It is also a good idea to ask your child’s teacher how much time he should be expected to spend on homework and be guided accordingly. For some children with learning disabilities, the challenge is the length of the homework rather than the difficulty of the assignment.
• Rather than have children attempt an assignment and then ask parents for help when it is not understood or isn’t done, I recommend that a parent start a child on the homework, to ascertain that she understands it. One or two math problems solved together or a composition started is reassuring for a child and should preclude the need to relearn the material and redo the assignment. Once children feel secure, they usually can finish a task independently and gain confidence in the process.
• Provide assistive tools when possible , such as a calculator or even a parent scribing for a young child for whom written work is challenging. With the teacher’s sanction, you can act as your child’s “secretary” until he becomes more facile with handwriting and/or the computer.
• And finally, respect your own feelings and ability to work with your child . If working together is contraindicated, with either you or your child angry or in tears, it is better to be your child’s good and supportive parent than a frustrated, ineffective teacher.

In sum, parents can expect that children with learning disabilities will require more guidance, more assistance, and probably more support than their classmates for whom learning is easier. But we should try to keep homework from becoming the focus of family life and the most dreaded word of the day.

• The Truth about Homework: What the Research Says Might Surprise You. By Susan Black The American School Board Journal v183, n10, p 48-51 (October, 1996)

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Learning disorders: Know the signs, how to help

Learning disorders can make it hard for a child to read, write or do simple math. Know the symptoms and find out what you can do.

It can be hard to figure out that a child has a learning disorder. Some children have learning disorders for a long time before they are diagnosed. These children can have such a hard time in school that their self-esteem and drive to succeed goes down.

That's why it's a good idea for parents to know the symptoms of learning disorders. The sooner you spot the symptoms, the faster you can help your child succeed.

What is a learning disorder?

A learning disorder is present when the brain takes in and works with information in a way that is not typical. It keeps a person from learning a skill and using it well. People with learning disorders by and large have average or above-average intelligence. So, there's a gap between their expected skills, based on age and intelligence, and how they do in school.

Common learning disorders affect a child's ability to:

• Use or understand language.
• Learn other skills that don't involve words.

Reading is based on understanding speech. Learning disorders with reading often are based on a child's trouble understanding a spoken word as a mix of distinct sounds. This can make it hard to understand how a letter or letters represent a sound and how letters make a word.

Problems with short-term memory, also called working memory, can play a role.

Even when basic reading skills are mastered, children may have trouble with the following skills:

• Reading at a typical pace.
• Understanding what they read.
• Recalling correctly what they read.
• Making conclusions based on their reading.

One of the most common types of learning disorders is a reading disorder called dyslexia. It causes you to have trouble picking out different speech sounds in words and learning how letters relate to those sounds.

Writing requires complex skills that involve vision, movement and the ability to process information. A learning disorder in writing, also called dysgraphia, may cause the following:

• Slow handwriting that takes a lot of work.
• Trouble recalling how to form letters, copy shapes and draw lines.
• Handwriting that's hard to read.
• Trouble putting thoughts into writing.
• Written text that's poorly organized or hard to understand.
• Trouble with spelling, grammar and punctuation.

A learning disorder in math, also called dyscalculia, may cause problems with the following skills:

• Understanding how numbers work and relate to each other.
• Doing math problems.
• Learning basic math rules.
• Using math symbols.
• Understanding word problems.
• Organizing and recording information while solving a math problem.

Speech and Language

Children with speech and language disorders can have trouble using and understanding spoken or written words. They may have trouble:

• Reading and writing.
• Doing math word problems.
• Following directions.
• Answering questions.

A variety of speech and language disorders can affect kids. A few examples are:

• Stuttering — trouble saying words or sentences in a way that flows smoothly.
• Articulation errors — difficulty forming certain words or sounds.
• Childhood apraxia — trouble accurately moving the lips, jaw and tongue to speak.

Children with speech or language disorders often can understand and work well with visual information. They also can use visual cues well in social situations.

Nonverbal skills

Children with nonverbal learning disorders often have good basic language skills. They can excel at memorizing words too. But these children may have trouble with some skills that don't involve speaking, such as:

• Perceiving where objects are.
• Understanding abstract concepts.
• Reading people's emotions through facial expressions and other cues.
• Moving the body, also called physical coordination. This type of trouble is known as dyspraxia.
• Fine motor skills, such as writing. This issue may happen along with other learning disorders.
• Paying attention, planning and organizing, as seen in attention-deficit/hyperactivity disorders (ADHD).
• Understanding higher-level reading or writing tasks, often appearing in later grade school.

What causes learning disorders?

Things that might play roles in learning disorders include:

• Family history and genes. Having a blood relative, such as a parent, with a learning disorder raises the risk of a child having a disorder.
• Risks before birth and shortly after. Learning disorders have been linked with poor growth in the uterus and exposure to alcohol or drugs before being born. Learning disorders also have been tied to being born too early and having a very low weight at birth.
• Emotional trauma. This could involve a deeply stressful experience or emotional abuse. If either happens in early childhood, it may affect how the brain develops and raise the risk of learning disorders.
• Physical trauma. Head injuries or nervous system illnesses might play a role in the development of learning disorders.
• Poisonous substances. Exposure to high levels of toxins, such as lead, has been linked to a larger risk of learning disorders.

What are the symptoms of learning disorders?

At times, all children have trouble learning and using academic skills. But when the symptoms last for at least six months and don't get better with help from adults, a child might have a learning disorder.

The symptoms of a learning disorder in a child can include:

• Not being able to master skills in reading, spelling, writing or math at or near the expected age and grade levels.
• Trouble understanding and following instructions.
• Problems remembering what someone just said.
• Lacking coordination while walking, playing sports or doing things that use small muscles, such as holding a pencil.
• Easily losing homework, schoolbooks or other items.
• Trouble completing homework and assignments on time.
• Acting out or having defiant, angry or large emotional reactions at school. Or, acting any of these ways while doing academic tasks such as homework or reading.

Seeking help for learning disorders

Early treatment is key, because the problem can grow. A child who doesn't learn to add numbers in elementary school won't be able to do algebra in high school. Children who have learning disorders also can have:

• Anxiety about their grades.
• Depression.
• Low self-esteem.
• Less motivation.

Some children might act out to distract attention from their challenges at school.

If you suspect your child has trouble learning, you can ask the school to check for a learning disorder. Or you can get a private evaluation outside of the school system. A child's teacher, parents or guardian, and health care provider are some of the people who can request an evaluation. Your child will likely first have a general physical exam that checks for vision, hearing or other medical problems that can make learning harder. Often, a child will have a series of exams done by a team of professionals, including a:

• Psychologist.
• Special education teacher.
• Occupational therapist.
• Social worker or nurse.
• Speech and language specialist.

These professionals work together to decide whether a child's trouble meets the definition of a learning disorder. They also figure out what special-education services are needed if the child has a disorder. The team bases its decisions on:

• The results of tests.
• Teacher feedback.
• Input from the parents or guardians.
• A review of how the child does in school.

A child's health care provider also might do tests to look for mental health conditions such as anxiety, depression and ADHD . These mental health conditions can contribute to delays in academic skills.

For example, some children with ADHD struggle to finish classwork and homework. But ADHD might not necessarily cause them to have trouble learning academic skills. Instead, it may cause them to have a hard time performing those skills. Many children have ADHD along with a learning disorder.

Treatment options

If your child has a learning disorder, your child's provider or school might suggest:

• Extra help. A reading specialist, math tutor or other trained professional can teach your child ways to do schoolwork, study and get organized.
• Individualized education program (IEP). This written plan sets learning goals and describes the special-education services your child needs. Public schools develop IEPs for students whose challenges meet the school system's guidelines for a learning disorder. In some countries, IEPs are called individual education plans.
• Changes in the classroom. These are also known as accommodations. For instance, some students with learning disorders get more time to complete work or tests. They may be asked to do fewer math problems in assignments. And they may get seated near their teachers to boost attention. Some students are allowed to use gadgets. These could include calculators to help solve math problems and programs that turn text into speech you can hear. The school also might be willing to provide audiobooks to listen to while reading along with a physical copy.
• Therapy. Different types of therapy may help. Occupational therapy might improve writing problems. A speech-language therapist can help with language skills.
• Medicine. Your child's health care provider might suggest medicine to treat depression or anxiety. Medicines for ADHD may help a child's ability to focus in school.
• Complementary and alternative treatments. More research is needed to find out if these treatments work for learning disorders. They include diet changes, use of vitamins, eye exercises and a treatment that works with brain waves called neurofeedback.

Your child's treatment plan will likely change over time. You always can ask the school for more special-education services or classroom changes. If your child has an IEP , review it with the school at least every year. Your child may need less treatment or fewer learning aids over time. Early treatment can lessen the effects of a learning disorder.

In the meantime, help your child understand in simple terms the need for any other services and how they may help. Also, focus on your child's strengths. Encourage your child to pursue interests that boost confidence. Many kids with learning disorders go on to lead successful lives as adults.

Together, these tactics can boost your child's skills. They also use your child's strengths and help with learning in and outside of school.

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• Kliegman RM, et al. Neurodevelopmental and executive function and dysfunction. In: Nelson Textbook of Pediatrics. 21st ed. Elsevier; 2020. https://www.clinicalkey.com. Accessed Dec. 22, 2022.
• Von Hahn LE. Specific learning disabilities in children: Clinical features. https://www.uptodate.com/contents/search. Accessed Dec. 23, 2022.
• Kliegman RM, et al. Dyslexia. In: Nelson Textbook of Pediatrics. 21st ed. Elsevier; 2020. https://www.clinicalkey.com. Accessed Dec. 22, 2022.
• Neurodevelopmental disorders. In: Diagnostic and Statistical Manual of Mental Disorders DSM-5-TR. 5th ed. American Psychiatric Association; 2022. https://dsm.psychiatryonline.org. Accessed Dec. 23, 2022.
• Fisher P, et al. Systematic review: Nonverbal learning disability. Journal of the American Academy of Child & Adolescent Psychiatry. 2022; doi:10.1016/j.jaac.2021.04.003.
• Learning disorders. American Academy of Child & Adolescent Psychiatry. https://www.aacap.org/aacap/families_and_youth/facts_for_families/fff-guide/Children-With-Learning-Disorders-016.aspx. Accessed Dec. 23, 2022.
• Von Hahn LE. Specific learning disabilities in children: Evaluation. https://www.uptodate.com/contents/search. Accessed Dec. 23, 2022.
• Feldman HM, et al., eds. Learning disabilities. In: Developmental-Behavioral Pediatrics. 5th ed. Elsevier; 2023. https://www.clinicalkey.com. Accessed Dec. 23, 2022.
• Learning disabilities. Pediatric Patient Education. https://publications.aap.org/patiented. Accessed Dec. 23, 2022.
• Fu W, et al. A social-cultural analysis of the individual education plan practice in special education schools in China. 2020; doi:10.1080/20473869.2018.1482853.
• Patil AU, et al. Neurofeedback for the education of children with ADHD and specific learning disorders: A review. Brain Sciences. 2022; doi:10.3390/brainsci12091238.
• Language and speech disorders in children. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/developmentaldisabilities/language-disorders.html. Accessed Jan. 24, 2023.
• What are the treatments for learning disabilities? National Institutes of Health. https://www.nichd.nih.gov/health/topics/learning/conditioninfo/treatment. Accessed Jan. 24, 2023.
• Other concerns and conditions with ADHD. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/conditions.html#LearningDisorder. Accessed Jan. 24, 2023.
• Hoecker J (expert opinion). Mayo Clinic. Jan. 23, 2023.

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How to Help Students with Learning Disabilities Focus on Their Strengths

I sat across the table from Dawn, a wide-eyed eight-year-old girl in pigtails, bracing myself to tell her the news. 

I have told students they have a learning disability hundreds of times over my 20 years as a school psychologist. But there was something about her earnest and expectant face that made me pause.

Was giving her an official label going to make her feel stigmatized and defeated? 

Would the benefits of having access to more specialized services outweigh the cost to her academic self-esteem?

I carefully explained how her brain worked with a visual aid of her brain in pictures. I told her where she was strong and where she needed to do “brain pushups” to get stronger. And I told her that she had something called “dyslexia.”

And she jumped out of her chair, smiled ear to ear, screamed “YES!,” and did a move I’ve seen in sports celebrations many times—the signature victory arm pump. 

Wait, what? 

As it turns out, I had also tested her brother a few years before, and he had dyslexia, too. He had told her that knowing he had dyslexia made him not feel stupid, and that it really helped his teachers understand how his brain worked differently. Dawn told me, “So this means I’m not dumb!”

According to labeling theory , when you label a student with a learning disability, this creates a problem—they hold lower expectations for themselves and others hold lower expectations of them. In turn, the student may live up to these low expectations. However, the research supporting this claim is controversial. Although students with learning disabilities do tend to struggle with lower achievement and hold negative beliefs about their academic abilities , some researchers point out that it is difficult to disentangle what is causing these challenges. It gets murky—would Dawn be behind her classmates in reading because she has dyslexia, because she doesn’t have access to high-quality support programs, or because her teachers and parents now hold lower expectations for her?

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We don’t really know. But the reality is that, in our public schools, access to special services sometimes depends upon having a diagnosis or label—and it’s possible that the way we treat students with these labels is holding them back. Here are several research-backed tips for educators and parents to reduce the negative effects of labels and the stigma around them. 

1. Don’t focus on the labels

Language is powerful. Even a subtle shift in language can influence how students see themselves and how stigmatized they feel. A 2018 article by researcher Mark Weist and his colleagues offers a number of suggestions for reducing the stigma of labels:

• When a label is required, describe to the student why labels are used. For example, “Labels help us understand why reading is hard for you and what the research says about how to help. Labels can also give you more specific help that you might not be able to get without the label. But we are all going to focus on what we are going to do to help, not what we call it.”
• Use person-centered language. Instead of referring to a student as a “dyslexic student,” refer to them as “a student with dyslexia.” 
• When possible, especially with younger students, use less stigmatizing language in describing their challenges (e.g., “learning differences” versus “learning disorder” or “severe dyslexia”).

By using this language, we’re trying to prevent students from overidentifying with their challenges and weaknesses.

2. Focus on the “sea of strengths” around the “islands of weakness” 

What if you were defined only by your greatest weakness? Focusing on strengths isn’t just a nice thing to do; it’s essential for students with learning disabilities (and all students) to feel good about themselves as learners.

Get Support

Did you know that every public school has access to the services of a school psychologist, who can provide support for students with learning challenges? School psychologists are uniquely qualified members of school teams who support students’ ability to learn and teachers’ ability to teach. They can be reached by inquiring directly at the school or the district’s central office, or locating contact information on the school or district website.

Renowned dyslexia expert Sally Shaywitz of the The Yale Center for Dyslexia & Creativity coined this phrase: “Dyslexia is an island of weakness surrounded by a sea of strengths.” When students see their weaknesses as “islands,” their challenges become more specific and manageable (e.g., “I need help figuring out long words”) rather than global and difficult to tackle (e.g., “I am not good at reading”).

Using specific language can also foster a “growth mindset” more conducive to learning. Rather than thinking, “I don’t have a math brain because I have dyscalculia,” students might say, “I need to do brain pushups in math.” The same goes for adults when we talk about students; instead of saying, “He has a major reading and learning deficit,” we can make it more specific and manageable by saying, “He has areas of strength and weakness in learning to read that we can address through phonics instruction.” 

Research is also emerging on the sea of “hidden strengths” of students with dyslexia and other learning disabilities:

• Strong visual-spatial thinking and skill in figuring out patterns
• The ability to make unique associations between concepts
• Strengths in seeing the “big picture” and creative problem solving

As educators and parents, we can highlight these strengths with students like Dawn (who, incidentally, scored off the charts on tests of visual logic puzzles). Indeed, all students would profit from having a spotlight on their unique talents and skills and not just on their core weaknesses.

“Often times we focus on the difficulties, but they have these incredible superpowers,” says psychologist Tracy Alloway, whose new children’s book series turns children’s learning disabilities into superpowers. Bringing those “superpowers” to the front of the discussion is a tool for empowering those with learning disabilities and helping other children appreciate their classmates’ unique talents, as well.

3. Foster self-awareness and self-advocacy skills

Not only can we focus on the extraordinary strengths these students already have, but we can also help them cultivate other strengths they’ll need to be successful.

Being diagnosed with a learning disability does not have to resign students to a life of struggle, frustration, and poor achievement. In a 30-year study by the Frostig Center , students with learning disabilities did better in their academic and personal lives if they had these six skills and resources:


• Self-awareness: Recognizing their unique talents and accepting their challenges.
• Proactivity: Believing in the power to make changes, taking responsibility for their actions, making decisions and acting upon them. 
• Perseverance: Learning from hardships and not giving up when tasks get hard.
• Goal setting: Making realistic and attainable goals, taking into account strengths and areas of need.
• Support systems: Identifying people who can provide support and actively seeking out support.
• Emotional coping strategies: Recognizing stress triggers for learning difficulties and developing effective means of coping with them.

As parents and educators, we would be well-served to focus on cultivating these social-emotional and behavioral skills so that students with learning disabilities can emerge from their educational experience with success in school and life.

Several researchers offer practical ways to support these resilience skills, using brain-based research. In their book The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child , psychotherapists Dan Siegel and Tina Payne Bryson share how parents and educators can help students strengthen their sense of balance, resilience, insight, and empathy. This “balanced brain” helps students with different learning profiles think more flexibly, be more willing to take chances and make mistakes, and manage adversity and big feelings. All of these traits are essential for learners, especially those who have additional frustration due to the challenges of their learning differences. 

Tapping into our students’ potential

At home and in the classroom, educators and parents can easily get tripped up on the language to use with students with learning disabilities. Having a strength-based lens and a few scripts ready can make a big difference in how the students we interact with see themselves as learners.  

We could all take a lesson from my student, Dawn, on positive mindset. When I later shared Dawn’s reaction to being diagnosed with dyslexia with her mother, we both teared up a little. Dawn gave me hope that as educators and parents, we can cultivate that resilience and strength in all the students who come to us with diverse learning needs.

About the Author

Rebecca Branstetter

Rebecca Branstetter, Ph.D. , is a school psychologist, speaker, and author on a mission to help children be the best they can be in school and in life by supporting school psychologists, educators, and parents. She is the co-creator of the “Make It Stick Parenting” course, which provides parents tools to build their child’s social-emotional learning, and creator of the “Peace of Mind Parenting” course. She is also the founder of The Thriving School Psychologist Collective, an online community dedicated to improving mental health and learning supports in public schools. Learn more at  www.thrivingschoolpsych.com .

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What are learning disabilities?

Signs and symptoms of learning disabilities and disorders, problems with reading, writing, and math, other types of learning disabilities and disorders, other disorders that make learning difficult, hope for learning disabilities: the brain can change, diagnosis and testing for learning disabilities and disorders, getting help for children with learning disabilities, social and emotional skills: how you can help, learning disabilities and disorders.

Does your child struggle with school? Do they dread reading out loud, writing an essay, or tackling math? Here’s how to recognize the signs of different types of learning disorders.

Learning disabilities or learning disorders are umbrella terms for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation and kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently—and this difference affects how they receive and process information.

Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.

While every kid has trouble with homework from time to time, if a certain area of learning is consistently problematic, it might indicate a learning disorder.

Children with learning disabilities can, and do, succeed

It can be tough to face the possibility that your child has a learning disorder. No parent wants to see their child suffer. You may wonder what it could mean for your child’s future, or worry about how they will make it through school. Perhaps you’re concerned that by calling attention to your child’s learning problems they might be labeled “slow” or assigned to a less challenging class.

But the important thing to remember is that most kids with learning disabilities are just as smart as everyone else. They just need to be taught in ways that are tailored to their specific abilities. By learning more about learning disabilities in general, and your child’s learning difficulties in particular, you can help pave the way for success at school and beyond.

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Learning disabilities look very different from one child to another. One child may struggle with reading and spelling, while another loves books but can’t understand math. Still another child may have difficulty understanding what others are saying or communicating out loud. The problems are very different, but they are all learning disorders.

It’s not always easy to identify learning disabilities. Because of the wide variations, there is no single symptom or profile that you can look to as proof of a problem. However, some warning signs are more common than others at different ages. If you’re aware of what they are, you’ll be able to catch a learning disorder early and quickly take steps to get your child help.

The following checklists offer some common red flags for learning disorders. Remember that children who don’t have learning disabilities may still experience some of these difficulties at various times. The time for concern is when there is a consistent unevenness in your child’s ability to master certain skills.

If you're worried, don't wait

If you suspect that your child’s learning difficulties may require special assistance, please do not delay in finding support. The sooner you move forward, the better your child’s chances for reaching their full potential.

Signs and symptoms of learning disabilities: Preschool age

• Problems pronouncing words.
• Trouble finding the right word.
• Difficulty rhyming.
• Trouble learning the alphabet, numbers, colors, shapes, or days of the week.
• Difficulty following directions or learning routines.
• Difficulty controlling crayons, pencils, and scissors, or coloring within the lines.
• Trouble with buttons, zippers, snaps, or learning to tie shoes.

Signs and symptoms of learning disabilities: Ages 5-9

• Trouble learning the connection between letters and sounds.
• Unable to blend sounds to make words.
• Confuses basic words when reading.
• Slow to learn new skills.
• Consistently misspells words and makes frequent errors.
• Trouble learning basic math concepts.
• Difficulty telling time and remembering sequences.

Signs and symptoms of learning disabilities: Ages 10-13

• Difficulty with reading comprehension or math skills.
• Trouble with open-ended test questions and word problems.
• Dislikes reading and writing; avoids reading aloud.
• Poor handwriting.
• Poor organizational skills (bedroom, homework, and desk are messy and disorganized).
• Trouble following classroom discussions and expressing thoughts aloud.
• Spells the same word differently in a single document.

Paying attention to developmental milestones can help you identify learning disorders

Paying attention to normal developmental milestones for toddlers and preschoolers is very important. Early detection of developmental differences may be an early signal of a learning disability and problems that are spotted early can be easier to correct.

A developmental lag might not be considered a symptom of a learning disability until your child is older, but if you recognize it when your child is young, you can intervene early. You know your child better than anyone else does, so if you think there is a problem, it doesn’t hurt to get an evaluation. You can also ask your pediatrician for a developmental milestones chart or access one in the Get more help section below.

Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or math.

Learning disabilities in reading (dyslexia)

There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.

Signs of reading difficulty include problems with:

• Letter and word recognition.
• Understanding words and ideas.
• Reading speed and fluency.
• General vocabulary skills.

Learning disabilities in math (dyscalculia)

Learning disabilities in math vary greatly depending on the child’s other strengths and weaknesses. A child’s ability to do math will be affected differently by a language learning disability, a visual disorder, or a difficulty with sequencing, memory, or organization.

A child with a math-based learning disorder may struggle with memorization and organization of numbers, operation signs, and number “facts” (like 5+5=10 or 5×5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by twos or counting by fives) or have difficulty telling time.

Learning disabilities in writing (dysgraphia)

Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending information. Basic writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.

Symptoms of a written language learning disability revolve around the act of writing. They include problems with:

• Neatness and consistency of writing.
• Accurately copying letters and words.
• Spelling consistency.
• Writing organization and coherence.

Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.

Learning disabilities in motor skills (dyspraxia)

Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an “output” activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.

Signs that your child might have a motor coordination disability include problems with physical abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.

Learning disabilities in language (aphasia/dysphasia)

Language and communication learning disabilities involve the ability to understand or produce spoken language. Language is also considered an output activity because it requires organizing thoughts in the brain and calling upon the right words to verbally explain or communicate something.

Signs of a language-based learning disorder involve problems with verbal language skills, such as the ability to retell a story, the fluency of speech, and the ability to understand the meaning of words, directions, and the like.

Auditory and visual processing problems: the importance of the ears and eyes

The eyes and the ears are the primary means of delivering information to the brain, a process sometimes called “input.” If either the eyes or the ears aren’t working properly, learning can suffer.

Auditory processing disorder – Professionals may refer to the ability to hear well as “auditory processing skills” or “receptive language.” The ability to hear things correctly greatly impacts the ability to read, write, and spell. An inability to distinguish subtle differences in sound make it difficult to sound out words and understand the basic concepts of reading and writing.

Visual processing disorder – Problems in visual perception include missing subtle differences in shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye–hand coordination. Professionals may refer to the work of the eyes as “visual processing.” Visual perception can affect motor skills, reading comprehension, and math.

Common types of learning disorders

Difficulty in school doesn’t always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning disabilities.

ADHD – Attention deficit hyperactivity disorder (ADHD) , while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework.

[Read: ADHD in Children]

Autism – Difficulty mastering certain academic skills can stem from pervasive developmental disorders such as autism and Asperger’s syndrome. Children with autism spectrum disorders may have trouble communicating, reading body language, learning basic skills, making friends, and making eye contact.

Science has made great strides in understanding the inner workings of the brain, and one important discovery that brings new hope for learning disabilities and disorders is called neuroplasticity . Neuroplasticity refers to the brain’s natural, lifelong ability to change.

Throughout life, the brain is able to form new connections and generate new brain cells in response to experience and learning. This knowledge has led to groundbreaking new treatments for learning disabilities that take advantage of the brain’s ability to change. Innovative programs, such as the Arrowsmith program, use strategic brain exercises to identify and strengthen weak cognitive areas. For example, for children who have difficulty distinguishing between different sounds in a word, there are new computer-based learning programs that slow down the sounds so that children can understand them and gradually increase their speed of comprehension.

[Read: Helping Children with Learning Disabilities]

These discoveries about neuroplasticity provide hope to all students with learning disorders, and further research may lead to additional new treatments that target the actual causes of learning disabilities, rather than simply offering coping strategies to compensate for weaknesses.

How does understanding the brain help a learning disorder?

Using a telephone analogy, faulty wiring in the brain disrupts normal lines of communication and makes it difficult to process information easily. If service was down in a certain area of the city, the phone company might fix the problem by re-wiring the connections. Similarly, under the right learning conditions, the brain has the ability to reorganize itself by forming new neural connections. These new connections facilitate skills like reading and writing that were difficult using the old connections.

Since diagnosing a learning disability isn’t always easy, don’t assume you know what your child’s problem is, even if the symptoms seem clear. It’s important to have your child tested and evaluated by a qualified professional. That said, you should trust your instincts. If you think something is wrong, listen to your gut. If you feel that a teacher or doctor is minimizing your concerns, seek a second opinion. Don’t let anyone tell you to “wait and see” or “don’t worry about it” if you see your child struggling. Regardless of whether or not your child’s problems are due to a learning disability, intervention is needed. You can’t go wrong by looking into the issue and taking action.

Keep in mind that finding someone who can help may take some time and effort. Even experts mix up learning disabilities with ADHD and other behavioral problems sometimes. You may have to look around a bit or try more than one professional. In the meantime, try to be patient, and remember that you won’t always get clear answers. Try not to get too caught up in trying to determine the label for your child’s disorder. Leave that to the professionals. Focus instead on steps you can take to support your child and address their symptoms in practical ways.

The diagnosis and testing process for learning disabilities

Diagnosing a learning disability is a process. It involves testing, history taking, and observation by a trained specialist. Finding a reputable referral is important. Start with your child’s school, and if they are unable to help you, ask your doctor or friends and family who have dealt successfully with learning disabilities.

Types of specialists who may be able to test for and diagnose learning disabilities include:

• Clinical psychologists
• School psychologists
• Child psychiatrists
• Educational psychologist
• Developmental psychologist
• Neuropsychologist
• Psychometrist
• Occupational therapist (tests sensory disorders that can lead to learning problems)
• Speech and language therapist

Sometimes several professionals coordinate services as a team to obtain an accurate diagnosis. They may also ask for input from your child’s teachers.

Integration, sequencing, and abstraction: Technical terms for how the brain works

A professional learning disorders specialist might refer to the importance of “integration” to learning. Integration refers to the understanding of information that has been delivered to the brain, and it includes three steps:

• Sequencing, which means putting information in the right order.
• Abstraction, which is making sense of the information.
• Organization, which refers to the brains ability to use the information to form complete thoughts.

Each of the three steps is important and your child may have a weakness in one area or another that causes learning difficulty. For example, in math, sequencing (the ability to put things in order) is important for learning to count or do multiplication (as well as learn the alphabet or the months of the year). Similarly, abstraction and organization are important parts of numerous educational skills and abilities. If a certain brain activity isn’t happening correctly, it will create a roadblock to learning.

When it comes to learning disabilities, it’s not always easy to know what to do and where to find help. Turning to specialists who can pinpoint and diagnose the problem is, of course, important. You will also want to work with your child’s school to make accommodations for your child and get specialized academic help. But don’t overlook your own role. You know your child better than anyone else, so take the lead in looking into your options, learning about new treatments and services, and overseeing your child’s education.

Learn the specifics about your child’s learning disability. Learn about your child’s type of learning disability. Find out how the disability affects the learning process and what cognitive skills are involved. It’s easier to evaluate learning techniques if you understand how the learning disability affects your child.

Research treatments, services, and new theories. Along with knowing about the type of learning disability your child has, educate yourself about the most effective treatment options available. This can help you advocate for your child at school and pursue treatment at home.

Pursue treatment and services at home. Even if the school doesn’t have the resources to treat your child’s learning disability optimally, you can pursue these options on your own at home or with a therapist or tutor.

Nurture your child’s strengths. Even though children with learning disabilities struggle in one area of learning, they may excel in another. Pay attention to your child’s interests and passions. Helping children with learning disorders develop their passions and strengths will probably help them with the areas of difficulty as well.

Learning disabilities can be extremely frustrating for children. Imagine having trouble with a skill all of your friends are tackling with ease, worrying about embarrassing yourself in front of the class, or struggling to express yourself. Things can be doubly frustrating for exceptionally bright children with learning disabilities—a scenario that’s not uncommon.

Kids with learning disabilities may have trouble expressing their feelings, calming themselves down, and reading nonverbal cues from others. This can lead to difficulty in the classroom and with their peers. The good news is that, as a parent, you can have a huge impact in these areas. Social and emotional skills are the most consistent indicators of success for all children—and that includes kids with learning disorders. They outweigh everything else, including academic skills, in predicting lifelong achievement and happiness.

[Read: Raising Emotionally Intelligent Children]

Learning disabilities, and their accompanying academic challenges, can lead to low self-esteem, isolation, and behavior problems, but they don’t have to. You can counter these things by creating a strong support system for children with learning disabilities and helping them learn to express themselves, deal with frustration, and work through challenges. By focusing on your child’s growth as a person, and not just on academic achievements, you’ll help them to learn good emotional habits that set the stage for success throughout life.

Finding support while helping a child with learning disabilities

All children can be both exhilarating and exhausting, but it may seem that your child with a learning disability is especially so. You may experience some frustration trying to work with your child, and it can seem like an uphill battle when you don’t have the information you need. After you learn what their specific learning disability is and how it is affecting their behavior, you will be able to start addressing the challenges in school and at home. If you can, be sure to reach out to other parents who are addressing similar challenges as they can be great sources of knowledge and emotional support.

More Information

• CDC’s Developmental Milestones - Check the milestones for your child at different ages. (Centers for Disease Control and Prevention)
• LD Basics - Includes common warning signs and symptoms, how to respond, and tips for getting help early. (LD Online)
• Types of Learning Disabilities - Overview of the types of learning disabilities and links to a more in-depth articles. (Learning Disabilities Association of America)
• Dyslexia Basics - Overview of dyslexia, how it is diagnosed, and what treatments are available. (International Dyslexia Foundation)
• Understanding Dysgraphia - Learn what causes it and which instructional activities can help. (International Dyslexia Foundation)
• Auditory Processing Disorder - How to detect, diagnose, and help a child. (KidsHealth)
• Nonverbal Learning Disorders - Overview of this often-neglected learning disability. (LD Online)
• Neurodevelopmental Disorders. (2013). In Diagnostic and Statistical Manual of Mental Disorders . American Psychiatric Association. Link

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Homework and students with learning disabilities and behavior disorders: a practical, parent-based approach

Affiliation.

• 1 Department of Educational Psychology, University of Utah, Salt Lake City, 84112.
• PMID: 7806956
• DOI: 10.1177/002221949402700901

This article provides a limited review of the effects of homework on students with disabilities, the essentials of effective homework programs, and variables that affect home-school partnerships. The emphasis is on students with learning disabilities and behavior disorders who are at risk for academic failure and poor school adjustment. The authors introduce the University of Utah Homework Partners series, which highlights three homework packages: a cooperative learning teams-based approach for classrooms, a package to train parents to be positive academic tutors for their children, and a systematic program to train parents in effective homework practices. The latter package is the major focus of this article because it emphasizes home-school partnerships for students with disabilities. Sanity Savers for Parents: Tips for Tackling Homework is a training program that teaches parents how to assess, design, and troubleshoot an effective in-home homework program for their child. The overall emphasis of this program is on practical interventions that are positive and motivating and include a home-to-school link to maximize the generalization of effects for students with learning and behavior disabilities.

Publication types

• Research Support, Non-U.S. Gov't
• Achievement
• Child Behavior Disorders / complications*
• Child, Preschool
• Learning Disabilities / complications*