When a student by the name of Sarah who was in the second grade received D’s and F’s on her report card all year long, her parents sought answers. They sought medical and psycho-educational evaluations. Still, they had no answers. The way that the tests are designed to test for a learning disability must involve “discrepancy” in the testing even if there appears to be a problem in the learning style when putting in effort while still receiving failing grades.
The “strengths and weaknesses” model may help your dyslexic child in school.
The neuropsychological model examines an individual’s strengths and weaknesses, both physically and psychologically.
Finally, some answers were revealed by using the “strengths and weaknesses” model. With this type of testing, she was able to get answers for her specific learning disability. One thing that differs when using the “strengths and weaknesses” model which is also known as the neuropsychological model is that it allows for tailor-made remedies that are custom to the child. This can be related to dyslexia because it is neurological in origin as seen in the case with David.
Sarah’s parents eventually learned of the neuropsychological approach, which can reveal their daughter’s unique strengths and weaknesses through a series of evaluations. A battery of neuropsychological tests began with a detailed medical and educational history, followed by an assessment of Sarah’s sensor motor capabilities.
Laura Lurns · Learning Success expert
Key takeaways
- The US Department of Education states that approximately three million children receive special education services under the category of specific learning disability.
- The strengths and weaknesses of children with specific learning disabilities can use a neuropsychological approach.
- Dyslexia interventions that include the specific area of dyslexia and incorporate learning difficulties can also reduce negative behaviors in children.
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Your school district must evaluate your child free of charge if you ask in writing, whatever your income and whatever the outcome (US, 34 CFR 300.111 and 300.301(b)). That route takes time and answers a different question than you do. This one starts today, from what you already know.
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A screener is a starting point, not a diagnosis. If your child might need formal accommodations (an IEP or 504 plan), or you suspect a vision, hearing or medical cause, pursue a professional evaluation too. That is the only route to those supports.
