1. If someone is learning disabled, does that mean they can't learn?

Absolutely not! The definition of being learning disabled is that one should be otherwise capable of learning, but there is something or a few things that are hindering that person’s progress. That is, you really have to be capable to be “learning disabled”—in other words, at least average to above average! In fact, many learning disabled people are “twice exceptional”—gifted in some areas, while significantly disabled in others.

2. My child has a hard time concentrating and staying focused—what should I do?

First, find out if there are any personal issues that your child might be having. Did he or she have a fight with a good friend? Are his parents going through a divorce? Has there been a death in the family? These things will certainly affect concentration! But if he or she has always had trouble focusing or has always exhibited some learning difficulties (including memory weaknesses or a poor sense of elapsed time), you should have an assessment to find out if there are any underlying attention or learning issues.

3. Can you cure learning disabilities?

No, because learning disabilities are not a disease! You can, however, learn alternative approaches, learn to use other tools, learn to use your strengths – in other words, you can learn compensatory strategies, skills, and habits that will allow you to reach your potential.

4. My child never had problems until that concussion last year – can a head injury cause learning disabilities?

The short answer is “yes” from the perspective that some neural damage may have occurred that now impacts learning. This can result in slower processing speed, short-term memory loss, and/or retrieval issues, among other things. Behaviors may also be impacted, and may result in poor attention or impulsivity.

5. How do I know which college is appropriate for my son/daughter?

There is not just one college that is appropriate! One needs to consider not only grades and SAT scores, but one needs to consider interests, location, size, and costs as well. Pre-selecting and then touring schools are important parts of the total process prior to application.

6. Is private and/or boarding school appropriate for my son/daughter?

Private schools are not appropriate options for all students. However, many provide opportunities that might not always be available within the public sector. Some private schools focus on rigorous academics whereas others address specific talent or needs.

7. My child has failing grades/is not attending in school/is exhibiting risky behavior – what do I do?

There are a myriad of alternative schools, residential placements, and therapeutic wilderness programs that specialize in working with students at risk. This is difficult for many parents to consider, but is sometimes necessary for the health and safety of the child. By utilizing such programs, many students get back on track and are then ready to pursue more traditional educational paths.

8. What is the difference between neuropsychological and psychoeducational testing?

Neuropsychological testing is used in conjunction with other test batteries, such as MRI, audiological, and neurological, to evaluate signs of possible problems in brain-behavior relationships.  It can also help to locate areas in the brain where there are impairments.  This can be especially useful when evaluating individuals with head injuries, Parkinson’s disease, victims of stroke, or those with attention issues (see www.emedicine.com for “Neuropsychological Evaluation” by Atif Malik, M.D. and Dawn McDonald, Psy.D.).  A psychoeducational evaluation may include some neuropsychological test batteries, such as the Delis-Kaplan Executive Functioning System, but the focus is more practically based in how an individual processes information, and how this may affect school performance.  As such, it is an appropriate evaluative tool to diagnose specific learning disabilities.  There are some overlapping diagnoses with neuropsychological evaluations (such as AD/HD), but the main purpose of the psychoeducational evaluation is to focus on learning style and how to remediate or accommodate an individual in the school.