When Learning Doesn't Improve: Difficulties and Challenges
Link to purchaseCornell Notes
Main Notes
- Classical education plan in the book is for 'neurotypical' learners
- Many children don't learn in a regular way
- 'Neurotypical' originally meant not on autism spectrum, now used more broadly
- Non-neurotypical learners may struggle with reading, spelling, math, handwriting
- Home education population may have more non-neurotypical kids than general school population
- Many parents wish they had their child evaluated sooner
- Case study of a mother's experience with her son's learning difficulties
- Signs of non-neurotypical learning: frustration, giving up easily, difficulty focusing
- Importance of getting assessments (occupational therapy, speech and language, psychoeducational)
- Understanding a child's weaknesses and strengths helps in developing strategies
- Progress may be slower but still achievable with patience
- Physical causes for learning difficulties may include mild cerebral palsy, deafness, vision problems
- Labeling learning difficulties can be beneficial for better understanding and support
- Parents should trust their intuition and not delay in seeking assessments
- The 'wait-and-see' approach may result in lost years of potential remedial academics
- The Well-Trained Mind forums offer a platform for parents to share strategies and stories
- Additional curricula suggestions available at welltrainedmind.com
- Importance of adapting classical education to non-neurotypical students' needs
- Regular academic screening can help track progress
- Non-neurotypical conditions mentioned: dyslexia, dysgraphia, dyscalculia, twice-exceptional, processing difficulties, seizure disorders, autism
- Home schooling as an alternative to frustrating classroom situations for non-neurotypical learners
- Importance of understanding when to ease up, accommodate, or push a child with learning difficulties
- Labels can provide clarity and improve the child's happiness and parents' ability to teach and advocate
- The book acknowledges its limitations in covering adaptations for non-neurotypical students
- Encouragement to join ongoing conversations about learning challenges
- Recognition that good teaching and curriculum may not be enough for non-neurotypical learners
- Emphasis on the individuality of each child's learning process
- Suggestion to look for patterns in a child's behavior and emotional responses to learning tasks
- Importance of breaking down tasks and moving at an appropriate pace for the child
- Recognition that cognitive delays may take longer to identify than other learning challenges
Cue Column
- What does 'neurotypical' mean in the context of home education?
- How might non-neurotypical learning manifest in a child?
- Why might home education have a higher proportion of non-neurotypical learners?
- What are the potential consequences of delaying assessment?
- How can labeling a learning difficulty be beneficial?
- What physical conditions might cause learning difficulties?
- How can parents identify signs of non-neurotypical learning?
- What types of assessments might be helpful for struggling learners?
- How does understanding a child's strengths and weaknesses impact teaching strategies?
- What resources are available for parents of non-neurotypical learners?
- How might classical education need to be adapted for non-neurotypical students?
- What is the importance of regular academic screening?
- How can parents balance pushing their child versus accommodating their needs?
- What are some examples of non-neurotypical conditions?
- Why might parents choose home schooling for non-neurotypical learners?
- How can a 'wait-and-see' approach impact a child's education?
- What role does parental intuition play in identifying learning challenges?
- How can community support benefit parents of non-neurotypical learners?
- What are the limitations of good teaching and curriculum for non-neurotypical learners?
- How can parents track their child's progress in home education?
Summary
This chapter addresses the challenges faced by non-neurotypical learners in the context of classical home education. It emphasizes that while the book's educational plan is designed for 'neurotypical' learners, many children don't fit this mold and require different approaches and interventions.
The text highlights various learning difficulties, including dyslexia, dysgraphia, and dyscalculia, among others. It suggests that the home education population may have a higher proportion of non-neurotypical learners due to the frustrations these children often face in traditional classroom settings.
A recurring theme is the importance of early assessment and intervention. Many parents express regret at not having their children evaluated sooner, often losing valuable time that could have been used for targeted remediation. The chapter includes a detailed case study of a mother's experience with her son's learning challenges, illustrating the long journey from initial signs of difficulty to proper assessment and tailored support.
The text emphasizes the value of professional assessments, including occupational therapy, speech and language evaluations, and psychoeducational assessments. These can provide crucial insights into a child's strengths and weaknesses, enabling parents to develop more effective teaching strategies and set realistic expectations.
While acknowledging that adapting classical education to non-neurotypical learners is beyond the scope of the book, the chapter encourages parents to seek community support through online forums and additional resources. It stresses the importance of trusting parental intuition, being observant of a child's behaviors and emotional responses to learning tasks, and being willing to adjust teaching methods and pace to suit the individual child's needs.
Overall, the chapter serves as a crucial reminder that every child's learning journey is unique, and that success in home education often requires flexibility, patience, and a willingness to seek out and implement specialized support when needed.
Action Items
- Don't delay assessment if you sense your child is not progressing normally
- Trust your intuition over 'wait-and-see' advice if you suspect issues
- Consider assessments for specific areas like occupational therapy, speech and language, and psychoeducational evaluations
- Observe if the child has trouble keeping up or understanding instructions
- Notice if instructions need to be repeated frequently
- Look for behaviors like scribbling, pushing, throwing, or scrunching worksheets
- Be aware of displays of anger, frustration, or wanting to give up
- Understand the child's strengths and weaknesses
- Implement strategies provided by professionals to help the child cope and learn
- Adjust the pace of learning to suit the child's needs
- Implement yearly academic screening to track progress
- Use screening results to inform teaching approach
- Join online forums like forums.welltrainedmind.com
- Participate in the Learning Challenges board to share strategies and stories
- Visit welltrainedmind.com for curriculum suggestions suited to different learning needs