Do any three words spark quite the same mix of hope and dread in the heart of a parent?

Hope…that these key adults in your child’s life will recognize her exceptional qualities and unlock unlimited potential.

Dread…that this year’s teachers see something less than brilliance and reveal, in fact, that this will not be the year your child soars to greatness.

I’ve experienced my share of surprises at parent-teacher conferences. Take, for example, my youngest daughter’s kindergarten conference.

This was a child who learned to talk early in life, and once she started, she never stopped. If she had a thought, she spoke it. Once, as her dad tried to concentrate on solving a problem, he blurted out in frustration, “Emily, be quiet! Just think silently for awhile and talk to yourself in your mind!”

Her eyes opened wide and she said in a panic, “But Daddy, I don’t think I can do that!”

So imagine our surprise when, seated in tiny kindergarten chairs, we heard the teacher say: “Emily listens so well. She is respectful and kind—and so quiet!”

When Conferences Bring Bad News
Some parent-teacher conference surprises are not quite so pleasant. Especially unsettling is hearing the news that the bright, curious child you send to school is failing to learn what other children can easily master.

When teachers spot a noticeable difference between how well a child does in school and how well he or she could do, given his or her intelligence or ability, it’s time to ask if your child might need a new approach.

In some schools, a lagging student is offered a model of help called “responsiveness to intervention (RTI).” In this model, the school staff’s first thought is: Maybe this child isn’t getting the instruction that he or she needs to succeed. In other words, the student isn’t being “responsive” to the instruction. This doesn’t mean that the student isn’t trying, but most generally he or she isn’t understanding what is being taught by the teacher.

These schools don’t wait for students to fail for an extended period. They act immediately to get the student the help needed. They regularly screen all students to make sure classroom instruction is on target. Then they design personalized instruction and monitor progress on a regular basis.

If all this specialized instruction fails to help the child learn, parents or teachers might decide that it’s time to test for a learning disability. Chances are, parents of about one in seven children could hear that kind of news from a teacher during this year’s conferences. In fact, almost 3 million children (ages six through 21) have some form of learning disability. About one-half of all children who received special education services have a learning disability.

What is a Learning Disability?
According to the National Dissemination Center for Children with Disabilities, the term learning disability describes specific kinds of learning problems. A learning disability can cause a person to have trouble using certain skills—most frequently reading, writing, listening, speaking, reasoning, and doing math.

Learning disabilities (LD) vary from person-to-person. One child might have trouble with reading and writing. Another person with LD may have problems with understanding math. Still another person may have trouble in each of these areas, as well as with understanding what people are saying.

Researchers think learning disabilities are caused by differences in how a person’s brain works and processes information. Children with learning disabilities (or learning differences, as they are sometimes called) are not “dumb” or “lazy.” In fact, they usually have average or above average intelligence. Their brains just process information differently.

What’s Next?
If this fall’s parent-teacher conferences point to a learning problem for a child you love, don’t delay in seeking help and taking action! Ask the school to evaluate the child to see what might be causing the problem. Then, it’s important to learn about RTI and LD.

Beyond that, parents and caregivers can help children with learning disabilities achieve success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals, and learning about strategies for dealing with specific difficulties.

There is no “cure” for learning disabilities. They are lifelong. However, children with LD can be high achievers and taught ways to get around the learning disability. With the right help, children with LD can and do learn successfully.

Sources: National Dissemination Center for Children with Disabilities, www.nichcy.org and Learning Disabilities Association of America, www.ldaamerica.org.