Learning-disabled children usually know that something is hard for them. Typically, they believe they are either “stupid” or they are told they are “not trying”. It’s heartbreaking to talk to a child with a learning disability, who has already acquired this label. Sisters and brothers may not be experiencing the same problem. , Usually, a child has no capacity to tell themselves they have a learning disability, so testing is an intervention that can reassure children that they are not at fault, and should not blame themselves for a problem that is a burden to them on a daily basis. Children benefit from testing because it “de-mystifies” them. They learn the real reasons for their struggle. Testing leads to strategies to “work around” their learning disability, and shows how they have already “compensated” for their learning disability” (often by becoming unusually capable in other subject areas). One typical compensation is found when children who read slowly, or with poor comprehension, have very strong abilities to memorize information they hear in the classroom. Their verbal memory is strengthened because they rely on this process to gain and store information, which is hard to learn through reading.
https://www.petermeiland.com/wp-content/uploads/2016/01/psychologist-nyc-peter-meiland.png 0 0 admin https://www.petermeiland.com/wp-content/uploads/2016/01/psychologist-nyc-peter-meiland.png admin2016-01-20 23:20:472016-01-20 23:20:47Besides showing the problems, does testing provide other useful information.