Thank you Redwood for inviting me to share on your blog today!

First, let me introduce myself. My name is Kristen McShane. I am an idea-generator, connection-maker, and right-brained creator who designed a private practice around these strengths so that I could support the growth and success of others. Because I am deeply in tune with these strengths, I am able to design a business and life that leaves me feeling energized with a pep in my step (almost!) every day. Several years ago, I started The Learning Specialist, LLC--a place where children and teens both with and without learning differences can receive high-quality, individualized multi-sensory learning intervention. A large part of the work we do is helping our students explore their strengths.

Few would argue the importance of understanding our general strengths. Starting this conversation at a young age can set the stage for children to succeed earlier in life. Essentially, “the sooner, the better”. This understanding helps us develop a deeper sense of self, of how we function in the world, and of how we may best excel. Exploring strengths with children who have learning differences is particularly important for several reasons, including the following: first, they are often regularly in environments that may press on their particular challenges. Second, with a deeper understanding of who they are, how they learn, and which specific strengths they bring to a learning situation, they can better offset the potential negative messages they may receive just because they learn more diversely. So, how can you help support your child’s understanding of their strengths?

Identify your child’s learning strengths

Explore how your child learns best and what kind of instruction their brain may need to thrive in learning conditions. To learn more:

1.) Ask your child’s teacher, learning specialist, or educational therapist. Be explicit by

asking questions, such as “What does my child need instructionally to unlock their potential?”, or “What strategies do you use that I can share with other providers or replicate at home?”.

2.) If you have a neuropsychological report or school-based evaluation, use it. Complex reports include testing scores and interpretation of those scores to identify particular areas of learning strengths. If you do not feel you have the expertise to interpret the report, consult with a learning specialist, educational therapist, or the wonderful folks at RedWood; or, reach back out to the evaluator and request more detailed recommendations. For example, ask questions like “What does it mean that my child has strengths in visual-spatial skills?”, “What recommendations should we provide our child’s teacher if their verbal comprehension is this high and how can we help him/her offset their weaknesses with this strength in verbal comprehension?”.

3.) Be proactive. If you are about to invest in a neuropsychological evaluation or begin a

school-based evaluation, be purposeful in your follow-up conference and seek information to help you more thoroughly interpret the report into actionable items. As opposed to chasing down the information and details on the back end, be proactive during the meeting to get the detailed recommendations on how to offset weaknesses with strengths. For example, you may ask, “In a classroom, how can my child use their visual gifts to support their challenge with auditory processing?”

4.) Ask your child! Ask how they learn best; you might be surprised to find out that they

know more than you’d expect. Then, encourage them to communicate their strengths to their educational providers.

Develop your child’s strengths

There is a lot of information out there about developing our students’ strengths and mindsets toward approaching challenges. Let’s explore some of them:

1.) Be explicit in your communication. “You have a gift that allows you to....” or “To me, you

stand out when you...”.

2.) Discuss what you know about their learning profile, how their brain functions best, and

what it needs to be successful.

3.) Reinforce that messaging consistently. There is a lot of work out there that explores

reframing the way we think about challenges. You can read about some of that (here) and (here). In my work, a child’s areas of weakness is often reframed through discussion of their strengths. For example, when working with a dyslexic child, we frame the use of accommodations as an act to conserve energy and allow the child to fully use their strengths each day.

4.) Discuss what makes learning difficult, too. When I work with a new family with a child

who has a confirmed learning disability or difference, I want to know what discussions they have had with the child about their learning profile. Children who have fully and regularly explored the complexities of their learning profile often approach their challenges with greater acceptance and compassion.

Above all, opening up a conversation with your child about their experiences with learning will make them more aware of their learning profile: not only will they learn how to reframe their struggles, but they will also learn how to lean into their strengths.

If you would like to learn more about how we support children with learning differences at The Learning Specialist, LLC, visit our website: www.thelearningspecialistllc.com.

We understand that navigating schooling can be particularly complex, especially as a parent of a child with a learning difference. We hope that through these conversations that you have with your child, you develop greater mutual understanding of their strengths, learn how to best support and empower them, and overall find more joy with your child along the way.

Warmly,

Kristen McShane Founder and owner

The Learning Specialist, LLC

www.thelearningspecialistllc.com