Diagnosing Learning Disabilities

“Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge.” - International Dyslexia Association

For further research: International Dyslexia Association, Ten Pieces of Advice for Parents of Children with Dyslexia, The Yale Center for Dyslexia & Creativity, Conquering Dyslexia by Jan Hasbrouk, Overcoming Dyslexia by Dr. Sally Shaywitz

“Dysgraphia is a neurological disorder characterized by writing disabilities. Specifically, the disorder causes a person's writing to be distorted or incorrect. In children, the disorder generally emerges when they are first introduced to writing. They make inappropriately sized and spaced letters, or write wrong or misspelled words…” - NINDS

For further research: Understanding Dysgraphia, What is Dysgraphia? video by Redwood

Dyscalculia is a learning disability that affects the brain's ability to process and understand the meaning of numbers. “Common signs of dyscalculia include trouble grasping the meaning of quantities or concepts like biggest vs. smallest, understanding that the numeral 5 is the same as the word five, and that these both mean five items, remembering math facts in school, like times tables, counting money or making change, estimating time, judging speed or distance, understanding the logic behind math, and/or holding numbers in their head while solving problems.” - Understood

For further research: What is Dyscalculia, Dyscalculia Fact Sheet,

“Attention deficit-hyperactivity disorder (ADHD) is a neurobehavioral disorder that affects 3-5 percent of all American children. It interferes with a person's ability to stay on a task and to exercise age-appropriate inhibition (cognitive alone or both cognitive and behavioral). Some of the warning signs of ADHD include failure to listen to instructions, inability to organize oneself and school work, fidgeting with hands and feet, talking too much, leaving projects, chores, and homework unfinished, and having trouble paying attention to and responding to details. There are several types of ADHD: a predominantly inattentive subtype, a predominantly hyperactive-impulsive subtype, and a combined subtype. ADHD is usually diagnosed in childhood, although the condition can continue into the adult years.” - NINDS

For further research: What is ADHD?

“Anxiety disorders involve more than temporary worry or fear. For a person with an anxiety disorder, the anxiety does not go away and can get worse over time. The symptoms can interfere with daily activities such as job performance, school work, and relationships. There are several types of anxiety disorders, including generalized anxiety disorder, panic disorder, and various phobia-related disorders.” - NIMH

For further research: Why Childhood Anxiety Often Goes Undetected (and the Consequences), Anxiety Disorders

“Executive function is a set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life. Executive function is responsible for many skills, including paying attention, organizing, planning, and prioritizing, starting tasks and staying focused on them to completion, understanding different points of view, regulating emotions, and/or self-monitoring (keeping track of what you’re doing).

Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.” - Understood

For further research: What is Executive Function, Helping Students Take Control of Everyday Executive Functions by Paula Moraine, M. Ed, Executive Function: Foundations for Learning and Teaching by Patricia W. Newhall, Landmark School Outreach Resources

Step 1:

You know your child best. Oftentimes, parents have concerns before a physician, teacher, or childcare provider might. Organize your thoughts and be able to support your concerns with concrete observations and examples. You may or may not experience different points of view and/or push back related to your concerns along this journey.

Step 2:

(optional) You can begin with an unofficial assessment to gauge how much your child’s behaviors align with a particular diagnosis. There are many free and simple assessments available online. Redwood offers a Dyslexia Screener and/or Dyscalculia Screener for $149. This is a stand-alone screener using the Feifer Assessment of Reading (for dyslexia) or Feifer Assessment of Math (for dyscalculia). It includes a 60-minute virtual session with our Director of Admissions, as well as a written report detailing the findings. Please note: This assessment will not provide an official diagnosis of dyslexia, dysgraphia, or any other language-based learning difference but may be a more accessible way to help your child get the services they need.

Step 3:

In order to receive support at school, you will need to submit, in writing, your desire to have your child assessed for a learning disability and evaluated for an IEP or 504. They will have an internal process for you to follow. Each school district is responsible, by law, for actively locating, identifying, and evaluating all children who live within the district boundaries (attending their school or not) who may qualify to receive special education and/or related services such as occupational, physical, speech and language therapy and social work. If you suspect your child might need special education or other support services, you can contact the school, Director of Special Education, or principal of your local school district and request a Child Find Screening. Be prepared to provide your concerns, as well as concerns or documentation from daycare providers, teachers, and/or physicians if appropriate. Your written request is the official start of the special education eligibility determination process in the educational setting. If your child is homeschooled, these rights also apply! Your local public school is legally required to support ALL children in their district. Contact your local public school district to begin the evaluation process. Or pursue private options.

Step 4:

The specificity, as well as depth and breadth of the evaluation that public schools can provide, will vary widely. We hope you can receive all that you need from your local school. If this is not the case, you can pursue a private evaluation through a local neuropsychologist. The International Dyslexia Association provider lists may be helpful in your search.

Step 5:

Should you choose to supplement an educational evaluation with a private neuropsychological or other evaluation (i.e., occupational therapy/speech and language) be mindful that it is best to communicate and coordinate between all parties so that tests are not duplicated. This can be done at the initial Domain meeting at the school, where "what information do we have, what information do we need, and who will do what by when" is discussed. Ask that the outside evaluation(s) be considered in the special education eligibility process. The school has 60 school days to complete all testing, screenings, interviews, provide a draft report, and schedule the follow-up meeting to discuss evaluation results.

If you have only pursued a private evaluation route, be aware that you still need to communicate with the school and request in writing for your child to be considered for special education services. The school may or may not consider all aspects of the private testing, and will likely want to add their own evaluation(s). Contact your child's teacher, as well as the principal, to initiate this process. Remember that your child’s teacher can be your greatest tool and support, regardless of what the school administration decides. Check out our blog Building Bridges: Tips for Uniting Families and Educators in Dyslexia Awareness

TIP: Bring a one-page summary of the findings from your child’s neuropsychological evaluation with strengths, struggles, and some easy accommodations like assistive technology.

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After assessments, the school will set up a follow-up meeting to determine if your child qualifies for an IEP or 504. An IEP (Individualized Education Plan) is a plan for accommodations and modifications that involve direct service minutes within the school day, provided by the school. A 504 is a plan for accommodations and modifications that empower a student to access their education (like extra time on tests, assistive technology, etc). Based on evaluation results, your child may or may not be determined eligible for special education services. The educational impact of diagnoses drives service provision recommendations, not a diagnosis alone. The school may decide that a different tier level of intervention is appropriate outside of the special education realm. If your child is determined to be eligible for special education, the type and amount of services will be determined along with possible accommodations and modifications.

TIP: Due to the length of the meetings, number of participants, and emotions involved, we recommend that parents take the allowable 10 days to sign the paperwork after the meeting. Go home. Breathe. Sleep. Get advice. Sign when you’re ready within those time guidelines. If you don't agree with the IEP, don't sign and ask for additional discussion.

Parent Tips for a Successful IEP Meeting

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After the IEP or 504 is established, respectfully and confidently, check-in with whether or not it is being implemented and followed at various times throughout the year.

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For dyslexia, dysgraphia, and dyscalculia, we recommend that students receive evidence-based interventions such as structured literacy, explicit writing, or multisensory math program as soon as possible. If this is possible through your school, awesome! If not, we recommend finding a private avenue, like Redwood, for after-school small group tutoring. For most kids, this will be a 2-3 year remediation process.

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Start learning Assistive Technology with your child. There are multiple assistive technology tools that can help students with learning challenges access their curriculum and be more independent in their work. For example, audio or digital text gives students access to books more commensurate with their interest and comprehension level than independent reading level.

Utilize “ear reading” (podcasts, audiobooks, documentaries, etc) as much as possible to support background knowledge and vocabulary growth as you wait for your child’s reading progress to catch up

7 Tips for Teaching Vocabulary from the Redwood blog

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Encourage your child in their efforts. Their brain is working 3-5x as hard as a non-dyslexic brain when reading. They are SMART! They are a HARD WORKER! And, if they are in a structured literacy program, they WILL learn to read!

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Read our blog My Child Was Just Diagnosed with Dyslexia---What Do I Do?

Feeling overwhelmed? YOU ARE NOT ALONE! Watch this video from Redwood teacher and fellow parent, Shelley Kolasa.

Redwood offers dyslexia and dyscalculia screeners. Schedule yours here.

Redwood offers affordable and effective small group intervention, (in-person and online) in reading, writing, math, and assistive technology. We also have a day school in Chicago called Redwood Day. Click to learn more or schedule an inquiry call with our CEO.

If you are a current Redwood family, you can access IEP meeting representation from us. See our policy here.

If you feel you need greater advocacy support, you can consider our Redwood Advocacy Consultation. This is an additional service we offer to families who are looking for a more comprehensive report to share with their student's school or district. This service includes a student records review in addition to the administration of normed assessments, as well as a 30-minute follow-up phone call to ensure your understanding of the report.

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Check out our curated resource list for parents of students with learning differences

Browse our Discover Dyslexia blog for helpful ideas

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Join the RAISE YOUR HAND-Special Education Parents and Supporters Facebook group

Join our Chicago Parents Empowering Dyslexia Facebook group

“Redwood helped one of our clients by creating a detailed and specific list with their evaluation that would help our client succeed. We had not been able to find this kind of evaluation anywhere else.”

Luca Guacci, Managing Attorney at The Moran Center, Education Advocacy Program

“Redwood conducted a thorough and compelling educational needs assessment that allowed us to provide evidentiary support and recommendations to our client's IEP team. Redwood really set our client up for success by helping us get him the supports and services he needs in his IEP to reach his potential and be successful going into high school. We are so grateful for the work Redwood does in the community.”

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Shira Baron, Educational Advocate from Legal Aid Chicago

“Redwood and the children you serve are lucky to have such compassionate educators that truly care. That was not only evident in your interactions with [my daughter], but in the care and attention used to write this report. I greatly appreciate all of your patience with all of our initial changes, your kindness, and skill. Although this report is hard to read as a parent, it validates all of the concerns that I have been fighting for and I am very thankful for your hard work.”

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