What is a Learning Disability?
Parents and teacher are asking “What is a learning disability?” Let’s see how Dr. Ken Gibson defines it.
“I never teach my pupils; I only attempt to provide the conditions in which they can learn.” — A. Einstein
Great news! There is genuine, obtainable hope for every child or individual struggling with a learning challenge. Regardless of the particular issues related to reading or other learning tasks, new, innovative techniques based on groundbreaking brain science and other research developments are now available.
In this book, you will receive an education on key issues related to learning difficulties.
Be forewarned: much of what you will learn here might be perceived as going against the grain. But it is by going against the established grain of how one deals with learning disabilities that real, practical progress is being made. I will also explain how parents can find the necessary help to turn their child’s frustration and failures with reading and other academic subjects into greatly improved achievement and success -- not only in school, but in all of life.
Does all of this sound too good to be true?
If you are a little skeptical, I understand. I know all about the frustrations because for years I struggled with reading. By today’s standards, I would have been considered dyslexic.
Because of my own struggle, I have been motivated throughout my career to strengthen weak learning skills and develop learning and reading programs for people with learning disabilities.
And, because of my challenges as a child, I really want to help kids, like a boy we’ll call Mike...
What is a Learning Disability – An Example
Mike is an active third grader who is full of life. He has a toothy grin and is affectionate and inquisitive. He just turned nine and is proud that he now has permission to maneuver through his neighborhood on his new bike -- something eight-year-olds aren’t allowed to do in his family.
Mike also likes baseball and has a collection of over four hundred baseball cards. He can brief you with an astounding amount of facts and details on his favorite players. He has many friends and often leads the impromptu soccer games on the playground.
In every observable way, Mike seems like any normal, healthy boy his age.
This perception changes, however, when we catch up with Mike inside his third grade classroom. Here he looks stressed: his eyes don’t have as much sparkle as when we saw him kicking a soccer ball on the playground. He’s doing math and just finished his second problem, whereas almost everyone else in class is about done with the five problems assigned.
Mike looks bored, yet worried. What if his teacher, Mrs. Sullivan, sends home another note to his parents? His mind and eyes wander. He watches first and second graders playing on the playground. Then he notices that his best friend, Jacob, is making faces at Susan, the cutest girl in class. Mike sneaks a glance at Mrs. Sullivan. Oh oh, she’s caught his eye, and she looks disgruntled. She doesn’t need to say a thing. He’s heard before what she’ll probably say now, “Mike, stop looking around and finish your work!”
Return To Other Child Learning Topics
Excerpts of the book Unlock the Enstein Inside by Dr. Ken Gibson
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