Reply to Why are so many UMC average students "Learning Disabled"?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]It's sad that this is even being debated. While a person with a  learning disability can certainly have an average IQ, it is a different situation.

[b]Are people here seriously stating that a child with dyslexia shouldn't receive accommodations that could help them learn to read and spell? Or that a child with documented ADHD shouldn't be allowed to test in a room without distractions? Or that a child with autism shouldn't receive some help with social cues and executive functioning which can lead to anxiety, depression, and school failure?[/b]

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Should a kid with a flat iq score of 90 be able to get accomodations that help them perform better as well? [/quote]

[b]if the person with a 90 IQ is performing to the level of somebody with a 40 IQ, you would want to figure out why. But a person with a 90 IQ is not going to perform the same as somebody with a 120 IQ with tutoring[/b]. [/quote]

Yes, but with that accomodation they have the ability to increase their performance.  Couldn't you say that a person who is not receive tutoring and is not performing at the same level as someone with the same iq who is receiving tutoring, is being denied an accomodation that is keeping them from performing to their potential?[/quote]

Tutoring isn't an accommodation in IEP parlance.  It's something that you can do at home with your child or outsource if you have the money.

In early ES, my severely dyslexic son did 5+hrs a week of additional instruction in structured English literacy after school.  Over 14 months, he gained 2.5 grade levels in reading.  If you'd taken a student without dyslexia and given them the same instruction, their reading level would probably have gone up some just from the extra practice.  Their reading level would probably have gone up about the same amount if you'd just had them read for 2 hrs after school every day.  The type and intensity of instruction needed for my son to decode on grade level would be complete overkill for someone who is not dyslexic.  There are kids who are at the opposite end of the spectrum (I'm actually one) who learn to read with virtually no structured instruction.  I found structured literacy intriguing and kind of fun because I learned there were rules behind the things that I knew, but it would have been crazy to add 2 hrs onto my school day a child to teach me how to decode and spell.

Rather than being upset that schools aren't offering this to normal readers, you should be upset that they aren't offering this level of intervention and remediation to ANYBODY.  The most I've heard of any student receiving is 2.5 hrs a week in a small group setting with the reading teacher.  Most students with dyslexia receive far, far less in school.  And, btw, pull outs are in place of other in-class instruction -- so your choice may be between your student receiving instruction in reading or your student receiving math.  My DS never received any scientifically evidence-based decoding instruction in school.  Many other students have dyslexia and are never even diagnosed.  Yes, I'm sad that while are financially fortunate enough to help DS, many other families are not able to do nearly as much for their kids.  The answer isn't to bring everyone down, though.

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