Q: Our seventh grade son is currently enrolled at a private school in the East Bay. Though he has been diagnosed with a learning disability (an auditory processing problem), all testing done has shown that he is more than intellectually capable of handling the school’s curriculum. It is a challenging academic program and our son is feeling very overwhelmed at present. He is managing with C’s in every subject except history, in which he is receiving a D. We’ve talked to him about changing to a public school, where it seems certain he would qualify for special education. Most of his social life, however, revolves around the kids at his current school and he enjoys the extracurricular activities, especially theater. He is not at all happy about the prospect of changing schools, but he admits that he is under stress. In particular, he’s recently suffered a number of headaches and is on migraine medication. What are our options here?

A: A number of adolescents are above average in intelligence and learning disabled. In fact, there is an unusually high proportion of gifted students with learning problems. Such students may well qualify for enrollment in a challenging academic middle school, especially if they are adept verbally or mathematically. This does not negate the fact that these same students may experience problems as expectations increase and organizational strategies are called into play. All schools, whether public or private, need to be alerted to a learning disability and made aware of any assessments that have been done. In the most perfect of worlds, you as a parent will assess a prospective school’s ability to properly deal with your child prior to his enrollment. Certainly, now is the time to sit down with the head of your son’s school, along with his teachers if possible, to determine whether or not accommodations can be made in the classroom to better serve your son’s needs. Can his program be modified within the structure of the school? Are learning specialists available within the school itself? Can your son meet with one at least twice a week? Will the school cover the cost? How much do the teachers know about accommodating learning disabled students, and in particular, about your son’s disabilities? Sometimes, information is on file, but the teachers don’t see it unless they have reason to go into the files. The staff immediately responsible for your son’s welfare during the school day should be the first to know about any difficulties he may have as a result of his learning problems.

Each private school differs in what sorts of accommodations it is able to make for a student such as your son. Sometimes it may be possible to reduce the homework load and/or to offer an extra study period. Once you have determined, in conjunction with the staff, that the school is ready and willing to accommodate your son, set up another meeting in which modifications to the program will be specifically spelled out. Your son needs to attend this meeting and perhaps even make up his own list of what’s difficult for him and ways he would like to be helped. It may be that in addition to in-school modifications, your son could well benefit from the assistance of an educational therapist, either at the school site or after hours.

Certainly, public school is another option. Public schools do have more resources for learning disabled students; what types depend on the school district and its staff. It will have to be determined whether your son qualifies for a special education program, in which he would have one or more periods of directed studies during the day. Perhaps he will be mainstreamed into the regular classroom. If a student does not qualify for special education (does not fit within any of the state or federal categories of disability for special education purposes) he may qualify for what is called a 504 Plan. A 504 Plan is developed by the district regular education faculty, with the school agreeing to modify or adapt regular classes, lunchrooms, and school yards as appropriate to accommodate the individual needs of the student. Such a written plan, especially designed for "at-risk" (either behaviorally or academically) kids addresses the following areas:

• Structuring of the learning environment
• Simplification of instruction (reducing homework load, for example)
• Supplementation of verbal instructions
• Adjust class schedules
• Modify test delivery (extend time given for tests or administer orally)
• Use of supplemental aids (e.g. tape recorders)
• Modify instructional materials, techniques and resources (e.g. provide outlines with lectures, eliminate excess paper work requirements)

Any school district special education department should be able to provide you with guidelines both for requesting an Individualized Education Plan (IEP) for learning disabled students or for creating a 504 Plan for those "at-risk". Each has its own set of rules, steps and a timeline. It can even be written in to certain plans that a district must supplement the cost of outside therapy or tutors if it cannot provide the requisite service internally. Some districts, like San Francisco Unified Schools even offer classes for gifted learning disabled students. Many public schools also offer after-school tutoring and homework help with programs sponsored by neighborhood organizations or corporations. Judy Smith, a Special Education teacher for the gifted and learning disabled middle school students, adds that "teachers in public schools are instructed to bend over backwards to support "at-risk" students as much as possible."

Both Smith and Judy Stone, middle school director for St. Paul’s Episcopal School in Oakland agree, however, that pulling an underachieving student out of middle school should never be done lightly. "The social and emotional repercussions of moving a student are greater in middle school than in any other years,"

The social and emotional repercussions of moving a student are greater in middle school than in any other years

says Stone. She cautions that parents need to examine their motives for whatever school they place their child in and their goals for his future. What is stressed at home - grades or strategies? Pressure from well-meaning but anxious parents can hamper the performance of any student - particularly one struggling with learning disabilities. A teen who is happy with his social life should be allowed to remain in the school where he is whenever possible.

Finally, it is important to convey to your son that, whatever academic accommodations are made, he is still responsible for the work and for completing his assignments. Students with learning disabilities need to be made to feel they are capable of managing their schoolwork just as well as their classmates. With proper support and modifications and a caring staff to back him, a student like your son is absolutely capable of academic success.

Copyright © 1998-2002 by Beth Samuelson