Hi everyone,

As some of you know, my 8 yr old dd has a learning disability.
We've struggled with this for 2 yrs... she is homeschooled because of this.


Well after receiving her psychoeducational test results today her doctor has said that she has Non-verbal learning disability..

It wasn't a big surprise to me since i thought that she might have aspergers or be mildly autistic.


She will complete her report and have recommendations for the school.

She has said that dd's math will always be a problem, her writing will not improve but will get worse.

She suggested that the school make available to her a computer for her work.

She will also have problems with maps and directions... she has NO sense of direction.

She also explained it as if you give someone a rubix cube and they will turn it turn it and finally they will figure it out.
But with dd she can turn it and turn it a 100 times and she will still continue to make the same mistake...

So that explains why i have to tell her it seems a 100 times not to do something... she does it anyway...

I'm anxious to learn new stragedies as to how to help her, it will be a tough battle but we're on our way...


So if anyone has any thoughts please feel free to chime in.... i won't be offended.

When I taught students with Emotion Disturbance, many with secondary classificatios of LD and later working in a local school as a resource teacher, I found behavior mod. contracts to offer help as a making it not always me criticizing a behavior, but being able to see it written in black and white what student agreed with me to address, stop or increase Positive reinforcement of desired activities (bonus points also always available and good. This helps student to learn what behavior is expected.. I also used timers, so again it wasn't always me putting time limits on things, it's the timer ringing,no argueing with that. (well, some argued anyway) Students signed their contracts.

I had students hear and say things. I found with writing it (Kinetic or moving sense) or tracing on cut out sandpaper letters (touch sensory) helped. Lots of repetitions involving different ways, sometimes over and over. Using all the different modes (senses) helped teacher also to see if student a visual , physical or auditory learner. Confer with others, some things can not or are really hard to correct.

I used a timer to set limits, always keeping child aware of what was coming. No surprises ever. Using a timer made it not always saying thay something was over, but de-personalized it. It was the timer, no arguing "unfair".

You do have a long and sometimes difficult road in front of you. Best of luck.