The Breakthroughs in Learning Blog

When learning disabilities first manifest, they are often interpreted as behavior problems that are best countered with discipline or stringent structure.  School officials may even suggest that the student will "grow out of" the behavior and develop an interest in school when the discipline helps the child develop self-control. 

There are many myths regarding causes of learning disabilities.  These myths lead to confusion and misinformation about what learning disabilities are and where they come from. In contrast, several plausible theories describe possible causes.  These causes are often not definitive, but instead offer possible explanations.  No matter the cause, children can develop the effected brain skills and begin to find success in school and in life.

An educational assessment is the first step in determining the nature and extent of a learning disability.  By asking a student to complete a series of tests involving brain skills, we can discover the source of a learning difficulty and design the correct program to help a student overcome it. 

Learning disability myths arise from many assumptions about children and their environments, including the quality of parenting.  The prevalence of these myths prevents the proper treatment for learning disabilities and sometimes shames parents into not seeking help for their children. 

For most of the 20^th century, medical science assumed the brain was a static organ.  Knowledge processing and intelligence were considered permanent genetic attributes that could not change.  Schools often created a caste system: students labeled as slow were assumed to stay slow and high achieving students were kept to high standards with no room for shortcomings.