My nephew who i love dearly has a learning disability. He is currently in the 3rd grade and just took his TAKS. My question is that what can one do? We as his family and school know that he is behind and not just him but all the kids with a LD….so more than likely he won’t pass the test along with all of the LD students in the 3rd grade…some might pass it…but i guess what im trying to say is that it is obvious that since they have the LD they are at a disadvantage when it comes to this test. I would hate to see my nephew get retained…especially with the statistics of dropouts later on in school…………
What can we do? to me it just seems that the public schools are not the answer…what is the alternative………..how can we help.
Is there a solution, how can i help my nephew, what has worked
anything advice would help….im just lost and I love the guy to death and i want to help him anyway i can
thanks
Re: TAKS and LD
Rob,
There is an alternative assessment available for students who recieve Spec. Ed. services. If your nephew is LD, he should get these services and be allowed to take the alternate assessment. This test is very similar to the TAKS, but it is shorter, has more white space and is more direct. Also, the students can have accomodations, such as oral assistance on when reading word problems on the math or the use of colored overlays on the reading. I’m curious why this was not an option considered for your nephew. Also, just because a student fails the TAKS, does not nesecarrily mean he must be retained. Principals can choose to “place” instead of “promote” a student to the next grade. In the long run it’s about the same.
Re: TAKS and LD
Rob,
Do read the articles under LD In Depth under Reading. And order a copy of the book, Overcoming Dyslexia, by Sally Shaywitz. But yes, he will need private reading therapy more than likely to have a chance of making it. Look for tutors or clinics using programs such as Lindamood-Bell, Wilson, Phono-Graphix, SRA Corrective Reading, etc.
In my state, the bottom line is that we can move them on up regardless of the test scores if they have an IEP. But the reality is, they must eventually have the skills to pass the high school level classes and tests in order to graduate.
In one way I think the schools are paying more attention than ever before to the instruction LD kids because they do have to take the tests. On the other hand, some will still have difficulty passing. Our third grade reading test lasts for two hours without extended time. Now who on earth thinks a 2 hour exam is even appropriate for typical learning third graders???!!!
Good for you for wanting to help your nephew! (Also look up the book, All Kinds of Minds by Mel Levine. It helps chidlren understand their learning differences and affirms their strengths).
Janis
what to do?
Hi Rob,
I agree with what everyone else said here, but I would add a few things. I am a resource teacher in a public school, and we just finished taking our state-mandated tests. This is the first year I felt “okay” about them taking the tests with everyone else, most of them with only minimal accomodations, but then that is because I have been giving them maximum interventions for the last few years, so most of them CAN do it. For students who are just starting to get help, though, like your nephew, there are definitely some accomodations and even modifications that can and should be offered to him. For example, at least some of the tests can be read aloud to him, particularly if it is not a test of “reading” per se, math and science or other subject areas. If the test isn’t designed to test reading, then not being able to read the items is not going to give a true picture of the student’s knowledge and abilities.
If the test is designed to test reading, it is a modification not an accomodation to have it read aloud. This might be appropriate for certain students, but will usually penalize them in the scoring more than it is worth. Getting extended time, breaks between sections, etc. might be more helpful in this case. Another good accomodation is to let him have the ability to mark his answers on the test booklet itself, rather than having to use the “bubble sheet”. For many kids this is a no-brainer: they won’t get confused by the numbering, it eliminates one step (which always helps) and there is less tendency to just “bubble” in randomly, picking a pattern or something.
As for getting some actual help, so that he won’t NEED the accomodations next year, or at least fewer, yes you do need to do some research. In addition to the programs already mentioned, I recommend the PACE program, Processing and Cognitive Enhancement, from Learning Rx in Colorado. The program attempts to address the processing weaknesses underlying learning problems, and then works on the skills of reading and spelling using similar techniques. My son who did the program said, “It’s like weight-lifting for your brain,” and I agree with him. You can look it up online (www.processingskills.com) or there is a link on my website, linked below, along with some other good introductory information on the whole process you are in now… keep us posted on how he does!
The solution is research-based reading methods, individual tutoring, and alas, hard work and time. It doesn’t work miracles but most kids can do a lot better than they do in an undirected class.
Options include trying to get services in the school, other public school, outside tutoring, special programs to work on developing brain skills, private schools, and homeschooling. Exactly which programs will work for you is a matter for you to investigate and try out.