At 3 1/2 years of age, my son, William, was diagnosed with Auditory Processing Disorder. This is a learning disability that affects how the brain processes language. Early childhood intervention was initiated through our local school district and we were also referred to Rosalind by a preschool mom. She raved about how well Rosalind was able to pertner with her son and offered daily skills to help with his ADHD. After receiving the IEP results we immediately contacted Rosalind to see how we could understand what we could do to better assist William and grasp what Auditory Processing looked like down the road. She assured us the ADP was not a reflection of William's intelligence but how he received and expressed language.
Needless to say, within a very short time of preschool intervention and weekly Educational Therapy wit Rosalind, William was thriving. After being 2+ years behind and once thought not able to have reading skills, he began and continues to read with fluence and confidence. Rosalind instills in each of her students a level of confidence and encouragement that offers each child the need to succeed. Her wisdom in the area of learning disabilities and her constant research offers each family an incredible advantage. The most profound trait of Rosalind is her insight into each child's learning needs. It's all about how that child works and she becomes so intuned, that the light at the end of the tunnel becomes a reality.
Through the span of our relationship (7 years), Rosalind has partnered with me in an early intervention seminar for our school's parents and works tirelessly with many of our students and teachers. She has been a wonderful advocate and continues to offer parents a realistic view of their child's potential.
Learning Arts Center strives to help each individual achieve his or her full potential. An average or above-average intelligence is not a guarantee that your child will not struggle in school. There are many other mitigating factors that can impact how or whether a child learns. Giving each child the tools and strategies for success makes all the difference.
Your child has been struggling and the school district conducts a psychoeducational assessment. You go to the IEP meeting and are given the report which is then discussed. Most of the report and much of the conversation at the meeting is loaded with educational jargon. This is where parents can become very confused. What do the numbers mean? What does the terminology mean? Do I have to accept their determination? What if I don't agree?
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FAQs: Straight talk about Special Education