Some learning concerns are “invisible” to teachers. Invisible or hidden disabilities. According to Lingsom (2008) and Valeras (2010), are impairments combining able-bodied appearances with a disability, resulting in few visual identifiers. For example, Identified and unidentified students with learning disabilities, mild to moderate hearing loss, auditory processing disorder, and/or attention deficit hyperactivity disorder (ADHD) may not be easily noticed as students who have learning challenges and need extra support to be successful in school.
Often these students work extra hard, try to blend in with their classmates, and may give brilliant oral responses during class discussions. And yet their written work may be full of spelling and grammatical errors, be brief, or not quite answer the question. Some of these students turn in partially finished projects, misplace completed assignments, fall behind in completing classwork and homework, and appear to teachers as if they do not care about school. Teachers don’t experience the frustration and confusion that these learners and their parents do, don’t see how long it takes for these students to finish homework, how confused they may be about directions and class expectations, and the feelings of failure and shame that these learners often take home with them.
Many general education teachers and some special education teachers are not well trained in learning differences and what they can go to help all learners in their classes. I have worked in four states throughout my long career and it always amazes me that some teachers know so little about how children learn, learning challenges, and developmentally appropriate teaching.
If your child is in a school or a class with a teacher who is not well versed in understanding learning differences, then you as your child’s best advocate have some work to do. Find and give to all teachers who work with your child and the school administrator brief articles that help explain your child’s learning challenges; give concrete examples of what your child finds difficult along with suggestions of what can be done to help your child; and offer specific suggestions. If your child has a 504 plan or an IEP, review all modifications and accommodations with all those who work with your child. If your child does not have a 504 or an IEP, but you suspect that your child has a learning challenge that warrants an evaluation and possible special education support, then ask for your school to start this process. And if you and your child are lucky enough to be in a school and class where great teaching for all is the expectation, please thank the teachers and administrators.
All students need teachers who are structured yet flexible, who give clear instructions that are also written down; who provide visual models of assignments; who start homework in class and check for student understanding; who engage with all their students; who work with the school staff including special education and ESOL teachers to understand their students and create the best program for all of them; who have high expectations for all their students; and who find and encourage each student’s talents and “islands of competence” (Robert Brooks, 2019, https://www.socialthinking.com/Articles?name=identifying-islands-of-competence-children-special-needs).
The student—teacher match is one of the most crucial predictors of a successful school year. Children know if teachers are fair, if they enjoy teaching, are excited about learning, and expect all learners to succeed. Every child deserves to be in a classroom where this is the norm.
Lingsom, S. (2008). Invisible impairment: Dilemmas of concealment and disclosure. Journal of Disability Research, 10(1), 2-16. Retrieved from http://tandfonline.com/loi/sjdr20
Valeras, A. B. (2010). ‘We don’t have a box’: Understanding hidden disability identity utilizing narrative research methodology. Disability Studies Quarterly, 30(3-4), Retrieved http://www.dsq-sds.org/