Likewise, routines (both academic and nonacademic) and the climate of the classroom (the unconsciously held beliefs about learning and teaching that pervade a school) can also play a part in the environment.  Rules that are posted in a positive tone telling what children are supposed to do are better than a list of don'ts!  Rules that are collaboratively generated including the children are better than rules just handed down by the authorities! For a child with learning differences that result in a struggle to succeed, the rules must be specific and consistent; the attitude smut be acceptance for individual differences; and there must be a transition time built into the schooled to allow the child to go from one activity to another.

Another important feature is the way that the children are grouped for learning tasks.  There must be multiple ways of encouraging children to work with each other so they learn to work with people who have differences!  One-to-one instruction is important for learning things for the first time.  Working as partners is important to reinforce newly-learned concepts.  Small cooperative groups of three or four children are important for solving complex tasks such as science or social studies projects where each person in the group has a special role or task to achieve for the group to succeed.  It is important to mix the skills of the members of the group.  This allows each child to be inspired by others and to inspire in turn!

A variety of instructional materials is also important.  Teachers who use multicultural materials, who have a wide range of reading levels available for students to select, who collect learning games, and who create learning centers have been known to be more effective at teaching students with learning differences.  The anachronistic textbook and lecture method doesn't work for most sutdnets, much less for a child with learning differences.  Louis Jake has always done much better to master concepts with the use of "hands on" and exploratory types of teaching methods.  The use of manipulatives and models, computer-assisted instruction, and audiovisual aids are all beneficial to helping students with learning differences.

Adapting the way the teacher instructs cannot be emphasized enough when teachers include children like Louis Jake!  There must be a balance between direct instruction and discovery-based teaching.  Including independent practice (with explicit coaching) must also be a part of the plan.  The concept of scaffolding is helpful.  This teaching practice provides support to the student to hlep him (or her) bridge the gap between what they can do and what the are supposed to do. Homework must also be well designed, especially since completing homework can be a major source of frustration between the child and his family.  A homework notebook is a good way to establish the routines involved with homework.  And changing the word to Home Fun might help for some situations, especially if the teacher sets up fun ways to make the homework meaningful.

The way teachers evaluate children's learning is another important aspect in adapting for learning differences.  Changes in how children are evaluated can change the way children enjoy school itself.  Replacing pencil-paper tests of regurgitation with real problems to solve is one way (known as authentic assessment).  Yes, grades are a reality but many things are factored in to account for a grade.  Using portfolios to show a child's progress by collecting examples of the work throughout a grading period is a nonthreatening way for the child and parents to see changes.  Test scores or final grades often mask the exciting changes that have taken place.  Yes, testing is a reality in an academic setting, but it can be adapted for a child with learning differences. Instead of written responses, the child can be encouraged to respond orally or by showing what to do, for example.

And the importance of feedback (individualized to the student's learning differences) cannot be over-stressed.  Everyone needs to be given information on how well they are doing.  Feedback on how well one interacts with peers is also important.  A frequently observed obstacle to positive school experiences is the constant contact with peers who are not supportive!  This can cause a fractured sense of belonging.  This can result in all kinds of acting out both in school and in the home.  It can cause health problems if allowed to continue and a child can even develop school phobia.  Teachers and parents can agree to the way certain peer problems are to be handled.  But the most important safeguard for a child's healthy expereince in school is to foster the attitudes of acceptance and belonging.

The teaching staff at the school can embrace a discipline philosophy that fosters an atmosphere of rspoect for all, no matter the background or capabilities of the student.  Inclusion in the classroom means changing the atmosphere so everyone in the class belongs.  The more a child feels like s/he belongs, the more s/he will be able to learn.  The feeling of belonging encourages the students to act toward each other in a respectful and accepting manner. Children need the esteem of their peers as well as of their parents and teachers.  Problems in this arena can be especailly daunting to children with special needs.  Children like Louis Jake can be at risk for feeling bad about themselves in learning situations where they are expected to learn like other children.  As a parent, it is frightening to send a child off to a situation that can cause pain or suffering.  The effects can be felt throughout a child's life.  But parents have to separate from their children and encourage independence; it is impossible to insulate a child from life at school. Fortunately there are programs that can teach children positive ways to deal with school-related peer conflicts.

The teasing situation that Louis Jake faced involved both the classsroom and the playground.  He learned to deal with it by explaining about his learning differences and controlling his own angry outbursts.  When he is old enough to apply for ajob, we trust that he will continue to be able to adapt and explain.  But ti isn't easy, for not all people in this world are understanding and accepting of differences.  It's true that Louis Jake's problems are mainly problems in the schoolyears.  Once he is out of school, it will be hard to tell that he has a disability.   He is clearly competent in other areas of life--video games, building models, and playing sports.  He will probably pass his driver's performance test just fine and may have to take the written test a few times before passing it!

Having a learning disability doesn't mean that Louis Jake is a loser!  It doesn't mean he is lazy, either.  And it doesn't mean that he will have a low-paying job when he enters the world of work.  However, being an adult with learning disabilities will not be easy for him.  We are committed to helping him prepare for independence, a step at a time, and to make it possible for him to gain the vocational or postsecondary training he wants.  He has certainly learned to self-advocate and to explain what he needs for accommodations when he is learning.

Louis will be out of school and on his own before we know it.  There are manyways for us to help yhim get ready for this.  As paretns, it's our job as well as that of the school to prepare him to be independent.  We can help him to find out about different kinds of work by asking people about their jobs.  He can practice filling out job applications at home and learn to read the want-ads in the newspaper (a unique skill all its own!)  He can be encouraged to do volunteer work as a way to sample various possible careers.  He knows there are many things he can do to be a good worker.  He must do what he says he will do (integrity); he must learn to be on time (accountable); he must accept suggestions from other people, especially a boss (flexible); and he must admit when he makes mistakes (willing to change).  He also has new goals for the immediate future:  to manage a budget, to read and use the bus schedule and city maps, and to keep house (including personal hygiene and diet).  He already knows how to make friends but he has added a goal of learning about selecting a spouse and raising a family.

He knows that becoming independent takes so much!  It takes a lot of time, a lot of thought, and a lot of help from others. That's why we now call it learning to be inter-dependent, knowing that you are not alone and that there is a whole network of support and friends to guide our lives.