Thank you so much Liz. You described my 11 year old son’s experience of school exactly. I look forward to hearing some of your solutions.

Hi Liz,

My daughter is 12 almost 13, and I have spent her whole education trying to get answers from teachers and principles. I was consistently told, ‘she’ll be okay’, or ‘she’s catching up’, or we’ll try her on this other reading programme, or ‘she’s getting one on one reading with parent help’. None of which was helping. I also went to the principle with information on phonological deficit and reading disorders and was told, ‘man i hate it when people get information off the internet’. like i was some over demanding uninformed loser who certainly was no expert. I also had the experience when i enrolled her here last year after moving from NZ and told the deputy principle, that she has a learning disorder, and he replied with, ‘well are you sure it’s not a behavioral problem as most learning difficulties are just misdiagnosed bad behavior’. This was concerning to me about the mentality of schools, teachers and the system, where does that come from??? And not to mention the unfair treatment of children who do have legitimate difficulties and express this through their behavior Should it not be that bad behaviour is misdiagnosed learning difficulites?? I believed when i sent my child to school that they were the experts in teaching my child to learn, only to find out that this is just not the case. I am extremely curious about what is being taught to teachers at teachers college, as in my studies of psychology have found that with the theories and perspectives in learning, personality and development how can they possibly say or not acknowledge that there isn’t a problem??
I always believed in my daughter, and knew that change would only happen when someone acknowledges there is a problem, and then gives her specific tools that fit with her learning style. We would not treat a child with cancer with a band aid and panadol, so why is it so hard to get the right treatment for our children with learning disorders. And when i say disorders, i mean ‘dis-ordered information processing’.
Thankfully my daughter has some amazing spirit and courage and was able to keep going even though her self esteem was dragging behind her. And let me tell you how heart breaking it was to watch my daughter try and try and try and not make any progress. We spent many nights over the years crying in each others arms in despair. When i finally realized this was not her, and it was not me, the message i began sending her is, ‘you just learn differently, no better no worse than anyone else, and your teachers havent worked out how to teach you yet. You wouldn’t expect a chef to produce his best stir fry with a stockpot and a ladle, so until you get the right tools to read and spell how can you produce your best work? It will be tough, but don’t give up because your doing fabulous and soon someone will get it’.
I found that being tested has helped, as having a piece of paper with evidence that something is wrong, and suggestions in working with the child give no teacher any excuse not to follow the recommendations.
She is now in first year of high school, and in a focus class with 9 students and thriving. She has major weakness but thankfully the school have been working with her strengths to achieve results. It will be a life long journey, and one she’ll learn to manage and adapt. She has taught me about perseverance, compassion, faith and acceptance, and she has much much more to offer the world.

Thank you Liz for your knowledge, your experiences and your drive for change. You are an inspiration and I recommend your site to all I encounter who have children whom are struggling in school.

Hi Liz,
As an educator, I thoroughly agree with what you are saying. The difficulty we have is the numbers of children in our classes (sometimes up to 30 in grade 2)and the complexities of our system. You are right when you say children ( and indeed all people) learn at different rates but our testing system expects children of a certain age to be at a certain level. It not only reflects on the children but the parents AND educators if the child doesn’t reach this level.
I believe children who have a diverse exposure to the written and spoken word prior to school have a head start. It is invaluable the time that parents spend with their children reading books, talking and sharing experiences. It cannot be stressed enough that the parent-school-child relationship is vital for learning to take place. Thank you for all you are doing for our young people and their parents. I look forward to your ideas in the next video.

Hi Liz,

Thank you for your informative videos. I can”t agree with you more and I can understand and relate to all you have said. However, I like many of parents with children with Learning difficulties have spent hours, months, years and plenty of money to help our children with extra support out of school hours – (since our schools have difficulty in teaching and suporting our children) Our children are firstly young and after a long and struggling day at school the last thing they want to do is more work after school (this is a huge battle). Which brings me to my point, these children need to be taught for 6 hours a day, 5 days a week by full trained teachers. I think then we may see process. Not this once or twice a week tutor support after school with more homework!!.

We are all committed parents, but that is what we are parents, not teachers with training and they are our children and children always play up with parents. It is difficult to get these children focused after school, on week -ends to do more and more work with them.

We need Federal government and department of education recognition,support and our teachers to be trained in recognising, supprting and teaching our children. This i believe will be the first step to success in teaching our kids, along with added support where needed at home.

Also the governement in primary year levels should introduce a learning topic program to explain “How different we all are at learning” maybe this will help other children understand that our children with Learning Difficulties are just normal kids like them!!

Hi Liz your video was most interesting and I look forward to the one on solutions. My son Lachlan is now in year 5 and I have been doing a sytematic multisensory program by Sue Barton. This has proved most effective. He is now reading chapter books. I never thought I would see that day. To get him to read is still an effort and I don;t think it is something he will do for relaxation in the future. We have had a break from the program as it was getting quite stressful for both of us. I am dreading high school and have not decided where he may go yet. one with a good learning support unit.

Please do not publish this comment. Thankyou

Regards

Katie

Dear Liz
I really admire your work, your determination with the government gives an amazing ray of hope, and appreciate your email updates.

My lovely daughter Zoe is 9 and we are seeing a huge light at the end of her tunnel which has been so dark for 7 years. Zoe is the youngest in her class and has a diagnosis of dyslexia and CAPD. Zoe has been challenged from 18 months old with multiple ear infections which caused her hearing loss and severe speech delay. Doctors only see you for 10 minutes and will only help you once there’s been mucus for 3 weeks. But why can’t they pick up the problem during that year and half of a screaming clinging child that she can’t hear us clearly and then won’t be able to speak clearly either.

When Zoe was 3 and only speaking a couple of words with kindy impending, I broke down at the clinic nurse who understood and swiftly got Zoe tested at the child development center.

To our relief Zoe got a golden opportunity to attend the local development center for K-1. She was the lucky one, a place in a class of 14 kids wow.

Zoe started to blossom at school and her hearing got the all clear but needed daily doses of Nasonex to keep her eustation tubes clear, should have had grommits years ago they tell me now, but too old for them now.

Then mainstream school loomed, year 2 began, doubts of whether she should have repeated year one kept me awake at night. A transition didn’t exist, one of 29 kids Zoe was slipping through the gaps. Shared Tears with the teacher and Principal we sat Zoe at the front of the class near the teacher and whiteboard. A developmental eye test and CAPD test revealed a tracking problem and a working memory of a 4.5 year old.

Conquering year 3 as the only child with glasses, positioning at the front in the classroom and extra time in a group with an E.A. small steps of progress appeared and so did Zoe’s mood. Adjusted homework made achievements possible. Her stinking moods and tears of frustration were lessoning.

With dyslexia in my family Zoe now reached the age to be tested, where to go? I was set to approach world when I heard of an amazing couple Dr Peter and Sheryl Sloane. Within 5 minutes Dr Sloane diagnosed dyslexia and the relief lifted from my shoulders. Once a week after school Zoe attended their class with 8 others. Zoes esteem went through the roof, week by week the words Zoe was able to read and write multiplied. Dyscalculia was also diagnosed. After 6 terms Zoe has now graduated from Dr Sloanes and when she reads to me each day it is music to my ears. Zoe chose an English and Maths learning book from the book shop which is age 6-8 but she can work out all the answers. Dr Sloane is in his late 70’s and was due to retire which is when I found you the 10 minute tutor Angel.

Through Zoe’s journey I know now I have CAPD and Dyscalculia which certainly 30 years ago at school wasn’t cared for. As for my mums battle still at 69 years old being called a dunce and sat in the corner of her class at school still has affects on her.

So close to the light at the end of the tunnel now, I have learnt Zoe needs small and frequent bouts of homework. Wish developmental eye testing was free at kindy, hearing problems made more aware at a young age and specialist K-1 made available to all kids. And classes for kids that just can’t keep up with the demands of school. Diagnosis free at younger ages also.

Thank you for reading my story if it is worthy to share please do. Keep up your amazing work.

Zoe still has a long road ahead but understanding she has the support and can achieve everything but it may come slower, love and patience and encouragement keep her going.

Many thanks Adele