As parents we constantly monitor and evaluate our children. One or more of the following characteristics is a sign of learning difficulties:

• Lack of clarity in reading
• Errors in written language
• Attention deficit
• Mathematical difficulties
• Poor motor abilities
• Perceptual and information processing problems
• Inadequate cognitive strategies for learning
• Oral language not par with peers
• Poor social skills
  

• Ability Training: In some cases, a child’s performance deficit results from weakness in a particular ability. Remediation of these deficits results in improved achievement. This approach is called Ability Training.
• Multi-Sensory Approach: Another approach to teach children with learning difficulties is the multi-sensory approach. This approach employs as many senses of the child as possible. Children with learning difficulties respond well to multi-sensory teaching approaches because of their use of all the senses of vision, hearing and touch. To learn a new letter of the alphabet, for instance, the child can see the letter (visual), hear the letter (auditory), and trace the letter (kinesthetic and tactile). Often children with attention deficits improve when they read aloud.
• Skill Training Approach: Under this approach, the student masters only one component of the task at a time (breaking down complex skills into smaller units).

In order to ensure understanding, math should be taught at three different levels:

• Concrete: Use real or live objects to teach concepts. An example would be to use chocolates or ice creams to demonstrate addition or subtraction.
• Semi-Concrete: Use pictures of objects that were used in the concrete level to reinforce the concept.
• Abstract: To further reinforce the concept, give the problem a story form; remember that the object remains the same as used for the concrete level. This tends to be the most difficult level for children, rather than the concrete or semi-concrete level.

Often challenges faced in word problems may be due to reading or comprehension difficulties rather a math learning difficulty.

In order to strengthen memory and comprehension skills of the child, the tutor could:

• Tell a story and recapitulate with help of flash cards
• Thereafter, ask the child to arrange flash cards in sequence of the story

• Ask the student to watch the tutor write the letter pair in large font
• Write the letters in the air gradually and ask the child to identify them
• Then, ask the child to write the letters in the air for the tutor to identify
• Have the child do a worksheet where he or she matches identical letters
• Finally, have the child do a worksheet where he or she encircles specified letters out of a group of letters

• There are many approaches and techniques to deal with children with learning difficulties. However what works in one case may not work in the other
• Each child is different and will take varying amounts of time to learn
• If the child doesn’t show improvement, it is an indication that the tutoring approach needs to be changed
• Do not confuse “difficulty” for “disability.” The word “disability” leads to doubt in the child’s ability, with the result that parents may start limiting their child’s learning
  

In many cases, children with learning difficulties are not identified at the right time. They are generally neglected and ignored by the school system either because of teachers who are not trained, or parents who are unaware of the problems.

Both parents and tutors play a major role in early identification of problem areas to initiate a structured remedial program that addresses the child’s needs.