Wetin yu nid fɔ no bɔt disabiliti fɔ lan: Yu pikin gɛt dis prɔblɛm?

Yu pikin de tray tranga wan fɔ du skul wok? I tan lɛk se i nɔ kin izi fɔ am fɔ ɔndastand tin pas ɔda pikin dɛn? Ɔ yu tink se i gɛt smɔl prɔblɛm wit lɛta ɛn nɔmba? Sɔntɛnde, wi as mama ɛn papa kin wɔri we wi si dɛn tin ya. Bɔt nɔ wɔri , dis nɔto fɔ lɛ pɔsin nɔ gɛt sɛns. Tide wi go tɔk bɔt dɛn kayn prɔblɛm ya fɔ lan, ɔ pan mɛrɛsin, ‘Learning Disabilities’.

Wetin na disabiliti fɔ lan?

Fɔ tɔk am simpul wan, disabiliti fɔ lan (LD) na chenj na di we aw yu bren de prosɛs di infɔmeshɔn. I tan lɛk smɔl chenj na di ``software`` na kɔmpyuta. So dis na nyu tin:

• Gɛt infɔmeshɔn
• Ɔganayz di infɔmeshɔn
• Ritain infɔmeshɔn
• Ɔndastand di infɔmeshɔn
• Yuz di infɔmeshɔn

I kin tranga smɔl.

Dɛn disabiliti ya kin afɛkt ɔl tu di skil dɛm fɔ tɔk ɛn nɔr de tɔk. Bɔku tɛm, dɛn kin afɛkt di we aw pɔsin de rid, rayt, ɛn matematiks. De sik kin kɔmɔt frɔm wae nɔr kin pasmak to wae i kin tranga.

Di impɔtant tin fɔ no ya na dat, we pɔsin gɛt disabiliti fɔ lan nɔ min se pikin gɛt disabiliti pan intɛlektual disabiliti. I rili difrɛn frɔm wan intɛlektual disabiliti. Pikin dɛn we gɛt disabiliti fɔ lan kin gɛt intɛlijɛns quotient (IQ) we na avɛrej ɔ pas dat. Dɛn jɔs gɛt patikyula prɔblɛm dɛn we dɛn de lan.

Bɔrku pipul kin no dis sik as ali as dɛn de go skul, bɔt sɔm pipul dɛn kin no bɔt dis sik wae dɛn de yɔŋ ɔr leta na dɛn layf.

Difrɛns de bitwin "Learning Disability" ɛn "Learning Disorder"?

Naw yu kin de wɔnda if ‘Learning Disability’ ɛn ‘Learning Disorder’ na tu difrɛn wɔd ɔ wan. Pan ɔl we bɔku tɛm wi kin yuz dɛn tu wɔd ya fɔ chenj, smɔl difrɛns de pan tɛknik.

• Disɔda fɔ Lan: Dis na di wɔd we dɔktɔ dɛn, mɔ di wan dɛn we de stɔdi bɔt pɔsin in maynd, kin yuz fɔ no pɔsin we gɛt di sik bay we dɛn de fala sɔm patikyula tin dɛn. Dis na klia wan insay di gaydlain dɛm fɔ klas di mɛntɛl sik dɛm lɛk di Diagnostic and Statistical Manual of Mental Disorders (DSM-5-TR).
• Lanin Disabiliti: Dis na ligal wɔd na sɔm kɔntri dɛm (e.g., na Amɛrika, ɔnda di Individuals with Disabilities Education Act - IDEA). Dis min se we skul no se pikin na so, da pikin de gɛt rayt fɔ gɛt tin dɛn lɛk Individualized Education Plan (IEP). Di we aw dɛn kin du am kin difrɛn smɔl na wi kɔntri, bɔt di men tin na fɔ gi di pikin di spɛshal sɔpɔt we i nid.

Fɔ tɔk am simpul wan, "disɔda" na mɛdikal diagnosis, we "disabiliti" na sɔntin we kin gɛt fɔ du wit ɛdyukeshɔn ɛn ligal aspek. Bɔt we wi de tɔk ɛvride, dɛn kin yuz dɛn tu tin ya fɔ chenj.

Wetin na dɛn patikyula prɔblɛm ya we pɔsin kin gɛt we i de lan?

akɔdin to di DSM-5-TR, "Spɛsifi k Lanin Disɔda" na nyurodivɛlɔpmɛnt disɔda we de sho se i de kɔntinyu fɔ pwɛl at le wan pan tri men eria dɛm:

• Ridin
• Raytin
• Matematik (Mat) .

Na sɔm pan di patikyula prɔblɛm dɛn we kin apin we pɔsin de lan:

Dislexia - I nɔ kin izi fɔ rid

Imajin, i nɔ kin izi fɔ sɔm pikin dɛn fɔ rid lɛta dɛn, wɔd dɛn kin rɔtin, ɛn i kin tan lɛk se lɛta dɛn de jomp rawnd. I nɔ kin izi fɔ dɛn fɔ kɔl simpul wɔd dɛn, fɔ no lɛta dɛn, fɔ rid poem dɛn, ɛn fɔ rid nyu wɔd dɛn fɔ dɛnsɛf. Sɔntɛnde, dɛn kin skip di lɛta dɛn ɔ dɛn kin rid dɛn di ɔda we. Wi kin kɔl dis kɔndishɔn dislɛksia. Dis na di disabled wae kin kam pan pɔrsin fɔ lan. Dis kin bi bikɔs di we aw di bren de prosɛs di wɔd dɛn we dɛn rayt chenj.

Dysgraphia - I nɔ izi fɔ rayt

I nɔ kin izi fɔ sɔm pikin dɛn fɔ rayt wetin dɛn gɛt na dɛn maynd, ilɛksɛf dɛn dɔn lan gud gud wan. Dɛn nɔ kin ebul fɔ rayt fayn fayn wan, i nɔ kin izi fɔ dɛn fɔ ol pen fayn, bɔku tɛm dɛn kin mistek spɛl wɔd dɛn, dɛn kin rayt sloslo, ɛn dɛn kin mek mistek pan grama. Dɛn kɔl dis disgrafia. Sɔntɛnde, pan ɔl we dɛn kin gɛt bɔku aidia dɛn na dɛn maynd, i kin rili at fɔ put dɛn na pepa.

Dyscalculia - Di prɔblɛm dɛn we gɛt fɔ du wit matematiks

Pikin dɛn de we nɔ kin izi fɔ wok wit nɔmba ɛn kɔlkyul. I nɔ kin izi fɔ dɛn fɔ kɔnt di nɔmba dɛn, fɔ du simpul kɔlkyulɛshɔn na dɛn maynd, fɔ mɛmba di tebul we dɛn kin yuz fɔ bɔku tin dɛn, fɔ ɔganayz di prɔblɛm dɛn we gɛt fɔ du wit mats, fɔ tɛl tɛm, ɛn fɔ dil wit mɔni. Dɛn kɔl dis sik diskalkul.

Wi fɔ lan bak bɔt Nonverbal Learning Disorder?

Tin dɛn we dɛn kin du we dɛn nɔ yuz wɔd dɛn, dat na:

• Fɔ sɔlv prɔblɛm dɛn
• Ɔndastand tin dɛn lɛk dayagram ɛn distans (Visual-spatial tasks) .
• Ɔndastand di fes ɛn di we aw ɔda pipul dɛn de biev (Recognizing social cues) .

Dɛn kin gɛt disabled fɔ lan wae kin afɛkt tin dɛm lɛk: Dɛn kɔl dɛn tin ya nonverbal learning disorders. Pan ɔl we dɛn nɔr dɔn klas dɛn yet as wan patikyula lanin disɔda na di DSM-5-TR, risach dɔn sho se lɛk 5% pan pipul dɛm wae gɛt disabled fɔ lan gɛt dɛn prɔblɛm ya.

Dɛn tin ya kin afɛkt tin dɛn lɛk:

• Sɔshial skil dɛm: I nɔ kin izi fɔ ɔndastand di langwej we dɛn de yuz (e.g. slang), di we aw pɔsin de sho in fes, ɛn di we aw i de tɔk to ɔda pipul dɛn.
• Executive functioning: I nɔ kin izi fɔ plan, ɔganayz, ɛn kɔntrol di filin dɛn.
• Visual-spatial awareness: Dis kin mek prɔblɛm wit kɔdineshɔn.
• Math skils: I nɔ izi fɔ ɔndastand mɔ di kɔmpleks mats kɔnsɛpt dɛn.

Aw kɔmɔn dɛn disabled ya fɔ lan?

Di disabiliti fɔ lan na tin we kɔmɔn. Insay kɔntri lɛk Amɛrika, sɔm pipul dɛn we de stɔdi bɔt dis dɔn tɔk se lɛk 10% pan pipul dɛn go gɛt wan sik we dɛn de liv. Ɔlsay na di wɔl, lɛk 5% pan di pikin dɛn we de go skul gɛt disabiliti fɔ lan.

Fɔ dɛn wan ya , dislɛksia na di sik we dɛn kin gɛt mɔ. Na lɛk 80% pan di wan dɛn we gɛt disabiliti fɔ lan, dɛn kin kɔl dislɛksia.

Wetin na di sayn dɛm wae de sho se pɔrsin nɔr ebul fɔ lan? Aw yu no am?

Okay, so aw wi go no if sɔntin lɛk dis de? Di men sayn na dat big gap de bitwin di pikin in edyukeshɔn pawa ɛn di skil dɛm we i de sho na skul.

Di prɔblɛm dɛn we kin rili bad fɔ lan kin sho sayn dɛn fɔ disabiliti fɔ lan we dɛn smɔl. Bɔt, mama ɛn papa ɛn ticha dɛn nɔ go no se di pikin gɛt disabiliti we smɔl ɔ we nɔ gɛt bɛtɛ lanin te afta di pikin bigin fɔ go skul (afta i ol 5 ia) ɛn we prɔblɛm dɛn kam wit di wok we dɛn de du na skul. Ivin pan sɔm kayn bad bad tin dɛn, dɛn nɔ kin no am gud gud wan te di pikin de na skul.

Ɛni kayn disabiliti fɔ lan gɛt in yon spɛshal kwaliti dɛn, bɔt in jɔnal, na sɔm pan di prɔblɛm dɛn we yu go si:

• I nɔ kin izi fɔ no lɛta dɛn, nɔmba dɛn, kɔlɔ dɛn, ɛn simbul dɛn we gɛt fɔ du wit matematiks.
• I nɔ izi fɔ kɔnt.
• I nɔ izi fɔ mek di wɔd dɛn bɔku.
• Difikulti fɔ raym tin dɛn lɛk poem.
• I nɔ kin izi fɔ mek yu yɛri wɔd dɛn we yu de rid.
• I nɔ kin izi fɔ ɔganayz, stat, ɛn dɔn di asaynmɛnt dɛn.
• I nɔ izi fɔ ɔganayz ɛn tɔk wetin yu want fɔ tɔk na yu maynd.
• Sɔt tɛm ɔ lɔng tɛm mɛmori prɔblɛm.
• I nɔ izi fɔ ol di pensil fayn fayn wan.
• Nɔ ebul fɔ rayt klia wan.
• I nɔ izi fɔ tɛl wan stori bak insay ɔda.
• I nɔ kin izi fɔ mek yu pe atɛnshɔn pan wan wok.
• I nɔ izi fɔ fala di instrɔkshɔn dɛn.
• I nɔ izi fɔ mek di bɔdi wok togɛda.
• I nɔ kin izi fɔ ɔndastand di kɔnsɛpt dɛn, fɔ ɔganayz di infɔmeshɔn fɔ sɔlv prɔblɛm dɛn, ɛn fɔ ɔndastand di wɔl we de rawnd dɛn.

Dis na jɔs sɔm ɛgzampul dɛn. Jɔs bikɔs pikin gɛt dɛn sik ya nɔ min se i gɛt disabiliti fɔ lan. Na pɔsin we sabi du in wok nɔmɔ go ebul fɔ du dat. Yu pikin kin gɛt sɔm pan dɛn sik ya, wan ɔ tu. I pɔsibul fɔ mek yu pikin gɛt pas wan kayn prɔblɛm fɔ lan.

Di simptom dɛm we de sho se pɔsin de biev

Di disabiliti fɔ lan kin afɛkt di we aw pikin de fil bɔt insɛf ɛn di we aw i de tink bɔt skul. Dɛn kin fil bad bikɔs dɛn nɔ gud lɛk ɔda pikin dɛn. Di bihayvya trayt dɛm lɛk dis kin bi sayn dɛm bak fɔ se yu nɔ ebul fɔ lan:

• Nɔ want fɔ go skul.
• Nɔ want fɔ rid lawd wan ɔ du mats bifo ɔda pikin dɛn.
• Fɔ kɔmplen bɔt ticha dɛn, fɔ blem dɛn we dɛn gred go dɔŋ.
• Nɔ want fɔ sho di skul wok to mama ɛn papa dɛn.
• Fɔ avɔyd asaynmɛnt dɛn.
• Fɔ akt, ilɛksɛf na skul ɔ na say dɛn we pipul dɛn kin de wit ɔda pipul dɛn.
• Wantɛm wantɛm, i kin vɛks, i kin tray tranga wan.
• Fɔ tɔk tin dɛn we de kɔrɛkt yusɛf lɛk "A na stupid," "A nɔ ebul fɔ du ɛnitin."

If yu pikin de sɔfa wit dɛn kayn prɔblɛm ya, i rili impɔtant fɔ tɔk to am ɛn aks fɔ ɛp.

Wetin mek dɛn disabled ya fɔ lan kin apin?

Risach pipul dɛm stil de lan bɔku tin bɔt di disabiliti fɔ lan ɛn di tin dɛm wae kin mek dɛn nɔr ebul fɔ lan. Naw dɛn tink se na bikɔs ɔf di tin dɛn we de apin na di bɔdi ɛn di tin dɛn we de apin na di say we dɛn de . Mɛmba se, nɔr kin kam wae pɔrsin nɔr kin ebul fɔ lan fayn, lɛk wae pɔrsin nɔr kin si fayn ɔr kin yɛri fayn.

Stɔdi dɔn sho se dɛn tin ya we kin mek pɔsin nɔ ebul fɔ lan:

• Fɔ gɛt famili mɛmba (bayolojikal famili) we gɛt disabiliti fɔ lan.
• Fɔ bɔn pikin bifo tɛm.
• we di mama de tek rɔm ɔ ɔda drɔgs we di pikin de bɔn.
• Fɔ gɛt dilɛys fɔ divɛlɔp di tɔk ɛn langwej.
• Malnutrishɔn.
• Fɔ gɛt pɔyzin we de na di envayrɔmɛnt lɛk lid.
• Advays Pikin Ɛkspiriɛns (ACEs).
• Traumatik Bren Injuri (TBI) .

Bɔrku tɛm, dɛn kin si di disabled fɔ lan togɛda wit ɔda disɔda dɛm. Fɔ ɛgzampul:

• Atɛnshɔn-dɛfisit/haypa aktiviti disɔda (ADHD) .
• Wɔri
• Bipola muud disɔda
• Pwɛl at
• Disɔda we de mek pɔsin fil bad (OCD) .
• Disɔda we de agens di we aw dɛn de du tin (ODD) .

Sɔm stɔdi dɔn sho se bitwin 20% ɛn 70% pan di pikin dɛm wae gɛt maynd sik kin gɛt disabled bak fɔ lan.

If yu tink se yu pikin gɛt disabiliti fɔ lan, yu kin aks fɔ fɔmal asɛsmɛnt tru dɛn skul. Jɛnɛral wan, if skul dɛn sɔspɛkt se pikin (we ol 3-21 ia) gɛt disabiliti fɔ lan, dɛn fɔ evalyu dɛn.

Aw yu go no gud gud wan if yu gɛt disabiliti fɔ lan?

Bɔku tɛm, na mama ɛn papa ɛn ticha dɛn kin bi di fɔs wan dɛn we kin tink se dɛn gɛt disabiliti fɔ lan we pikin bigin fɔ go skul. Fɔ no kɔrɛkt wan if pikin gɛt dis sik, dɛn fɔ du bɔku spɛshal asɛsmɛnt ɛn tɛst dɛn. Yu pikin in pikin dɛn dɔktɔ ɛn skul sayɛnsman ɔ pikin dɛn sayɛnsman go involv pan dis prɔses.

Mɛmba se, na pɔsin we de stɔdi bɔt pɔsin in maynd kin no se pɔsin gɛt prɔblɛm wit in lanin. Yu pikin in skul kin no if i gɛt disabiliti fɔ lan, du asɛsmɛnt, ɛn mek wan edyukeshɔn plan. Di prɔses fɔ mek saykolojik diagnosis difrɛn smɔl frɔm di ligal diagnosis prɔses (e.g., IDEA) na sɔm stet dɛm. Bɔt dɛn ɔl gɛt fɔ du wit dɛn tin ya we dɛn jɔyn togɛda:

• Di tin dɛn we dɛn dɔn si
• Intavyu dɛn we dɛn kin gɛt
• Asɛsmɛnt dɛn
• Mɛdikal ɛn famili istri
• Skul ripɔt dɛn

We yu de du dis, yu go nid fɔ wok klos wit yu pikin in skul ɛn di wan dɛn we sabi bɔt ɛdyukeshɔn.

Test fɔ disabiliti fɔ lan

Di difrɛn kayn asɛsmɛnt (ɛvri wan gɛt difrɛn tɛst) we dɛn kin yuz fɔ no di wan dɛn we gɛt disabiliti fɔ lan na:

• Mɛdikal ɛvalueshɔn: Fɔs, yu pikin in pikin dɛn go du wan ɛgzam pan in bɔdi ɛn di nyurolɔjik ɛgzam fɔ no if ɛni ɔndalayn mɛdikal kɔz de fɔ yu pikin in prɔblɛm dɛn we i de lan. Dɛn kin ɔda bak fɔ mek dɛn du blɔd tɛst ɛn skan.
• Edukeshɔnal asɛsmɛnt ɛn pefɔmɛns ɛvalueshɔn: Di pikin in ticha dɛn kin wach di pikin in bihayvya na di klasrum ɛn evalyu in akademik skil dɛm. Dɛn kin tɛst ɛn ripɔt di pikin in ridin, raytin, ɛn mats skil dɛn akɔdin to in ej.
• Kognitiv evalueshɔn: Dis kin inklud verbal ɛn nonverbal intelligence (IQ) tɛst. Na skul sayɛnsman ɔ pikin dɛn sayɛnsman kin du dis. i kin luk bak pan di we aw di pikin fכ proכses infכmeshכn (e.g., fכ si כ we i de yɛri).
• Saykolojik evalueshɔn: Dis kin ɛp fɔ no ADHD, oppositional defiant disorder, wɔri, pwɛl hat, ɛn tin wae gɛt fɔ du wit aw pɔrsin de fil bɔt insɛf. Bɔrku tɛm dɛn tin ya kin de togɛda wit pipul dɛm wae gɛt disabled fɔ lan, bɔt dɛn na difrɛn kɔndishɔn. Wan dɔktɔ we de stɔdi bɔt pikin dɛn maynd go chɛk aw di pikin de tink bɔt skul, aw i lɛk fɔ lan, aw i gɛt padi biznɛs wit in kɔmpin dɛn, ɛn aw i gɛt rɛspɛkt fɔ insɛf.
• Nyurosaykolojik asesmεnt: Dis tεst de luk aw sכm kכndishכn dεm na di bren de afekt di pikin in bihayvya εn di kכgnitiv skil dεm (di we aw di pikin de yuz di bren). Na wan nyurosaykolog de du dis. Dis kin fayn mɔ fɔ pikin dɛn we gɛt damej ɔ sik na di sɛntral nɛvɔ sistɛm, bikɔs i kin no di say dɛn na dɛn bren we gɛt fɔ du wit di tin dɛn we dɛn kin lan ɛn di tin dɛn we dɛn nɔ ebul fɔ lan.

Aw fɔ ɛp pikin we gɛt disabiliti fɔ lan? Aw fɔ manej dɛn?

Pipul wae gɛt disabled fɔ lan nid difrɛn ɔr ɔda ɛp fɔ lan. Dis ɛp – ɔ di manɛjmɛnt – kin difrɛn difrɛn wan bay di kayn disabiliti fɔ lan ɛn aw i siriɔs. Yu ɛn yu pikin go nid fɔ wok wit bɔku pipul dɛn we sabi du dɛn wok fɔ fɛn di bɛst plan fɔ lan fɔ dɛn. Dis tim kin gɛt:

• Di wan dɛn we de tich pipul dɛn
• Edukeshonal rimedieshɔn spɛshal pipul dɛn
• Sayɛnsman dɛn we de stɔdi bɔt pɔsin in maynd
• Speshal edyukeshɔn savis dɛn
• Di wan dɛn we de kia fɔ wɛlbɔdi biznɛs lɛk di wan dɛn we de mɛn pipul dɛn we gɛt wok ɛn di wan dɛn we de mɛn pipul dɛn we gɛt bɔdi.

In jɛnɛral, di edyukeshɔn intavɛnshɔn dɛn kin fɔdɔm insay dɛn lɛvul ya:

• Di say fɔ slip: Pikin kin gɛt akses to di sem kɔr kɔrikulu, bɔt wit ɔda tin dɛn ɔ sɔpɔt, lɛk big buk dɛn we dɛn print, we dɛn nɔ chenj di tin dɛn we de insay di edyukeshɔn.
• Modifyeshɔn: Di pikin in skul de chenj di pikin in gol ɛn ɔbjektiv dɛm ɛn gi savis fɔ ridyus di impak we di lanin disabiliti gɛt. Fɔ ɛgzampul, fɔ alaw di pikin fɔ ansa tɛst bay mɔt instead fɔ rayt am.
• Rimɛdyeshɔn: Di pikin in skul de gi spɛshal intavɛnshɔn fɔ ridyus di kayn we aw di disabiliti fɔ lan.

If yu pikin kwalifay fɔ spɛshal ɛdyukeshɔn savis, i go gɛt Individualized Education Program (IEP) . (Pan ɔl we dɛn nɔ kɔl dat na wi kɔntri, dɛn kayn spɛshal plan dɛn de kin de.) Dis individyual ɛdyukeshɔn plan:

• Dɛn rayt di tin dɛn we di pikin want fɔ lan buk.
• I de sho us savis di pikin go gɛt.
• List di spɛshal pipul dɛm we de wok wit di pikin.

Pan ɔl we sɔm pikin dɛn nid spɛshal instrɔkshɔn pan jɔs wan eria, dɛn kin kɔntinyu fɔ go klas ɔltɛm. Ɔda pikin dɛn kin nid fɔ gɛt sɛpret program dɛn fɔ lan buk we go mek dɛn gɛt mɔ ɛn mɔ. As di lɔ se (na sɔm kɔntri dɛn), pikin dɛn we gɛt disabiliti fɔ lan fɔ tek pat pan klas wit dɛn kɔmpin dɛn we nɔ gɛt da kayn disabiliti de as dɛn ebul.

I kin tek sɔm tɛm fɔ fɛn di bɛst we fɔ yu pikin, bɔt mɛmba se di tray we yu de tray fɔ ɛp yu pikin rili fayn.

Wetin a go ɛkspɛkt if mi pikin gɛt disabiliti fɔ lan?

Pan ɔl we pikin dɛn nɔ de "outgrow" di disabiliti fɔ lan, dɛn kin lan fɔ adap to dɛn ɛn divɛlɔp dɛn skil dɛm. Pikin dɛm we dɛn kin no kwik ɛn we dɛn kin ɛp dɛn kwik kwik wan kin mek dɛn kɔntinyu fɔ tink gud wan bɔt dɛnsɛf ɛn dɛn kin ebul fɔ win di prɔblɛm dɛn we kin mit dɛn.

Dɛn kin divɛlɔp bak di pasɔnal trɛnk we kin kam wit di disabiliti fɔ lan. Fɔ ɛgzampul, bɔku tɛm, pipul dɛn we gɛt dislɛksia kin rili ebul fɔ mek tin dɛn. Pikin dɛn we gɛt disabiliti fɔ lan kin bi big pipul dɛn we de wok fayn ɛn we gɛt sakrifays.

Di disabiliti fɔ lan kin gɛt prɔblɛm?

If yu pikin gɛt disabiliti fɔ lan, i kin gɛt prɔblɛm wit insɛf ɔ i kin fil lɛk se i nɔ smat. Dɛn kin gɛt bɔrku risk bak fɔ gɛt mɛntɛl hεlth kɔndishɔn lεk wɔri ɔr pwɛl hat.

If in mama ɛn papa, in ticha dɛn, ɛn in padi dɛn sɔpɔt am fayn, dat kin ɛp pikin fɔ lɛf dɛn tin ya we de ambɔg am. Bɔt nɔ shem fɔ aks fɔ ɛp frɔm pɔsin we de advays yu bɔt mental wɛlbɔdi biznɛs .

Aw lɔng di disabled fɔ lan kin las?

Disabiliti fɔ lan kin de fɔ ɔl in layf. Dis min se big pipul dɛn kin gɛt disabiliti fɔ lan bak. Bɔrku tɛm na pikin dɛm fɔs fɔ no se dɛn gɛt dis sik, bɔt sɔm pipul dɛm nɔr kin no se dɛn gɛt disabled fɔ lan te dɛn big.

Yu tink se dɛn kin mek dɛn nɔ ebul fɔ lan?

Dɛn nɔ kin ebul fɔ stɔp di disabiliti fɔ lan, bɔt bɔku tɛm dɛn kin ebul fɔ manej am wit difrɛn we dɛn. Dis kin bɛnifit mɔ if yu pikin gɛt ɛp kwik kwik wan. Yu fɔ du dɛn tin ya:

• If yu notis fɔs sayn dɛm fɔ lɛ yu nɔ ebul fɔ lan, tɔk to pɔsin we de kia fɔ yu wɛlbɔdi biznɛs.
• Wok wit yu pikin in skul fɔ ɛp fɔ mek wan Individualized Education Plan (IEP).

Wetin a go du fɔ ɛp mi pikin?

I impɔtant fɔ mek shɔ se yu pikin gɛt ɛp wit in lanin disabiliti. Dis kin inklud:

• Monitor yu pikin in prɔgrɛs fɔ si if dɛn IEP de mek inof prɔgrɛs pan in skil divɛlɔpmɛnt. Tɛl di skul administreta dɛn if yu fil se dɛn IEP nɔ de ɛp.
• Mek gud kɔmyunikeshɔn bitwin spɛshal dɔktɔ dɛn we de na do, di wan dɛn we de wok na di skul, ɛn di pikin in dɔktɔ we de mɛn pikin dɛn.
• Mek di atmosfɛre fɔ ɛnkɔrej ɛn sɔpɔt na os.
• If yu pikin de gɛt prɔblɛm bikɔs i nɔ ebul fɔ lan ɔ i gɛt prɔblɛm wit aw i de biev , kɛr am go to pɔsin we sabi bɔt mental wɛlbɔdi biznɛs .
• Tek kia of yusɛf bak. We yu tray fɔ gi yu pikin wetin yu nid, dat kin mek yu taya. Tek kia ɔf yu maynd wɛlbɔdi ɛn aks fɔ sɔpɔt frɔm di wan dɛn we yu lɛk.

Yu want wetin bɛtɛ fɔ yu pikin. So, i at fɔ si am de strɛs na skul. Mɛmba se, disabiliti fɔ lan na tin we kɔmɔn – ɛn bɔku tin dɛn de we dɛn kin du we dɛn kin mek fɔ yu pikin in patikyula nid dɛn. Yu pikin in skul, sayɛnsman, ɛn wɛlbɔdi biznɛs go de wit yu ɛvri step na di rod.

Sɔma ɛn Mɛsej we dɛn kin kɛr go na os

So, lɛ wi rivyu sɔm pan di tin dɛm we wi bin tɔk bɔt bɔt disabiliti fɔ lan:

• Dis nɔto we pɔsin nɔ gɛt sɛns: we pɔsin nɔ ebul fɔ lan na jɔs fɔ chenj di we aw di bren de prosɛs di infɔmeshɔn.
• Di tin we kin apin: Bɔku pikin dɛn kin gɛt prɔblɛm dɛn lɛk dis. Nɔto yu wan de.
• I impɔtant fɔ no am kwik: If yu notis se yu pikin dɔn chenj di we aw i de lan, go to pɔsin we sabi du in wok wantɛm wantɛm.
• I kin ebul fɔ manej: If dɛn gi pikin dɛn di rayt sɔpɔt, dɛn kin ebul fɔ win dɛn prɔblɛm dɛn ya ɛn gɛt sakrifays.
• Di sɔpɔt we yu de gi valyu: We yu trit yu pikin wit lɔv, ɛnkɔrej am, ɛn peshɛnt, dat kin mek i gɛt kɔnfidɛns pan insɛf.
• Spɛshal ɛp nid fɔ de: dɔktɔ dɛn we de mɛn pikin dɛn, sayɛnsman dɛn, ɛn spɛshal pipul dɛn we sabi bɔt ɛdyukeshɔn go ɛp fɔ du dis.

Disabiliti fɔ lan na jɔs sɔntin we kin chenj di pikin in joyn smɔl. Lɛ wi ɔl wok togɛda fɔ ɛp fɔ mek da joyn de go bifo. If yu pikin gɛt ɛni wan pan dɛn sik ya, nɔ shem fɔ go to dɔktɔ.

` Lanin Disabiliti, Dislɛksia, Disgrafia, Diskalkul, Edukeshɔnal Difikulti, Pikin dɛn Edukeshɔn, Sayikɔlɔji