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Tips for recognizing learning disorders in the classroom.

Characteristics of learning disabilities that can hide in plain sight

Writer: Rae Jacobson

What You'll Learn

• Why is it hard to spot some learning disorders?
• How do learning disorders affect kids in school?
• What signs should teachers look for?

Teachers are often the first to notice that a child has a learning disorder. Sometimes the signs are easy to spot, like a student who’s way behind in reading. Or a child who’s working hard but just keeps failing tests. But sometimes the signs are harder to see. And that can mean kids who need help don’t get it.

Kids with LDs often have a big gap between what it seems like they should be able to do and what they’re actually able do. For example, a student who writes awesome essays but can barely do basic math assignments. Or a kid who gives great answers class but can’t get their ideas down on paper. These gaps often cause kids with learning disorders to be labeled as lazy or told to just try harder, which can take a toll on their self-esteem. Knowing what to look for can help teachers and parents get kids the help they need.

Students who need constant reminders of what to do next might be struggling with a skill called working memory. That’s the task of remembering and processing new information, a common issue for kids with LDs. They also may struggle with time management. They may have trouble with transitions or seem disorganized.

Other common signs of learning differences include difficulty following directions, trouble concentrating, and not getting homework done on time — or at all. Failing tests, especially ones you know they’ve studied for, is also a sign.

If a student seems shy — not talking in class or sitting in the back row — they may be trying to hide a learning issue. Other kids might do the opposite, acting out to draw attention away from difficulties or pretending not to care about school. Kids may even cut class, skip school, or be “sick” more often than is usual.

Helping students with learning disabilities get the help they need can make a big difference both in school and out — and for years to come.

Teachers are often the first to notice that a child might have a learning disorder. Sometimes the signs are easy to spot — a student who just isn’t making headway in reading , for example. Or a child who, despite obvious effort, can’t seem to master the times tables. But the signs are not always as clear, and many children, embarrassed that they are struggling to do things that seem easy for other kids, go to pains to hide their difficulties.

Here are some less-obvious signs of learning disorders in children to watch for in the classroom.

Not living up to their potential

If you notice that a student who seems as if they should be succeeding, but they aren’t — either in one specific subject or in their overall school performance — it could be a sign that they have a learning disorder.

This is often described as a discrepancy between ability and aptitude , i.e. a gap between what it seems a student should be able to do and what they’re actually able do.

Some examples of how this gap might appear in the classroom include:

• A student who writes fantastic essays but has serious difficulty getting through basic math assignments, or vice versa
• A kid who’s great at answering questions in class but can’t get their point down on paper
• A student whose intelligence is obvious in person, but isn’t reflected on their report card

Not trying hard enough

Kids who aren’t doing as well in school as expected may appear to be lazy or just not applying themselves , when in fact they may be struggling with a learning disorder. Adults with learning issues recall being told repeatedly, before they were diagnosed, that they weren’t trying hard enough. Kids who look like they’re not trying may actually be trying very hard, but failing, or trying to hide an embarrassing deficiency.

If a student constantly has to be reminded what to do next, you might think they’re not paying attention , but it could be a sign that they’re having difficulty with what’s called “ working memory ” — holding, processing, and building on new information. This is a common issue for kids with learning disorders.

Other signs to watch for include:

• Difficulty following directions — especially if the student is hearing the information for the first time or there are several steps to remember
• Daydreaming
• Difficulty copying from the board
• Trouble remembering assignments and doing them correctly

Students with learning disorders often try conceal their struggles from teachers and peers. Even if they’re managing to keep up with school work, with extra effort, it may be taking a big toll on their self-esteem. If a student comes across as excessively shy during class — hanging back during group projects, sitting in the back row, or doing everything in their power to avoid being called on during class — they may be trying to hide a learning issue.

It’s also important to remember that hiding doesn’t always look like what it is. In fact, for some kids it may look just the opposite . Where some students shrink down, hoping to go unnoticed, others act out, drawing attention away from deficits by becoming the class clown, being defiant, or pretending to be “too cool” to care how they’re doing in school.

Missing homework

Students with learning disorders often struggle to get homework in on time — or at all. Homework troubles happen for a number of reasons.

• A child may feel embarrassed to hand in work that is incorrect or unfinished
• Total wipe-out. Kids who struggle with memory and organization may have simply forgotten there was an assignment due at all
• Lost! Even when homework does get done, it still has to make it from home to school

Every kid is bound to miss an assignment once in a while, but if a student routinely fails to turn in their homework it’s time to take a closer look at what’s going on.

Timing troubles

Kids with learning disabilities often struggle with time management, transitions , and organization . These timing troubles can cause problems both in school and at home. Tell-tale signs to watch for include:

• A child who always seems to take “too long” to complete tasks — from assignments to putting on their shoes after gym
• A student who’s parents report that it takes them hours to get through their homework at night
• A kid who’s chronically late to school (“I missed the bus – again!”) or always seems to be rushing from one class to another

Test stress

Most kids will have test anxiety now and then, but if a student seems to have more trouble than expected it can be a clue that they have a learning disorder. Some things to watch for:

• A student who always ends up scrambling to finish the test on time — or routinely exceeds the time limit — regardless of reminders
• A child who’s always the last one still working on a timed assignment
• Very messy handwriting
• Serious pre-test anxiety
• A student who fails numerous tests despite having studied

Emotionality

School can be an emotional minefield for students with learning disorders. From struggling to keep up with peers to falling behind on schoolwork, the opportunities to feel bad about themselves can be overwhelming.

• Kids with learning disorders often struggle with feelings of shame, embarrassment, and low self-esteem . If a child often seems to be down on themselves, depressed, or frustrated at school, an undiagnosed learning disorder could be a cause
• Kids with learning disorders may develop serious school-related anxiety — especially before they are diagnosed, when they don’t understand why they can’t keep up with their peers
• Additionally, kids with learning disorders often struggle with “self-regulation,” meaning they lack the tools to manage and process emotions and are easily overwhelmed — which can lead to outbursts. For example, a student who flies off the handle when they’re asked to stay in their seat, or is reduced to tears when asked to try a challenging assignment

Students with learning disorders often go to great lengths to avoid school situations that trigger anxiety or stress. Some signs of avoidance to watch for include:

• Excessive absences
• Staying home “sick” on days when there are tests or other important assignments
• Refusing to participate in challenging activities
• Making frequent trips to the bathroom or asking to go to the nurse when faced with stressful assignments or tests
• Cutting class, or skipping school entirely

Helping students with learning disabilities get the attention and support they need to do better and feel better will benefit that child — both in school and out — for years to come.

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Five Homework Strategies for Teaching Students With Learning Disabilities

Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.

On this page:

Strategy 1. give clear and appropriate assignments, strategy 2. make homework accommodations, strategy 3. teach study skills, strategy 4. use a homework calendar, strategy 5. ensure clear home/school communication.

Homework is one aspect of the general education curriculum that has been widely recognized as important to academic success. Teachers have long used homework to provide additional learning time, strengthen study and organizational skills, and in some respects, keep parents informed of their children’s progress.

Generally, when students with disabilities participate in the general education curriculum, they are expected to complete homework along with their peers. But, just as students with disabilities may need instructional accommodations in the classroom, they may also need homework accommodations.

Many students with disabilities find homework challenging, and teachers are frequently called upon to make accommodations for these students. What research supports this practice? This article describes five strategies that researchers have identified that help students with disabilities get the most from their homework. They include:

• Give clear and appropriate assignments
• Make homework accommodations
• Teach study skills
• Use a homework calendar
• Ensure clear home/school communication

Teachers need to take special care when assigning homework. If the homework assignment is too hard, is perceived as busy work, or takes too long to complete, students might tune out and resist doing it. Never send home any assignment that students cannot do. Homework should be an extension of what students have learned in class. To ensure that homework is clear and appropriate, consider the following tips from teachers for assigning homework:

• Make sure students and parents have information regarding the policy on missed and late assignments, extra credit, and available adaptations
• Establish a set homework routine at the beginning of the year
• Assign work that the students can do
• Assign homework in small units
• Explain the assignment clearly
• Write the assignment on the chalkboard and leave it there until the assignment is due
• Remind students of due dates periodically
• Coordinate with other teachers to prevent homework overload

Students concur with these tips. They add that teachers can:

• Establish a routine at the beginning of the year for how homework will be assigned
• Assign homework toward the beginning of class
• Relate homework to classwork or real life (and/or inform students how they will use the content of the homework in real life)
• Explain how to do the homework, provide examples and write directions on the chalkboard
• Have students begin the homework in class, check that they understand, and provide assistance as necessary
• Allow students to work together on homework

Make any necessary modifications to the homework assignment before sending it home. Identify practices that will be most helpful to individual students and have the potential to increase their involvement, understanding, and motivation to learn. The most common homework accommodations are to:

• Provide additional one-on-one assistance to students
• Monitor students’ homework more closely
• Allow alternative response formats (e.g., allow the student to audiotape an assignment rather than handwriting it)
• Adjust the length of the assignment
• Provide a peer tutor or assign the student to a study group
• Provide learning tools (e.g., calculators)
• Adjust evaluation standards
• Give fewer assignments

It is important to check out all accommodations with other teachers, students, and their families. If teachers, students, or families do not find homework accommodations palatable, they may not use them.

Both general and special education teachers consistently report that homework problems seem to be exacerbated by deficient basic study skills. Many students, particularly students with disabilities, need instruction in study and organizational skills. Here is a list of organizational strategies basic to homework:

• Identify a location for doing homework that is free of distractions
• Have all materials available and organized
• Allocate enough time to complete activities and keep on schedule
• Take good notes
• Develop a sequential plan for completing multi-task assignments
• Check assignments for accuracy and completion before turning them in
• Know how to get help when it is needed
• Turn in completed homework on time

Teachers can enhance homework completion and accuracy by providing classroom instruction in organizational skills. They should talk with parents about how to support the application of organizational skills at home.

Students with disabilities often need additional organizational support. Just as adults use calendars, schedulers, lists, and other devices to self-monitor activities, students can benefit from these tools as well. Students with disabilities can monitor their own homework using a planning calendar to keep track of homework assignments. Homework planners also can double as home-school communication tools if they include a space next to each assignment for messages from teachers and parents.

Here’s how one teacher used a homework planner to increase communication with students’ families and improve homework completion rates:

Students developed their own homework calendars. Each page in the calendar reflected one week. There was a space for students to write their homework assignments and a column for parent-teacher notes. The cover was a heavy card stock that children decorated. Students were expected to take their homework planners home each day and return them the next day to class.

In conjunction with the homework planner, students graphed their homework return and completion rates. Another strategy that is linked to homework completion and improved performance on classroom assessments. The teacher built a reward system for returning homework and the planners. On a self-monitoring chart in their planner, students recorded each time they completed and returned their homework assignment by:

• Coloring the square for the day green if homework was completed and returned
• Coloring the square for the day red if homework was not done
• Coloring one-half of the square yellow and one-half of the square red if homework was late

If students met the success criterion, they received a reward at the end of the week, such as 15 extra minutes of recess. The teacher found that more frequent rewards were needed for students with emotional and behavioral disabilities.

Homework accounts for one-fifth of the time that successful students invest in academic tasks, yet students complete homework in environments over which teachers have no control. Given the fact that many students experience learning difficulties, this creates a major dilemma. Teachers and parents of students with disabilities must communicate clearly and effectively with one another about homework policies, required practices, mutual expectations, student performance on homework, homework completion difficulties, and other homework-related concerns.

Recommended ways that teachers can improve communications with parents include:

• Encouraging students to keep assignment books
• Providing a list of suggestions on how parents might assist with homework. For example, ask parents to check with their children about homework daily
• Providing parents with frequent written communication about homework (e.g., progress reports, notes, letters, forms)
• Sharing information with other teachers regarding student strengths and needs and necessary accommodations

Ways that administrators can support teachers in improving communications include:

• Supplying teachers with the technology needed to aid communication (e.g., telephone answering systems, e-mail, homework hotlines)
• Providing incentives for teachers to participate in face-to-face meetings with parents (e.g., release time, compensation)
• Suggesting that the school district offer after school and/or peer tutoring sessions to give students extra help with homework

Liked it? Share it!

Bryan, T., Nelson, C., & Mathur, S. (1995). Homework: A survey of primary students in regular, resource, and self-contained special education classrooms. Learning Disabilities Research & Practice, 10(2), 85-90.

Bryan, T., & Sullivan-Burstein, K. (1997). Homework how-to's. TEACHING Exceptional Children, 29(6), 32-37.

Epstein, M., Munk, D., Bursuck, W., Polloway, E., & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. The Journal of Special Education, 33(3), 166-176.

Jayanthi, M., Bursuck, W., Epstein, M., & Polloway, E. (1997). Strategies for successful homework. TEACHING Exceptional Children, 30(1), 4-7.

Jayanthi, M., Sawyer, V., Nelson, J., Bursuck, W., & Epstein, M. (1995). Recommendations for homework-communication problems: From parents, classroom teachers, and special education teachers. Remedial and Special Education, 16(4), 212-225.

Klinger, J., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23-37.

Polloway, E., Bursuck, W., Jayanthi, M., Epstein, M., & Nelson, J. (1996). Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention In School and Clinic, 31(3), 133-144.

Adapted and reprinted with permission from the ERIC Clearinghouse on Disabilities and Gifted Education (opens in a new window) .

Visit our sister websites:

Reading rockets launching young readers (opens in a new window), start with a book read. explore. learn (opens in a new window), colorín colorado helping ells succeed (opens in a new window), adlit all about adolescent literacy (opens in a new window), reading universe all about teaching reading and writing (opens in a new window).

Five Homework Strategies for Teaching Students With Learning Disabilities

On this page:, strategy 1. give clear and appropriate assignments, strategy 2. make homework accommodations, strategy 3. teach study skills, strategy 4. use a homework calendar, strategy 5. ensure clear home/school communication.

Homework is one aspect of the general education curriculum that has been widely recognized as important to academic success. Teachers have long used homework to provide additional learning time, strengthen study and organizational skills, and in some respects, keep parents informed of their children’s progress.

Generally, when students with disabilities participate in the general education curriculum, they are expected to complete homework along with their peers. But, just as students with disabilities may need instructional accommodations in the classroom, they may also need homework accommodations.

Many students with disabilities find homework challenging, and teachers are frequently called upon to make accommodations for these students. What research supports this practice? This article describes five strategies that researchers have identified that help students with disabilities get the most from their homework. They include:

• Give clear and appropriate assignments
• Make homework accommodations
• Teach study skills
• Use a homework calendar
• Ensure clear home/school communication

Teachers need to take special care when assigning homework. If the homework assignment is too hard, is perceived as busy work, or takes too long to complete, students might tune out and resist doing it. Never send home any assignment that students cannot do. Homework should be an extension of what students have learned in class. To ensure that homework is clear and appropriate, consider the following tips from teachers for assigning homework:

• Make sure students and parents have information regarding the policy on missed and late assignments, extra credit, and available adaptations
• Establish a set homework routine at the beginning of the year
• Assign work that the students can do
• Assign homework in small units
• Explain the assignment clearly
• Write the assignment on the chalkboard and leave it there until the assignment is due
• Remind students of due dates periodically
• Coordinate with other teachers to prevent homework overload

Students concur with these tips. They add that teachers can:

• Establish a routine at the beginning of the year for how homework will be assigned
• Assign homework toward the beginning of class
• Relate homework to classwork or real life (and/or inform students how they will use the content of the homework in real life)
• Explain how to do the homework, provide examples and write directions on the chalkboard
• Have students begin the homework in class, check that they understand, and provide assistance as necessary
• Allow students to work together on homework

Make any necessary modifications to the homework assignment before sending it home. Identify practices that will be most helpful to individual students and have the potential to increase their involvement, understanding, and motivation to learn. The most common homework accommodations are to:

• Provide additional one-on-one assistance to students
• Monitor students’ homework more closely
• Allow alternative response formats (e.g., allow the student to audiotape an assignment rather than handwriting it)
• Adjust the length of the assignment
• Provide a peer tutor or assign the student to a study group
• Provide learning tools (e.g., calculators)
• Adjust evaluation standards
• Give fewer assignments

It is important to check out all accommodations with other teachers, students, and their families. If teachers, students, or families do not find homework accommodations palatable, they may not use them.

Both general and special education teachers consistently report that homework problems seem to be exacerbated by deficient basic study skills. Many students, particularly students with disabilities, need instruction in study and organizational skills. Here is a list of organizational strategies basic to homework:

• Identify a location for doing homework that is free of distractions
• Have all materials available and organized
• Allocate enough time to complete activities and keep on schedule
• Take good notes
• Develop a sequential plan for completing multi-task assignments
• Check assignments for accuracy and completion before turning them in
• Know how to get help when it is needed
• Turn in completed homework on time

Teachers can enhance homework completion and accuracy by providing classroom instruction in organizational skills. They should talk with parents about how to support the application of organizational skills at home.

Students with disabilities often need additional organizational support. Just as adults use calendars, schedulers, lists, and other devices to self-monitor activities, students can benefit from these tools as well. Students with disabilities can monitor their own homework using a planning calendar to keep track of homework assignments. Homework planners also can double as home-school communication tools if they include a space next to each assignment for messages from teachers and parents.

Here’s how one teacher used a homework planner to increase communication with students’ families and improve homework completion rates:

Students developed their own homework calendars. Each page in the calendar reflected one week. There was a space for students to write their homework assignments and a column for parent-teacher notes. The cover was a heavy card stock that children decorated. Students were expected to take their homework planners home each day and return them the next day to class.

In conjunction with the homework planner, students graphed their homework return and completion rates. Another strategy that is linked to homework completion and improved performance on classroom assessments. The teacher built a reward system for returning homework and the planners. On a self-monitoring chart in their planner, students recorded each time they completed and returned their homework assignment by:

• Coloring the square for the day green if homework was completed and returned
• Coloring the square for the day red if homework was not done
• Coloring one-half of the square yellow and one-half of the square red if homework was late

If students met the success criterion, they received a reward at the end of the week, such as 15 extra minutes of recess. The teacher found that more frequent rewards were needed for students with emotional and behavioral disabilities.

Homework accounts for one-fifth of the time that successful students invest in academic tasks, yet students complete homework in environments over which teachers have no control. Given the fact that many students experience learning difficulties, this creates a major dilemma. Teachers and parents of students with disabilities must communicate clearly and effectively with one another about homework policies, required practices, mutual expectations, student performance on homework, homework completion difficulties, and other homework-related concerns.

Recommended ways that teachers can improve communications with parents include:

• Encouraging students to keep assignment books
• Providing a list of suggestions on how parents might assist with homework. For example, ask parents to check with their children about homework daily
• Providing parents with frequent written communication about homework (e.g., progress reports, notes, letters, forms)
• Sharing information with other teachers regarding student strengths and needs and necessary accommodations

Ways that administrators can support teachers in improving communications include:

• Supplying teachers with the technology needed to aid communication (e.g., telephone answering systems, e-mail, homework hotlines)
• Providing incentives for teachers to participate in face-to-face meetings with parents (e.g., release time, compensation)
• Suggesting that the school district offer after school and/or peer tutoring sessions to give students extra help with homework

Liked it? Share it!

Bryan, T., Nelson, C., & Mathur, S. (1995). Homework: A survey of primary students in regular, resource, and self-contained special education classrooms. Learning Disabilities Research & Practice, 10(2), 85-90.

Bryan, T., & Sullivan-Burstein, K. (1997). Homework how-to's. TEACHING Exceptional Children, 29(6), 32-37.

Epstein, M., Munk, D., Bursuck, W., Polloway, E., & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. The Journal of Special Education, 33(3), 166-176.

Jayanthi, M., Bursuck, W., Epstein, M., & Polloway, E. (1997). Strategies for successful homework. TEACHING Exceptional Children, 30(1), 4-7.

Jayanthi, M., Sawyer, V., Nelson, J., Bursuck, W., & Epstein, M. (1995). Recommendations for homework-communication problems: From parents, classroom teachers, and special education teachers. Remedial and Special Education, 16(4), 212-225.

Klinger, J., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23-37.

Polloway, E., Bursuck, W., Jayanthi, M., Epstein, M., & Nelson, J. (1996). Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention In School and Clinic, 31(3), 133-144.

Visit our sister websites:

Reading rockets launching young readers (opens in a new window), start with a book read. explore. learn (opens in a new window), colorín colorado helping ells succeed (opens in a new window), ld online all about learning disabilities (opens in a new window), reading universe all about teaching reading and writing (opens in a new window).