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Vivian Franz, Ph.D. When something goes wrong in school, or with a child's learning, parents are concerned and have many questions. Concepts they readily understand if there is a physical disability or illness are sometimes not as easily understood if the concern is one affecting learning. Yet many of the procedures to follow are the same. When a child is physically ill, we take the child to a doctor. The physician assesses that one particular child's functioning or symptoms and makes a diagnosis. Based on the doctor's observations, a plan is developed to correct or modify whatever is wrong. The general procedures in helping a child learn are not all that different. Diagnostic teaching is instruction based on individual need and careful evaluation. It considers physical, mental, and emotional factors of human growth and development. Good teachers everywhere use similar approaches in this respect, even though they may use different terms to describe what they are doing. The whole purpose of educational diagnosis, both formal and informal, is to determine students' needs in order to plan and implement appropriate educational programs. Built into the concept of diagnostic teaching is the idea that we must first determine what children know and do not know, what they can and cannot do, before we can determine what and how to teach. Because children are different, effective learning programs may vary to meet these differences. Some problems are minor, requiring only short term correction. Others are more severe and require remediation over a longer period of time. Correction can usually take place in the regular public or private school classroom. If correction does not occur, however, and on a regular basis, problems can accelerate. A child needs correction when he or she has fallen behind in reading, mathematics, or other skills, when performance is not consistent with ability. In contrast, remediation is necessary when the student's performance is so far behind his or her ability that extensive individual instruction is necessary. Two major indications that the children need special help are obvious stress and lack of achievement consistent with ability. The first step for parents concerned about their children's learning is to talk with the teacher and, if necessary, with other school personnel. Schools have, or have access to, a number of educational specialists. Before seeking outside help, parents are advised to pursue every possible solution within the school setting. Often, constructive discussion makes outside help unnecessary. In a situation, however, when parents have in all good faith worked with the school to resolve any problems or answer any questions, and additional help is obviously indicated, then parents are wise to seek consultation elsewhere. |