School Environment and Placement

 

by Pamela B. Tanguay

 

 

 

The success or failure of most NLD children is based on the environment in which they are required to function. As a result of their unique problems, it is very difficult for these children to understand the requirements of a particular situation, as well as how to adapt to it. Parents generally respond instinctively to the eccentricities of their children, without giving it much conscious thought. Therefore, the parent of an NLD child has likely adapted the home environment to suit the unique needs of their child.

 

Once she begins school, the child's life becomes far more challenging. She no longer understands what is expected of her, and almost always has tremendous difficulty adapting to the new environment. Also, coping in multiple settings is quite difficult for this child. In addition to managing her home environment, she may also be required to spend a portion of her day in a before and/or after school daycare situation. The more settings that the NLD child is forced to cope with, the less able she will be to manage any of them well. Although it may not be possible, the ideal situation for this child is to have only two settings to cope with - home and school. If before and/or after school care is necessary, it would be best to have someone care for her in her own home.

 

Providing the right environment at home, and insisting on an equally appropriate one at school, will likely win the parent of an NLD child the irritating title of "overprotective."  The fact is that you must be very protective of this child, and for quite some time. It is important for parents to "hang tough" when school officials tell a parent that their child is too dependent on them. The child's parent(s) is her anchor, and she needs to know that someone will "protect" her when the need arises.

 

This chapter will address the environmental issues at school which need to be considered in order for the NLD child to function effectively, as well as the appropriate educational placement for this student. Environmental issues cover things such as the physical layout of the classroom and school, the cafeteria, lights and sounds, crowds, routines and schedules, etc.. Placement relates to which educational option you decide is most suitable for your NLD child. There are basically three placement options to choose from. The first is the public school system. This may be either a program for learning disabled youngsters, or a regular education program. The second option is a private school, whether it is one that is specifically geared to learning disabled children, or has primarily a regular education program. The third option is homeschooling, where the parent is both teacher and program coordinator, and has the freedom to create an environment specifically designed for their child.

 

The needs of these youngsters change over time. Actually, let me correct that. The NLD child's needs remain constant, but the demands of a typical school change over time. In a traditional program, student support is withdrawn at the same time that demands increase, and the child's environment becomes more complex. What we normally see in schools is that, for the early years, there is a considerable amount of  concrete direction, the children are with one teacher for the majority of their school day, they do everything together, and are always accompanied by an adult. As children get older, the direction becomes less concrete, students are with multiple teachers during their school day, schedules become more complex, and children are expected to be more independent in the learning process. As support is being withdrawn, and demands increase, the NLD child will be unable to adapt. She is unable to respond to the demands of a traditional educational environment after the early elementary years. Usually the warning signs of her inability to adapt are fairly apparent by third or fourth grade, and generally quite pronounced when she is required to transition to middle school, which unfortunately often coincides with adolescence. It is absolutely critical to accommodate this student's needs in order for her to develop both scholastically and emotionally.

 

Environment

 

The unique needs of this child may not be readily apparent in the younger years, but that doesn?t mean that they aren't real. Although she may look like a typical five or six year old, she is not at the development level of her age mates. It is important to understand the disorder, and its implications, in order to provide the appropriate environment for her. Don't be fooled by this child's well-developed vocabulary, or even apparent giftedness. As a society, we often equate intelligence with language skills. Because of this student's early strength in this area, she may appear to be far more able than she actually is. Remember, she is using her strength (verbal skills) to compensate for her deficits in other areas. This child's developmental disability is a major impediment to her learning and must be accommodated to meet her particular needs. The following are recommendations appropriate for this child's school environment.

 

Educational Setting

 

The NLD youngster requires a tremendous amount of consistency. She needs a highly structured day, which is very predictable. During the early years, the maximum class size should be between six and eight children, with fewer children being the ideal. There should be both a teacher and an aid, so that one of them is always available to assist the NLD child when she is struggling.

 

It is very difficult for the NLD student when her primary teacher is replaced by a substitute teacher. She does not understand the expectations or teaching style of the substitute teacher, and generally, the substitute teacher does not understand the needs of the NLD student. To address this situation, there should be one individual identified as a consistent substitute teacher for the class. The primary teacher should educate the identified substitute teacher at the beginning of the school year about the particular needs of the NLD student. Providing this continuity will alleviate the undue stress placed on the NLD student by having to cope with a change in circumstances.

 

As the child progresses through her elementary years, her need for a relatively small class size continues, as does the need for a classroom aid to be available to assist her as the need arises. Unfortunately, this option may not be available. The appropriate placement for the NLD child may be a regular education class. If so, it is likely that there will be between 22 to 25 students in the class. However, it is important to understand that every step that is taken away from what this child needs - in this case, a small number of students - compromises her ability to succeed. If she is required to participate in a regular education classroom of 22 to 25 students, it is imperative that an aid be in the classroom at all times, with specific responsibility to assist the NLD child. The aid must be qualified to teach, since the NLD youngster will often need individual instruction in a particular assignment.

 

When the child reaches middle school, which is generally in sixth or seventh grade, the traditional educational environment becomes totally overwhelming for an NLD student. It is absolutely imperative that this student continue to have the same type of consistent, predictable, highly supportive environment that was required for her elementary education. Many school systems are able to meet the needs of a one-teacher class, with a limited number of students, and an aid during the elementary school years. However, most are not equipped to readily provide this environment for middle school and beyond. If the school does in fact provide small class instruction, they are generally designed for either behaviorally challenged students, or for those who are academically below grade level. Neither of these situations is appropriate for the NLD student. She should not be placed in a class with behaviorally challenged students or those who are performing below grade level in order to meet the requirement of a small class. Either placement would seriously undermine this student's education.

 

Classroom Setting

 

In the early elementary years, activities are often conducted with the children seated on the floor in a circle, which is sometimes referred to as "circle time." Since this is not an effective teaching environment for the child, she will benefit from direct guidance from an adult. During "circle time," the NLD child should be seated directly next to the teacher or aid.

 

Most classrooms for young children are highly decorated, providing significant visual stimulation. For the NLD student, these decorations are serious barriers to learning. What most youngsters find appealing - pictures on the walls, items suspended from the ceiling, bulletin boards with work samples scattered about - the NLD child finds distracting and frustrating. The most effective way to deal with this situation is to seat the NLD child in the front row of the class, keeping the front wall clear of distracting material. The blackboard should be kept clean of any extraneous writing or other material, only having information on the board that directly relevant to the lesson which is being taught.

 

The classroom should be arranged so that all of the children sit at desks, which face forward, rather than being grouped in pods. The It is important to remember that the NLD student is an auditory learner, whose related issues must be accommodated. A seating of front and center is best, with quiet students seated on both sides and behind her. The NLD child must always be seated facing the teacher, and not be distracted by the children around her. Desks should not touch each other, as the child may feel crowded - her personal space invaded. Since this child is an auditory learner, her hearing is likely acute so that normal classroom noises are amplified to this child, and far more distracting. Therefore, she should not be seated next to a fidgety child who is constantly shifting around in his or her chair, so that the chair/desk make scraping sounds on the floor. Nor should she be seated near a student who continuously taps a pencil, or makes other distracting noises which will interfere with the NLD child's ability to concentrate on what the teacher is saying.

 

The classroom setting that is required during the early elementary years remains necessary for the NLD student through middle school and beyond. The classroom should be arranged with all desks facing forward, and not touching. The child should continue to be seated front and center, with quiet students around her. Visual distractions should be confined to the side and rear walls, leaving the front wall uncluttered, and the blackboard free of everything except the material related specifically to the class instruction.

 

Other Considerations

 

Due to this child's social and communication impairment, she should not be left unsupervised during unstructured time. Whether the child is at recess, in the corridors before and after school, or eating in the cafeteria, an aid should be assigned to observe her. If the NLD youngster is having difficulty with social interactions, or with independent skills such as getting hot lunch or milk, the aid should step in and assist her. NLD students are most vulnerable while in unstructured settings, and will need assistance for quite some time. Initially, the aid should be more involved with helping the child, and as she becomes somewhat more independent, the aid can "shadow" the child, only stepping in when it is clear that the situation warrants it. Remember that NLD children are targets for unkind youngsters and bullies and should be protected from harmful situations.

 

If this child is required to be transported to and from school on a bus, arrangements should be made for pick-up in front of the child's home. Due to her spatial and social difficulties, this should be an accommodation that is fairly easy to secure. A parent or other adult should observe the child while she waits for her bus, to insure that she is not teased or bullied by other youngsters. The NLD child should have an assigned seat on the bus, next to a kind child, and close to the bus driver. The driver should be aware of the NLD child's disability and prevent any taunting or teasing of the child while on the bus. An adult should be available to meet the bus, again with drop-off in front of the child's home, or wherever she is cared for after school. If the child finds the bus ride stressful, she might enjoy listening to a music audiotape or CD during the trip, allowing her to relax and block out extraneous distractions.

 

"Specials," such as library, art, gym, and so forth are generally less structured than other classes. Often, even in the earliest school years, children have these subject areas in a specialized location, rather than in their classroom. It is doubtful that teachers who only see the NLD child a few times a week, and possibly for only a few months during the school year, will understand this student's needs. Combined with the fact that these classes tend to be less structured than those in the student?s primary classroom, the NLD child is left in a vulnerable position. An aid should be assigned to attend these classes along with the NLD youngster in order to insure that her needs are met, and provide assistance where appropriate.

 

To repeat . . . every step that is taken away from what this child needs, compromises her ability to succeed. If the child displays unacceptable behavior, whether she is acting out or seems overly sensitive, the problem is almost certainly with the environment, and not with the child!  Always look at the appropriateness of the demands and expectations being placed on this child before assuming that there is a behavior problem. Determine what is causing the behavior, and then correct it. The behavioral problem will almost certainly disappear once the environmental problem is corrected.

 

Placement

 

The ultimate decision-maker in the educational placement of the NLD child is always the parent. The parent knows best what type of environment is most suitable for their child and compatible with the family?s personal goals, such as educational philosophy, standards, values, or possibly religious principles. There are three available options for educating a child - public school, private school, or homeschool. If you select a public or private school, it is imperative that the teachers and other school staff members are supportive, flexible, and appreciate the pervasive nature of NLD. If they are new to the condition, they should be receptive to learning about Nonverbal Learning Disabilities. Hopefully, the educational choice will be selected based on parental preferences, and not as a result of the public school system?s failure to meet the special needs of their child. The following provides additional information on the three available educational placement options, and the implications for the NLD child.

 

Public School

 

It is the right of every school-aged child to receive a free, appropriate public education, which means that the student?s education will be provided at the taxpayers? expense. Generally, this right is fulfilled through the public school system. The most common educational programs provided through the public school system are regular education, and special education. Regular education is provided to those children who are not considered to need ?special? assistance, and special education is provided for students who have been identified as needing ?special? assistance as a result of a qualified disability, which significantly affects their ability to learn. Although we generally think of special education as it relates to learning disabilities and academics, it also encompasses other disabilities, such as vision and hearing impairments, physically challenged youngsters, and serious health problems. It is important to understand that special education is a process, not a place.

 

For the young NLD child, a regular education program offered by the town's public school system may effectively meet the child's needs. Some youngsters will need additional support services such as special education and/or related services. School districts manage their special education programs in various ways. Some schools have self-contained classrooms for their special education students. Others have full inclusion programs, where special education students and regular education students are taught in the same classroom by two teachers - one being a regular education teacher and the other a special educator. Still other programs have Resource Rooms, where students spend the majority of their day in their regular classroom, and go to the Resource Room for special education or assistance in specific areas, such as reading, math, etc..

 

Services administered by the school's speech and language specialist may be indicated in order to develop the NLD child's communication skills (particularly pragmatics). Also, the services of an occupational therapist may be warranted in order to assist the child with her fine motor difficulties and self-help skills. Although each child must qualify for these and other services, they are free within the U. S. public school system, and if provided, will be incorporated into the child's school schedule.

 

Many public schools have the ability to appropriately support the NLD child during the elementary school years, where a high level of structure and direction are the norm. However, most school districts, if not all, have far more difficulty meeting the needs of this student in middle school and beyond. The curriculum-driven approach in middle and high school, where there is a separate teacher for each subject, is contra-indicated for the NLD student who does best with a single teacher. The typical environment of 1,000 or more students, class and teacher changes for each period, complex schedules which often change from day to day, and the expectation of independent learning, are all inappropriate for the NLD student.

 

In order for the public school system to effectively accommodate an NLD student in middle and high school, they need to be creative. However, the constraints of their typical educational environment makes creativity difficult. The advent of charter and magnet schools may be one answer. Charter schools receive public funding, but are run separately from the traditional public school. They are managed by groups such as teachers, parents, or foundations, are free of many district regulations, and are often tailored to community needs. Magnet schools also receive public funding, and were originally designed to attract students from elsewhere within a school district. These schools generally place special emphasis either on overall academic achievement or within a particular area such as science, the arts, or technology. Charter and magnet schools are typically much smaller than regular public schools, and as a result of their smaller size, are able to be more flexible and creative than a traditional public school setting. If there are charter and/or magnet schools within the district, this may be a consideration for the NLD student. These public educational placement options should be considered when determining the most appropriate environment for the child, particularly in middle and high school.

 

Private School

 

Private schools are divided primarily into two classifications - independent schools and parochial schools (those with a religious affiliation). Within these two categories, are both regular and special education schools. There are residential schools, day schools, and a combination of residential and day schools. Private schools are supported through student tuition, which varies tremendously from school to school. The choices can be overwhelming, making it difficult to select the appropriate placement for the NLD child.

 

As you consider various schools, keep the needs of the child in mind. Some schools are quite impressive, and we can forget what our original criteria was. The best placement for the NLD child may not be the most impressive school. In fact, many of the impressive private schools are too socially demanding for NLD youngsters. The ideal placement for this child has the following:

 

• A creative, flexible staff who is knowledgeable about NLD, or clearly excited about the prospect of becoming knowledgeable.
  
• A physical lay-out that is easy for the child to navigate within - straight corridors, well-marked doors, etc.
  
• A very small total student population, with 50 or less being ideal, but no more than 200.
  
• Very small class size, with 6 to 8 students plus a classroom aid for the younger child, and 10 to 12 students plus a classroom aid for the older student.
  
• Student continuity - students stay together from one year to the next, so that the NLD child can develop an understanding of the group dynamic, and form meaningful relationships.
  
• Teacher continuity - the student has the same teacher(s) for multiple years, and there are a limited number of teachers working with the NLD youngster.
  
• A school philosophy of teamwork, and a policy of zero tolerance for bullying.

 

Remember that although this is considered to be the ideal placement, each step taken away from the ideal will significantly compromise the education of the NLD student. Remain open-minded and flexible in looking at various placement options. You might unwittingly pass on a school that would have been an ideal situation for your child. For instance, you may determine that a special education school is the appropriate placement for your child. However, the school under consideration may be geared to more left-hemisphere learning disabilities such as dyslexia, have a large student population, and assign multiple teachers to your child. You may have rejected a local Christian school because your family isn't terribly religious, and they don?t have a special education program. However, they have a very small school population of under 50 students, a caring and supportive staff with a philosophy to recognize and support the uniqueness of each child, a zero tolerance for bullying, and require uniforms (allowing your child to fit in by looking like all of the other students) . . . a little gem of a school that could have easily been overlooked. It is important to consider all possible educational placements, because it is unlikely that you will find a perfect situation. First identify the most critical components, and then locate a school that most closely fulfills the criteria.   

 

Generally, it is best to do the initial school research without directly involving the NLD child. She may become overly anxious about the prospect of change. On the other hand, if she is in a situation which is causing her extreme distress, it may be reassuring for her to know that there are alternatives to her current placement. Some private schools will accept a mid-year transfer, but most prefer, or require, that a student transfer at the start of a new school year. When considering a school, it is very important to have an on-site interview with the Director, a tour of the facility, and observe classes while they are in session. Above all else, trust your instincts!  Once the school search has been narrowed down to one or two potential placements, it is time for the NLD child to visit. No amount of research will replace the NLD student's impression of the proposed environment. Only she can truly determine whether or not she will be comfortable there. The most important criteria for her will be whether or not she feels accepted and safe.

 

Homeschool

 

Homeschooling is an educational option which is exploding across the United States, and gaining in popularity around the world. Many parents who elect to homeschool their children do so for reasons other than a developmental or learning disability. However, it is often a viable option for NLD youngsters, and should not be discarded lightly either as a temporary solution while a long-term program is being developed, used in conjunction with a traditional educational program, or for an extended period of time.

 

Parents are justifiably concerned with how they might handle the challenge of homeschooling their child. Homeschooling is legal throughout the United States. Laws and regulations vary by state, and interpretations of the laws vary between school districts. The State Department of Education can provide information on state laws and local regulations. Some homeschool families prefer the convenience and security of having a prepackaged curriculum, while others choose to make their own decisions about what is important to learn, and what materials they will use. Many colleges, universities and vocational institutes across the nation are accepting homeschooled students, and more will follow as the homeschool population continues to grow.

 

In most situations, the parent(s) of an NLD child will be faced with consi'eration of alternative education options at some point during their child?s school years. For many, this happens at the point of middle school, when the demands of a traditional school overwhelm the NLD adolescent. The important parental consideration is to remain open to all available options if their child's educational environment can't be sufficiently modified to meet her unique needs.

 

There is quite a lot of available support if homeschooling appears to be the most appropriate educational alternative for the NLD child. Please refer to the appendices at the back of this book, and the website NLD on the Web! at http://www.nldontheweb.net, for homeschooling resources.

  

 

Copyright:  Pamela B. Tanguay

 

 

This document is excerpted from the author's book Nonverbal Learning Disabilities At School: Educating Students with NLD, Asperger Syndrome and Related Conditions.  It is posted on NLD on the Web! with permission of the author, who retains the rights to this article.  Please contact the author for any use of it other than for individual educational purposes.