FAQs
Below are common questions about learning difference evaluations, diagnosis and interventions. If you have a question that does not appear here, please reach out to us.
email: info@depaulschool.org
phone: (502) 459-6131
Explore Learning Differences
What is a learning difference?
Students can struggle to learn in school for a variety of reasons. About 20% struggle due to language-based or attention-based learning differences. These students have the same intelligence and capacity to learn as their peers, but they have a different way of processing information than the majority of students. As a result, they have difficulty reaching their full potential in traditional school classrooms. Typically, one or more academic areas are unexpectedly challenging to master, such as reading, writing, or math. These skills and concepts need to be taught in ways that match how the student’s brain is designed to learn.
Not all students who struggle in school have a learning difference. Instead, some students’ challenges stem from conditions such as autism spectrum disorder, intellectual disability, emotional or behavioral disorders, or economic disadvantage.
Learn more about commonly diagnosed learning differences:
- Dyslexia (reading, spelling)
- Dyscalculia (mathematics)
- Dysgraphia (written expression, handwriting, organization of work on paper)
- ADHD (attention, self-regulation)
“Learning difference” or “learning disability” … are they the same thing?
These terms are often used interchangeably. While “learning disability” remains the legal term for diagnosis and school documentation, it has fallen out of favor in many education circles. Many feel the word “disability” reinforces the myth that there is something defective in the brain of a person who learns differently. “Learning difference” emphasizes that the source of the problem is not the child, but a school design that does not match the child. It also acknowledges the advantages of having a mind that approaches some things differently than the majority.
How early can I find out if my child is struggling with a learning difference?
My child’s difficulties in school are starting to include behavior. What’s happening?
Behavior difficulties in school can indicate several things that need addressing:
- Academic frustration: Students who recognize they are not performing like their peers can act out in disruptive ways. They may be trying to hide their academic struggles from others by misbehaving, or they may not know how to express their great frustration and low self-esteem.
- Self-regulation difficulties: Students with learning differences may lag behind their peers in learning how to control impulsive behaviors, focus their attention, regulate their energy levels, or manage strong emotions. Distractibility and disorganization can cause them to “get into trouble.” However, these difficulties can be minimized in the right teaching environment, and these skills can be explicitly taught and coached.
- Mismatch between classroom and child: Sometimes, chronic misbehavior stems from classroom practices that don’t fit the child’s needs. For example, a child with a learning difference will not be able to meet classroom expectations if the lessons provide too little physical movement, insufficient variety in activities, or too much stimulation.
- Primary emotional or behavioral difficulties: Some students struggle to learn due to chronic defiance or underlying emotional issues such as trauma or anxiety. These are addressed through specialized therapeutic interventions, rather than academic interventions. The de Paul School is not designed to meet these needs.
What should I do if I think my child needs a teaching difference?
We encourage you to visit and tour The de Paul School. Let us be a resource for your family, regardless of whether your child enrolls at our school. We can help you understand your child’s diagnosis, evaluation results, and intervention options, including the ways “The de Paul difference” has changed children’s – and their families’ – lives.
Understand Learning Difference Evaluations
How is a child diagnosed with a learning disability/difference?
Learning disabilities are diagnosed through a battery of assessments administered by a psychologist or a team of experts. These tests evaluate the child’s cognitive functioning, academic skills, and other areas that may be impacting their learning, such as social cognition and emotional regulation. The evaluator will also consider the child’s developmental history and the perceptions of parents and teachers. This evaluation can produce a diagnosis of specific learning disability and/or identify areas of cognitive processing that will need support.
In their search for answers, parents/guardians may hear different types of assessments mentioned:
- Psychoeducational assessments evaluate IQ, academic achievement, and other aspects of the child’s wellbeing to diagnose learning disabilities, and other conditions such as ASD and anxiety disorders.
- Neuropsychological assessments evaluate the areas listed above but through the lens of the child’s brain processes and the resulting learning and/or behavior difficulties.
- Evaluations for school services can qualify a student for special education services within a public school. These might result in an Individualized Education Plan or a 504 plan.
Admissions or placement evaluations are administered by non-public schools to determine eligibility and skill level placements within their programs. These do not diagnose learning differences.
Where can I go to get my child evaluated?
Public school process: Parents/guardians can request an evaluation through the public school system. The district is required to evaluate and determine eligibility for special services within 60 days. If the child is eligible, the district is required to produce an Individualized Education Plan within 30 days. This plan establishes accommodations and learning goals for the child. This evaluation is provided at no cost to the family.
Licensed practitioner: Parents/guardians can seek a private psychoeducational or neuropsychological evaluation from a qualified psychologist. Public schools will include these results in their evaluation process, and independent schools will utilize these, as well. Our Admissions Office would be happy to provide recommended practitioners in our area and might be able to expedite an appointment. We can also be a resource for helping families understand their children’s diagnoses and intervention options.
Navigate Learning Difference Interventions
What intervention options exist to help my child navigate a learning difference?
Three common paths to
intervention are:
- Tutoring Within Mainstream Schools – This option allows the student to receive pull-out or in-class support while staying at their current school. However, there are some important considerations with this approach: the intervention sessions are often brief and the gains are therefore slow; the specialized vocabulary and skills taught in intervention are often not integrated into the rest of the day’s instruction; and intervention in the foundational skills of reading are usually not provided beyond third grade.
- Private Tutors or Commercial Learning Centers – This after-school option allows a student to stay at their current school, and intervention typically is provided one-to-one or in very small groups. Be aware that some programs are not based on sound scientific information, such as the Science of Reading which is essential for dyslexia intervention. The specialized vocabulary and skills taught through a tutor are often not integrated into the school’s daily instruction. The cost for intervention at commercial learning centers often is on-par with a full school year tuition at a school that specializes in learning differences.
- Full-day Instruction at Learning Difference (LD) Schools – Specialized schools have made learning differences their area of expertise. They offer smaller class sizes and research-informed, evidence-based curricula tailored to children who learn differently. Specialized instruction is integrated into the child’s classes throughout the day and across subject areas. Teachers are typically more highly trained to work with students who have a language-based or attention-based learning difference.
What should I consider when deciding what learning difference intervention is best for my child?
Parents who are weighing their options for how best to support a child with a learning difference should consider:
- Recommendations made by diagnosing practitioner
- The child’s current school experience
- The current school’s implementation of the child’s Individual Educational Plan (IEP), 504 Plan, or Student Accommodation Plan
- The level of support available at home
- The location and cost of the intervention
What are some of the benefits of a specialized Learning Difference (LD) School?
- Research-informed, evidence-based curricula tailored to children who learn differently
- Expert teachers who understand students with learning differences and how to teach them
- The student is surrounded by other bright students who learn differently
- Dedicated instruction time focused on building self-regulation skills such as social skills, emotional, and academic success strategies and habits
- Low-distraction environments, curated for learning
- Low student-to-teacher ratios
Aren’t mainstream schools becoming equipped to support students with learning differences?
Many schools and school systems are adopting curricula based on the Science of Reading. This is exciting and important for students. Here are current challenges mainstream schools are facing as they pursue this endeavor:
- While more educators are learning this important information, many are not equipped with how to deliver the instruction, especially for students who learn differently.
- It can be challenging for a teacher to merge specialized techniques into lessons that include students who learn through traditional approaches.
- Many schools struggle to find adequate time to train teachers in the Science of Reading while also preparing them to meet the many needs of a broad range of learners.
- It is not yet common for Science of Reading to be implemented beyond third grade. When it is, it is rarely focused on the foundational skills that many students with dyslexia still lack in those grades.
- The de Paul School partners with our colleagues in public and independent schools to share research and best practices for students with language-based and attention-based learning differences.
Learn About The de Paul School
What sets the de Paul School apart from other options in the Kentuckiana area?
Our history: The de Paul School is the original school for learning differences in Louisville, KY and has a long history of helping students with language-based and attention-based learning differences (such as dyslexia and ADHD) succeed in school and life.
Our expertise: Our instruction is rooted in research- and evidence-based practices, including our curriculum, instructional tools, methods, and strategies to help students become successful in the classroom and beyond. 100% of our classroom teachers are trained in the Science of Reading and receive more than 100 hours of professional development each year.
Our school culture: The de Paul School ensures all students are known, understood and liked. The school intentionally fosters a culture of belonging among all students to repair educational trauma (from years of being misunderstood and underestimated) to cultivate an optimal learning environment that rekindles their joy for learning.
Our success rate: After completing their time at de Paul, 98% of students are accepted into their first choice high school and go on to continue their education at prestigious colleges and universities. Parents and alumni who have experienced the “de Paul difference” rave about the impact the school has had on their lives.
How do I know whether The de Paul School is right for my child?
The best way to experience “the de Paul difference” is to visit our campus. Come tour the school and meet with our exceptional faculty and staff. Our team has a thorough and time-tested process for helping you assess whether our methodologies and approach will benefit your child.
What curriculum does de Paul use? I’ve heard a lot about the Science of Reading and also Orton-Gillingham for students with dyslexia.
Our curriculum is de Paul Structured Literacy. Structured literacy is an umbrella term adopted by the International Dyslexia Association that includes research-based programs like Orton-Gillingham. Structured literacy programs are systematic, explicit, and cumulative approaches to teaching reading, writing and spelling.
de Paul Structured Literacy addresses Linguistics (the English system of sounds and written language), Reader’s Craft (fluency and comprehension skills), and Writer’s Craft (expressive writing). It is based on Orton & Gillingham’s original research from the 1930s and has continued to incorporate the latest research in brain development, learning, and Science of Reading.
Does de Paul offer tuition assistance to families?
Yes, The de Paul School works with families to make tuition accessible and affordable for families. We recognize that tuition for an independent school – particularly a specially designed program like ours – requires a significant financial commitment. We help families obtain tuition assistance and, when they qualify, Indiana’s educational scholarships. We want the investment families make in their child’s future to be reasonable and manageable.
