Every Year the Teacher Says She’s Almost There — Three Years Later, We’re Still Almost There
Are you tired of being told that your child is “almost there” in overcoming their learning differences, only to find yourself stuck in a never-ending cycle of frustration and disappointment? You’re not alone. Many parents have been given the same flawed advice: wait and see if their child outgrows their struggles or rely solely on school interventions. But the truth is, this approach often leads to years of stagnation and heartache for both parents and children.
The common misconception that learning differences, such as dyslexia, are solely phonological deficits or that children will naturally overcome them with time, has been perpetuated by many schools and internet articles. However, the International Dyslexia Association’s 2025 definition recognizes that dyslexia is a complex issue involving multiple systems, including auditory, visual, kinesthetic, spatial, and emotional components. By acknowledging the multi-system nature of learning differences, parents can begin to break free from the “almost there” cycle and empower their child to reach their full potential.
TL;DR
- The “almost there” cycle in addressing learning differences is often a result of a flawed approach that focuses on symptoms rather than foundational skills.
- Recognizing the multi-system nature of learning differences, as defined by the International Dyslexia Association, is crucial for developing effective support strategies.
- Leveraging neuroplasticity through multi-system practice and empowering parents with the right knowledge and tools can help children overcome learning differences and achieve their full potential.
The brain is not fixed; it’s a dynamic system that can be shaped and molded through experience and practice. By understanding and leveraging neuroplasticity, we can help children with learning differences develop new neural pathways and strengthen areas of struggle, leading to a more empowered and confident learner.
“– Laura Lurns
Breaking Free from the “Almost There” Cycle: Empowering Parents to Unlock Their Child’s Full Potential
As a parent, there’s nothing more frustrating than watching your child struggle with learning differences, only to be told by teachers and specialists that they’re “almost there” – a phrase that becomes a perpetual cycle of disappointment and frustration. The truth is, this cycle is often a result of a flawed approach to addressing learning differences, one that focuses on accommodating symptoms rather than building foundational skills.
The International Dyslexia Association’s (IDA) 2025 definition of dyslexia recognizes that learning differences are not just phonological deficits, but complex issues involving multiple systems, including auditory, visual, kinesthetic, spatial, and emotional components. This understanding is crucial in developing effective strategies to support children with learning differences. By acknowledging the multi-system nature of learning differences, parents can begin to break free from the “almost there” cycle and empower their child to reach their full potential.
The Power of Neuroplasticity
Neuroplasticity, the brain’s ability to change and adapt in response to experience, is a game-changer for children with learning differences. By leveraging neuroplasticity, parents can help their child build new neural pathways, strengthening areas of struggle and developing a growth mindset. This approach is not about “fixing” a child, but about empowering them to learn and grow. As Laura Lurns, a renowned expert in child development, emphasizes, “The brain is not fixed; it’s a dynamic system that can be shaped and molded through experience and practice.”
One of the key strategies for building neuroplasticity is through the use of multi-system practice, which targets multiple areas of processing, including visual, auditory, kinesthetic, and spatial skills. This approach helps to identify and address underlying processing gaps, rather than just treating symptoms. By doing so, parents can help their child develop a strong foundation for learning, one that will serve them well throughout their lives.
“The brain is not fixed; it’s a dynamic system that can be shaped and molded through experience and practice. By understanding and leveraging neuroplasticity, we can help children with learning differences develop new neural pathways and strengthen areas of struggle, leading to a more empowered and confident learner.”
Key Takeaways
The traditional approach to learning differences often focuses on accommodating symptoms rather than addressing the root causes, leading to the “almost there” cycle.
Acknowledging the multi-system nature of learning differences, including auditory, visual, kinesthetic, spatial, and emotional components, is essential for effective support.
Empowering parents with knowledge about neuroplasticity, multi-system practice, and the importance of a growth mindset can significantly impact a child’s ability to overcome learning differences.
Parents are their child’s most powerful teacher, and with the right support and guidance, they can help their child overcome even the most significant learning challenges and achieve success.
“– Laura Lurns
Conclusion
Breaking free from the “almost there” cycle requires a fundamental shift in how we approach learning differences. By recognizing the multi-system nature of learning differences, leveraging neuroplasticity, and empowering parents through education and support, we can help children with learning differences unlock their full potential and reach new heights of success. It’s time to move beyond the limitations of traditional approaches and embrace a more holistic, supportive, and empowering model of learning – one that recognizes the unique strengths and abilities of each child and helps them thrive.
For more information on how to support your child’s learning journey, visit Learning Success and discover the power of neuroplasticity and multi-system practice. With the right approach and support, your child can overcome learning differences and achieve their full potential.
