Parent Resources
Every child learns differently. For some children, those differences become visible early in reading, writing, attention, or social interaction. When that happens, families often feel uncertain, overwhelmed, and unsure where to turn.
When You First Have Concerns (Pre-Diagnosis)
You Know Your Child Best
Families of children with learning differences are often encouraged to “give it time,” even when their instincts say something isn't right. If you are noticing these common signals, trust your gut:
Reading Avoidance
Reluctance to pick up books, difficulty remembering letter-sound relationships, or persistent guessing at words.
Academic Separation
Falling behind peers and showing an increasing, painful awareness of the academic gap.
Social or Emotional Shifts
Withdrawal, school-related anxiety, or feeling "different" or "not smart" at school.
The Homework Wall
Tasks taking far longer than they should, regularly ending in exhaustion, tears, or shut-down.
These experiences are common for children with learning differences. While parent concerns may sometimes be minimized or explained away, these patterns are important signals. They are a signal that it may be time to gather more information and better understand how your child learns.
The Pre-Diagnosis Action Plan
If you suspect your child is struggling, you do not have to wait for the school to bring it up. Here is how to navigate the very first steps:
1. Document What You See
Keep a two-week log.
Jot down specific instances of frustration, homework times, or reading roadblocks. Concrete examples carry weight when speaking to educators or specialists.
2. Understand Your NJ Screening Rights
State mandates.
New Jersey public schools are legally required to identify and screen young students for reading and learning difficulties early. You have a right to know how your district handles this. For example, schools are expected to:
- Use screening tools in the early grades to identify potential reading challenges.
- Monitor students who show signs of difficulty and provide appropriate follow-up.
- Share information with parents about screening practices and next steps.
3. Ask the School Direct Questions
Schedule an informal meeting.
Don't wait for parent-teacher conferences. Request a quick call and ask:
- "What specific screening tools do you use for early reading struggles?"
- "When will my child be screened, and how will those results be shared?"
- "What will happen next?"
4. Consider Early Testing
Safe & Powerful.
Evaluating a child early (even in Kindergarten) does not "label" them; it prevents years of learned academic frustration by substituting guesswork with a clear roadmap. Early identification is one of the most effective tools available.
Early testing can:
- Clarify whether your child is simply developing at their own pace or has a specific learning difference.
- Provide a clear roadmap for targeted support.
- Reduce stress for children and parents by replacing guesswork with understanding.
Separating Noise from Facts
Early childhood includes a lot of variables, such as developmental differences, temperament, teaching styles, and maturity. Not every struggling learner has a learning difference. At the same time, waiting too long can delay support that could make school feel easier and more successful.
A professional evaluation helps separate myths (for example, “boys just read later”) from facts (for example, “this child has a specific pattern of difficulty that responds to structured instruction”).
Noticing challenges and asking questions is an act of care, not panic.
Getting and Understanding a Diagnosis
If you decide to seek answers, finding the right path to an evaluation is key.
The Evaluation Toolkit
Depending on what your child is experiencing, an evaluation might involve one or several specialized professionals:
Neuropsychological Evaluation
A comprehensive assessment of cognitive, academic and social-emotional profiles.
Educational Evaluation
Measures specific academic skills, such as reading, writing and math (for example, Woodcock-Johnson tests).
Psychological Assessment
Gauges core cognitive and intellectual abilities (for example, a WISC assessment).
Speech-Language Evaluation
Assesses verbal communication, articulation and language processing.
Occupational Therapy (OT) Evaluation
Evaluates fine motor skills, handwriting mechanics and sensory processing.
The Winston School of Short Hills maintains a network of local pediatric neuropsychologists and educational specialists. Email us for a list of trusted partners.
Email info@winstonschool.orgWhat a High-Quality Evaluation Should Provide
- Clear descriptions of your child’s strengths and challenges
- Specific diagnoses, when appropriate
- Practical, actionable recommendations for home and school
- Specific accommodations for the classroom and standardized testing
Co-occurring challenges are common
It is common for children with one learning difference to have others as well. For example, a child with dyslexia may also experience:
- Attention-Deficit/Hyperactivity Disorder (ADHD)
- Executive functioning challenges (planning, organization, working memory)
- Anxiety related to school or performance
- Language-based disorders
- Sensory processing differences
- Auditory processing challenges
- Autism Spectrum Disorder (ASD)
A diagnosis is not a limitation. It is a framework that helps adults respond more effectively. Knowledge is power.
Interactive Symptom & Guide Map
Explore common indicators, useful terms and questions to take to your child’s school team. These examples are not a diagnostic tool.
Select an area above to explore.
We maintain a list of New Jersey pediatric specialists.
Email WinstonDecoding the Evaluation: A Parent’s Glossary
Evaluation reports can be dense. Keep this plain-language glossary handy as you read through your child's documentation:
A broad spectrum of differences in social communication, behavior and sensory processing.
Difficulty with attention and concentration, which impacts multiple areas of learning.
Persistent worry that affects academic performance and social engagement.
Challenges in making sense of spoken language, despite typical hearing.
The ability to apply letter-sound rules to pronounce written words.
Difficulty understanding numbers, operations and mathematical concepts.
Challenges with written expression, handwriting and/or spelling.
Reading difficulties related to identifying and connecting sounds to letters and words, affecting accuracy, fluency, decoding and encoding.
- Decoding: sounding out unfamiliar words
- Encoding: breaking words into sounds for spelling
- Fluency: speed, accuracy and expression
Breaking spoken words into individual sounds to spell them.
Skills including organizing, planning, starting tasks, managing time and working memory.
Reading aloud with appropriate speed, accuracy and natural expression.
The ability to hear, isolate and manipulate sounds in spoken language.
The time needed to take in, make sense of and respond to information. Slower processing speed has nothing to do with intelligence.
Challenges understanding and interpreting text.
Difficulty understanding language and sharing thoughts verbally or in writing.
Difficulty temporarily holding and manipulating information, such as multi-step instructions.
Challenges structuring, organizing and articulating ideas in writing.
As You Review Reports
- Highlight unfamiliar terms.
- Ask evaluators to explain findings in everyday language.
- Request concrete classroom examples.
Understanding the diagnosis is the foundation for effective support.
Post-Diagnosis Options & Advocacy
A diagnosis is not a boundary. It is the beginning of a more informed partnership between families and schools. Once you have a clear picture of your child's learning profile, you can begin tailoring their educational path.
Advocating for Your Child
Advocacy does not mean conflict. It means ensuring access to learning.
Helpful strategies include:
- Preparing questions and examples before meetings
- Bringing evaluations and documentation
- Asking for clarity when language is vague or technical
- Following up in writing to confirm shared understanding
Is an IEP or 504 Plan the Right Path?
After a diagnosis, families often assume an Individualized Education Program (IEP) is the only option. In reality:
- Some children qualify for an IEP with specialized instruction and services.
- Others receive accommodations through a 504 Plan.
- Some families supplement school support with outside services.
National Center for Learning Disabilities: IEP vs. 504 Plans
IEP vs. 504 Plan: What's the Difference?
Understanding the structural differences helps you advocate for the appropriate level of support.
| Feature | IEP | 504 Plan |
|---|---|---|
| Legal Basis | Individuals with Disabilities Education Act (IDEA) | Section 504 of the Rehabilitation Act |
| Requirement | Student meets IDEA eligibility criteria and needs special education and related services. | Student has a qualifying disability that substantially limits a major life activity. |
| What It Includes | Individualized goals, specialized instruction and applicable related services, such as speech therapy or OT. | Individualized aids, services and accommodations, which may include extended testing time or a quiet testing environment. |
| Funding | Federal IDEA funding supports eligible special education programs. | Section 504 does not provide a dedicated federal funding stream for individual plans. |
What Effective Instruction Actually Looks Like
If your child has a language-based learning difference like dyslexia, general "extra help" or basic reading groups may not provide sufficient support. Structured Literacy offers explicit, systematic instruction in foundational reading skills.
Is It Explicit?
Skills should be taught directly, rather than left to chance or context clues.
Is It Systematic and Sequential?
Does instruction start with simple concepts and build logically toward more complex patterns?
Is It Multisensory?
Does instruction integrate visual, auditory and kinesthetic elements?
Is Progress Monitored?
Are teachers regularly assessing student progress and adjusting instruction based on the results?
Questions to Ask Your School
When a school describes its approach as "multisensory" or "research-based," consider asking:
- What specific program or methods are being used?
- How often will my child receive instruction?
- How will progress be measured?
Staying in the Current School with Added Support
For some students, remaining in their current school while adding targeted support is effective. This may include:
Structured Literacy Tutoring
Targeted instruction in foundational reading and spelling skills.
Academic Specialists
Additional support from reading, writing or math specialists.
Executive Functioning Coaching
Support for planning, organization, time management and task initiation.
Assistive Technology and Home Supports
Audiobooks, structured homework routines, calendars, checklists and other visual supports.
These supports can make a meaningful difference, especially when schools and families work collaboratively.
When a Specialized School Is the Right Choice
For some children, staying in a mainstream classroom with accommodations works beautifully. For others, the gap continues to widen despite hours of after-school tutoring and therapies.
If your child is exhausted, losing their love of learning, or beginning to believe they "can't do school," a specialized environment may be the support they need.
Considering a Specialized Learning-Difference (LD) School
For other children, the greatest progress occurs when the entire school environment is designed around how they learn.
Common concerns include worries about labeling, social disruption, or long-term outcomes. Schools like The Winston School are:
- College preparatory, not remedial
- Focused on academic growth and self-confidence
- Communities where learning differences are understood and normalized
What to Look for in a Specialized School
Designed, Not Accommodated
An entire school day, physical space, and teaching methodology built from the ground up for diverse learners.
Orton-Gillingham Infused
Structured, multisensory instruction woven into every subject, not just a 45-minute pull-out session.
Highly Trained Teachers
Teachers with an extensive toolbox of instructional strategies to support learning differences.
Personalized Instruction
Small classes and individualized attention that allow teachers to respond to each student's learning needs.
A Supportive Community
A nurturing environment that celebrates diverse ways of thinking.
Self-Advocacy Focused
Students learn how they learn, discover their cognitive strengths, and practice speaking up for what they need.
Empathetic
In an environment where learning differences are normalized, students can regain their confidence and develop a sense of belonging while focusing on being creative, curious kids.
Looking Ahead
Families often ask what this choice means for high school, college, and beyond.
Winston graduates go on to a wide range of secondary schools and colleges, equipped with:
- A strong academic foundation
- Self-advocacy skills
- Confidence in how they learn best
Affording an LD School
Choosing a specialized school is a major emotional and financial decision. Families have several avenues to explore that may help make this education accessible.
Medical and Disability Tax Deductions
Tuition for schools specializing in supporting children with diagnosed learning differences may qualify as a deductible medical expense in certain circumstances.
Consult a qualified tax professional to determine whether your family's circumstances meet the applicable requirements.
FSA and HSA Funds
Some associated evaluations or therapeutic services may be eligible for reimbursement through flexible spending or health savings accounts, depending on the expense and applicable plan rules.
District Placements
In some cases, if a public school district cannot provide a free appropriate public education (FAPE), it may fund placement at an appropriate specialized school.
Families considering this option may benefit from consulting an educational advocate or special education attorney.
External Resources
Organizations such as Understood.org provide guidance on educational options, financial planning and resources for families of children with learning differences.
Our goal is to make sure families have the information they need to access the right resources and make informed decisions for their child's education.
Curated Resources
To support families along the way, Winston offers practical resources, including:
Winston's Parent Resources
Evaluation Guide
What to expect from neuropsychological and educational evaluations, and what questions to ask.
View evaluation guide →Parent Glossary
Plain-language explanations of common terms used in reports and meetings.
View glossary →School Meeting Planner
A template for organizing your thoughts, questions and goals before meeting with teachers or administrators.
View meeting planner →Advocacy Email Templates
Sample language you can adapt when requesting evaluations, meetings or changes to your child's plan.
View email templates →Progress Tracker
A simple tool for recording how your child is doing over time, academically and emotionally.
View progress tracker →These tools are designed to help families move from feeling overwhelmed to feeling organized and empowered.
Digital Libraries & Organizations
Association of LD Schools (ALDS)
A national network of schools, including Winston, collaborating on best practices in special education.
Visit ALDS →Children's Dyslexia Centers
Resources including a Dyslexia Guidebook and links to the Academic Language Therapy Association and other organizations.
Explore resources →International Dyslexia Association
Evidence-based fact sheets on dyslexia and Structured Literacy.
Visit IDA →Learning Disabilities Association of America
Support guides for parents navigating the emotional and practical aspects of learning disabilities.
Visit LDA →Made by Dyslexia
A global charity led by dyslexic people, building awareness and celebrating dyslexic thinking.
Visit Made by Dyslexia →NICHD / NIH
Learning disabilities information, federal resources, research and further reading.
Explore NIH resources →Understood.org
Toolkits, IEP explanation guides and resources for parents of children with learning and thinking differences.
Visit Understood →Blogs & Videos
DyslexiaHelp
University of Michigan resources with research-informed articles on dyslexia, learning science, rights and practical interventions.
Explore DyslexiaHelp →Landmark 360 Blog
Strategies, insights and guidance from Landmark School on supporting learners with language-based learning differences.
Read the blog →Read and Spell Blog
Parent-friendly articles on dyslexia, literacy skills and support strategies for home and school.
Read the blog →What Is Dyslexia?
A short animated video from Made by Dyslexia highlighting the creative strengths associated with dyslexic thinking.
Watch the video →My Amazing Brain
A child-centered presentation from The Carroll School about learning differences and the value of diverse ways of thinking.
View presentation →These blogs and videos offer a mix of practical tips, research insights and parent-friendly explanations to support families navigating learning differences.
How The Winston School of Short Hills Can Partner With You
Wherever you are in this journey, whether you are looking for local tutoring, trying to decode a fresh neuropsychological report, or considering a complete school transition, we are here to support you.
We Believe
- Learning differences are real and deserve to be understood.
- Early, appropriate support changes lives.
- In the right environment, children with learning differences can thrive academically, socially, and emotionally.
The Winston Center for Learning (WCL)
You don't have to be enrolled as a full-time student to access our expertise. The WCL serves as an educational hub for the broader New Jersey community.
Year-Round Tutoring
Tutoring tailored specifically to your child's learning profile.
Explore Tutoring →Summer on the Hill
A unique summer camp pairing morning academic reinforcement with engaging afternoon enrichment options such as sports, STEAM, and arts.
Explore Summer Programs →Speaker Series
Speakers, workshops, presentations, and other resources for the community.
Explore the Speaker Series →Let's Connect
If you would like to discuss your child's needs, understand your local options, or explore whether Winston's grades 1–8 program is the right home for your child, we would be happy to connect.
Reach out directly to our admissions team.
Contact Winston Admissions →30 East Lane
Short Hills, NJ 07078
Phone: 973-379-4114 | Email: info@winstonschool.org
