There are a wide range of learning differences that students exhibit in the typical class.Some students show overt signs of learning challenges and some show subtle signs that may not be detected in a group setting.When a student does not receive apporpriate assistance for her/his learning challenges, it is highly probable that optimal academic success as well as self-confidence is compromised.Dr Mellisa Gibbons-Tankard, a psychologist who runs the independent Higher Achievers Reliable Tutoring and Testing Services (HARTT Services), believes that early identification of learning differences is essential.Doing so means that the necessary assistance can be provided before a student learns inappropriate and oftentimes ineffective strategies in order to cope in the regular classroom setting.“Learning differences can impact on a child’s performance and his/her self-concept as well as his/her self-esteem in various ways,” explains Dr Gibbons-Tankard, who received her doctorate in Educational Psychology with a subspecialty in Development Psychology. “If identified early, and if the appropriate assistance is provided, they can become empowered and readily accept that they learn differently and that is okay.”When learning differences are pushed aside, however, there can be a long-term affect that manifests down the line.Lower self-esteem and a loss of confidence can ultimately impact on social, academic and career choices, says Dr Gibbons-Tankard.“Some children’s experiences have a long-term impact that is not favourable because they remember being ridiculed, singled out in class or having to leave the main group to receive assistance at a time when they were self-conscious.“Some children act out and others withdraw and remain silent.”She says it is those that become “invisible” that are the most difficult to identify and often receive assistance much later on.“Given that a younger brain is easier to ‘rewire’, effective strategies to enhance and improve performance can be implemented to make a larger difference in the long term,” says Dr Gibbons-Tankard.“Early childhood is a period of rapid brain development and so much can be done to improve skills at this age. Even though identifying learning differences is important, doing something about the concern at the earliest stage possible is the key for a child’s learning and life outcomes.”While many are still afraid to accept that their child may learn differently, Dr Gibbons-Tankard reiterates that delaying intervention is far worse.“This is unfortunate as it hinders optimal growth and improvement at a stage when a child can learn new tasks properly under the guidance of trained professionals.”For many children who learn differently, she says, there are also many strengths that don’t often fit the formal learning mould.“For example, the child may have very strong oral language skills or they may be more of a hands-on kind of child or they may have well developed gross motor or physical skills. Some children with learning disabilities have relative strengths that compensate for their weakness. For example, a child with a reading disability may have very strong oral language skills.“Encouraging a child to further develop their strengths and the skills that they perform well is essential in order to ensure that they feel proud of their accomplishments in some area,” she adds.Focusing solely on the learning difference can also lead to over compensation for fixing the problem.“For example, a child with a math disability may have to cut out all extracurricular activities and take math tutoring after school, extra math classes during school hours and sometimes during the weekend, and so on, at the expense of activities that they can perform well. This generally backfires and makes the child dislike the task even more, which adds a social-emotional barrier, which in turn can hinder the rate of progress or improvement.”Thankfully for parents who suspect their children may learn differently, there are many options for assisting within the schools, she says.“Most schools have learning specialists and specially trained teachers who can assist children who learn differently. Some classroom teachers are excellent at implementing non-traditional strategies that are effective for children who learn differently. Also, there are specialists available through the Health Department such as physiotherapists, occupational therapists, and speech and language pathologists who work with children in the school setting.”In order to facilitate all children who learn differently, Dr Gibbons-Tankard adds that a “continuum of services typically includes extra tutoring or therapy before or after school, one-on-one assistance during certain subjects, small group instruction, a classroom assistant, or, in more extreme cases, even a specialised school.”For parents who suspect their child may learn differently, the following are recommended:n When concerned, seek additional support. An objective evaluation from a trained clinician does not hurt even if the concern is not major at the time. The professional can provide advice on strategies to enhance your child’s performance even if she/he appears to be performing appropriately at the time.n View learning differences in a positive manner as there are many evidence-based strategies that work for most children. Even gifted and highly-able children require special assistance.n Seek out and communicate with other parents who have children with similar challenges. Other, more experienced parents can be a very effective resource and support base.n Continue to be your child’s best advocate. How you handle your child’s learning difference and what you do with her/him to enhance her/his skills speaks volumes. Doing nothing speaks volumes as well.n Work harmoniously along with the teachers and other professionals who work with your child.n Engage other family members/relatives and concerned individuals to help assist your child. Even dropping your child to additional intervention services can relieve stress and be a source of emotional support for you and your child.