Rockfalls and Workarounds: Real Help for Learning Differences at Home

Imagine driving up a steep mountain road to help your sick grandfather who lives in a cottage at the top (modern day Heidi) and there is a rockfall. Are you going to stop in your tracks and not help your grandfather or are you going to find ways around the rockfall or remove the rockfall to get to him? Now keep that in mind as we explain learning disabilities/disorders that affect approximately 15%+/- of the population. Do we stop people in their tracks and say, “you go no further” or do you use what is available to remove barriers so that they can reach their potential.

Those of us who can’t memorize the entire multiplication table can still learn math. Give us a calculator and we’ll blaze up the mountain. Detour ≠ defeat.

A quick map of common “rockfalls” (plain language)

• Reading disability (often called dyslexia): trouble mapping letters to sounds, slow/effortful reading, spelling that changes like Canadian weather.

• Writing disability (often called dysgraphia): forming letters, spacing, organization on paper, or getting thoughts onto the page.

• Math disability (often called dyscalculia): number sense, facts, multi-step problems, time/money/measurement.

• Auditory processing difference: ears hear, brain scrambles; background noise overwhelms; verbal directions evaporate.

• Language processing difference: understanding or expressing words and sentences is hard; vocabulary and syntax need extra teaching.

• Attention difference: focus zigzags, starting is hard, finishing is harder; movement helps thinking.

• Nonverbal learning difference: words are a strength; reading maps, visual-spatial tasks, and social cues are tricky.

You can’t always “see” these from the car window. Many kids are bright, funny, and motivated—just meeting boulders in the road.

My student Mia could explain photosynthesis better than most adults and still cry during silent reading. Her brain worked like a podcast—great ideas out loud, page-printed words blurry. We stopped measuring “how high the rockfall is” and started building a detour: audiobooks for content, explicit phonics for skills, and voice-to-text for writing. Six months later she presented a science project with slides, captions, and the grin of a mountain goat.

The lesson

Being wired differently is not a dead end.
Remove the boulder (accommodations), learn the skill (instruction), keep climbing (encouragement).

What matters & why (with trustworthy places to read more)

1. Targeted teaching + accommodations beat shame.
   Systematic, explicit instruction grows skills; tools like audiobooks or calculators keep learning moving meanwhile.
   Why it helps: Kids don’t stall while they’re still learning the underlying skill.
   Read more: Learning Disabilities Association of Canada (LDAC) and Understood.org (non-profit).
   Takeaway: Detours keep the journey going.

2. Processing differences are real brain patterns, not attitude.
   Noisy rooms, rapid speech, or busy pages can swamp a learner even when they’re trying hard.
   Why it helps: Adjusting the environment changes outcomes fast.
   Read more: CAMH and children’s hospital resources on processing differences.
   Takeaway: Change the conditions, change the result.

3. Assistive technology is a ramp, not a cheat.
   Speech-to-text, text-to-speech, calculators, graphic organizers, captioning, and audiobooks level the path.
   Why it helps: Access now, practice always.
   Canada-friendly access: 211 Canada can point you to local services and library programs; CELA Library offers accessible reading.

How they often learn best (metaphors welcomed)

• Readers who struggle: Think of learning a song—first the chorus (high-frequency words), then the verses (phonics patterns), then the bridge (morphology: prefixes/suffixes). Short, daily practice beats long, rare sessions.

• Writers who struggle: Imagine building with Lego—first dump the bricks (speech-to-text/brain dump), then sort colours (organize ideas), then snap pieces together (sentences), THEN decorate (spelling/grammar).

• Math learners: Picture climbing holds—use tools (calculator, hundreds chart, times-table card) as holds while you build strength. You still climb; you’re just safer.

• Auditory processing: Treat speech like a fast audiobook—slow it down, add captions (written steps), replay the part you missed, reduce background noise.

• Language processing: Think recipe cards—one term per card with a picture and a simple sentence. Stir those cards into conversation all week.

• Nonverbal learning: Use your word superpower—explain steps aloud, write checklists, talk through maps, and get explicit instruction in social cues (what the eyebrows meant and why).

Concrete tools by challenge (home + school)

Reading (decoding, fluency, comprehension)

• Teach: Short, daily phonics lessons; decodable texts; echo reading; vocabulary front-loading.

• Access: Audiobooks (CELA/Libby/Bookshare), text-to-speech, human read-alouds.

• Scaffolds: Larger fonts, extra spacing, coloured overlays only if the learner finds them helpful.

Writing (handwriting, spelling, composition)

• Teach: Handwriting in brief bursts; spelling patterns by sound; sentence frames; paragraph templates.

• Access: Speech-to-text (Google Docs Voice Typing, iPad/Phone dictation), keyboarding, graphic organizers, word prediction.

• Scaffolds: Slant board, pencil grip, lined paper with bold midline.

Math (facts, procedures, concepts)

• Teach: Visual models (ten-frames, base-ten blocks, number lines), games for facts, step cards for procedures.

• Access: Calculator, multiplication chart, formula sheet, real-life examples (recipes, budgeting).

• Scaffolds: One problem per line; highlight only the needed numbers.

Auditory processing

• Teach: Note-taking templates; teach how to ask for repeats (“Could you say the last step?”).

• Access: Captions; written instructions; quieter seating; FM/sound-field system if available.

• Scaffolds: Pause between directions; chunk to 1–2 steps.

Language processing

• Teach: Pre-teach vocabulary with pictures and gestures; sentence starters; retell frames (First/Next/Then).

• Access: Visual schedules; word banks; checklists.

• Scaffolds: Short sentences, plain words, modelling.

Attention differences

• Teach: Task “sprints” with clear finish lines; planning sheets; goal/brain break/goal loops.

• Access: Movement breaks, noise-reducing headphones, fidgets that don’t squeak.

• Scaffolds: Body-double (someone nearby), timers, “start button” help.

Nonverbal learning differences

• Teach: Explicit spatial skills (how to read charts, maps, graphs); role-play for social cues; supervised group work with clear roles.

• Access: Written directions over diagrams when possible; check-ins to confirm understanding.

• Scaffolds: Step lists, calendars with alarms, seating that minimizes visual clutter.

Homework that doesn’t wreck the evening

1. The 10-Minute Sandwich.
   Skill you’re building (3–5 min) → access tool for content (audiobook/speech-to-text) (3–5 min) → tiny celebration (stretch, snack). Repeat once if needed.

2. “Done looks like…” cards.
   Show the finished example with a short checklist. Brains love a clear finish line.

3. Start Button, Not Willpower.
   You launch the first 60 seconds: open the doc, turn on Voice Typing, read the first sentence together. Momentum is magic.

4. Two Piles Rule.
   Pile A = requires adult help; Pile B = independent. Start with one quick win from B to build steam.

5. Speak to Write, Then Edit.
   Let them talk their paragraph into the mic. Next, read it out loud together and fix three things—no more.

6. Math = Show Your Thinking, Not Your Memory.
   Allow a calculator or chart for facts; ask them to explain the steps in words or with models.

How to advocate at school (without a wrestling match)

• Notice & note. Keep a simple log: what’s hard, what helps, how long things take, and any patterns (noise, time of day).

• Ask for a team meeting. “We’re seeing a pattern. Could we talk about instruction and accommodations that match it?”

• Request evaluation in writing. Use calm, specific language: “We’d like to explore assessment for reading/writing/math and processing.”

• Bring strengths first. Start with talents and interests; then “rockfalls,” then what’s already helping.

• Name the ramps. Suggest specific supports (audiobooks, speech-to-text, calculator, extra time, graphic organizers, quieter testing space).

• Put it in the plan. Ask that accommodations and goals appear in the individualized education plan (the formal document your school uses).

• Track progress. Request short, regular updates with data you can understand (words read correctly, number of problems completed, time on task).

• Be a partner. “Here’s what works at home. What’s working at school? Let’s align.”

Real-life script:
“Ravi can explain stories out loud but reads slowly with many errors. We’re doing short, daily phonics at home and using audiobooks for content. Could we add text-to-speech at school, plus explicit phonics and a calculator for multi-step math? We’ll monitor every two weeks.”

Pitfalls → What to do instead

• “No calculator—memorize first.” → Calculator now, practice facts in games later. Access + instruction = both/and.

• “Read more and it will click.” → Teach the code explicitly and use audiobooks for knowledge.

• “Try harder to focus.” → Change the setup: timer, movement, fewer problems, visual checklist.

• “Just write neater.” → Speech-to-text and keyboarding while you keep practising handwriting briefly.

• “They’re so smart; they must be lazy.” → Intelligence and processing are different dials. Support the dial that’s stuck.

Micro-practice (five minutes this week)

Goal: Build a Detour Kit for homework.
Steps:

1. Choose one access tool: turn on Voice Typing (Google Docs) or grab an audiobook of this week’s chapter.

2. Print or write one checklist: “Open doc → Talk first draft → Fix 3 things.”

3. Pick one math ramp: calculator, times-table card, or number line.
   Done looks like: Your learner can start in under 60 seconds with the tool and the checklist visible.

Tools & Resources (Canada-friendly)

• 211 Canada (211.ca): Find local assessments, tutoring, and library accessibility programs by postal code.

• Learning Disabilities Association of Canada (ldac-acta.ca): National information and provincial/territorial contacts.

• CELA Library (cela.ca): Accessible books and audiobooks through public libraries.

• CAMH (camh.ca): Hospital-based guides on learning and mental health.

• Understood.org: Clear, non-profit guides on reading, writing, math, and processing differences (great printables and videos).

(Talk to your family doctor or nurse practitioner for referrals to psychology, speech-language, and occupational therapy. Ask the school about their process for individualized plans and assistive tech.)

Your learner isn’t the roadblock. The rockfall is. With ramps, maps, and the right pit crew, they climb.

Have a detour that worked—an app, a shoe-tying hack, a math “aha”? Share your voice in our 2-minute survey so we can build a community list of parent-tested solutions:
https://forms.gle/4CAw1BJmP2CCxLMMA 

• Disclaimer: Educational, not medical advice. For personal guidance, consult licensed professionals (psychologist, SLP, OT).