I think . . . You think . . . Your child thinks. As a child's family member, your concerns drive your actions. Educators are informed by their own experiences and knowledge base, which also influence the choices they make on the child's behalf. These perspectives are valuable and complement each other as we, as a team, work on behalf of the child's well-being.
What's missing? The student's perspective.
Every child’s experience with learning or attention difficulties is unique. In order to get the most out of our interventions, we must understand the student's priorities, concerns, difficulties, wishes, access to support and self-perception; students are after all crucial members of the team. This understanding can help family members and professionals determine the most urgent goals, assess progress and identify obstacles that might be impeding progress. Spark up conversations with your child, ask a few questions, dig deeper; you might be surprised at what you find out about your child’s day-to-day experiences and desires.
I recently came across www.understood.org, a website which contains short video clips and simulations that give you insight into what it’s like to have learning and attention issues. In the following video, you hear firsthand one child's journey in dealing with her learning difficulties.