Loving Your Child’s Unique Learning Style
- Barbara Sanchez
- Feb 1
- 2 min read
Why “Learning Style” Isn’t Just a Buzzword
As parents, we’ve all asked, “Why won’t my child just get it?” But the question to ask is how they “get it.”
Understanding your child’s unique learning style can reveal how they thrive a child who builds with LEGO bricks for hours may not do well with worksheets, but can show solid problem-solving skills through hands-on tasks.
Recognizing that difference isn’t making excuses, it’s making sense.
Federal law: the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 — protects a student’s right to supports that meet their unique needs. IDEA requires schools to provide an Individualized Education Program (IEP) if a child qualifies for special education.
A 504 Plan under Section 504 ensures access through accommodations when special education isn’t needed but barriers still exist.
Think of these laws as the “how‑to guides” for schools to meet your child where they are.
Parent Tools You Can Use Today
Below are five simple, evidence‑based steps for turning insight into advocacy, complete with easy examples.
1️⃣ Start a “Strength Spotting Journal”
What to do:
For one week, jot down what works. Maybe your child remembers more when lessons include music or diagrams.
Write short notes:
Date | Activity | What Clicked |
1/22 | Math – fractions | Understood better with pizza visual |
1/23 | Reading | Could retell story after listening to audiobook |
Why it matters: Your observations help the IEP team see progress beyond test data.
The Office of Special Education Programs (OSEP) encourages parent input as part of “meaningful participation”
([OSEP Guidance](https://sites.ed.gov/idea/idea-files/)).
Common parent question:
“What if the teacher doesn’t see the same results?”
That’s normal. Share examples even photos or short notes — showing what worked at home.
These “mini data points” build credibility.
2️⃣ Translate Observations into IEP Language
Instead of “Pictures help,” try “When directions include visual models, Jordan completes multi‑step tasks
independently within 5 minutes.”
This mirrors how goals are written: observable and measurable.
It helps teachers link your strengths data directly to the IEP under IDEA regulations § 300.320 (measurable annual goals).
3️⃣ Bridge Home and School Supports
At Home | Request for School |
Uses checklist to pack backpack | Visual checklist for class materials |
Needs 10‑minute break after homework | Short “movement break” after long assignments |
When you bring this to meetings, it demonstrates collaboration not criticism.
Most teams appreciate the clarity.
4️⃣ Ask: “Can We Use UDL Here?”
Universal Design for Learning (UDL) is an educational framework suggesting that teachers present information in multiple ways (visual, verbal, hands‑on) so all students can access learning.
Example:
- Math: Show fractions with real objects (pizza slices), pictures, and fraction songs.
- Writing: Offer typed responses, dictation, or voice‑to‑text.
The CAST model outlines these principles here: [https://udlguidelines.cast.org](https://udlguidelines.cast.org)
Pro‑tip: In your IEP meeting, you might say, “Can this lesson follow UDL so information is
delivered visually and through discussion pairs?”
No educator wants a child left out of comprehension, and UDL helps everyone.
5️⃣ Celebrate Progress Out Loud
A sticker, high‑five, or quick “Journal Moment” can turn self‑doubt into motivation.
Behavioral research shows children repeat what they feel successful at.
IDEA calls this “positive behavioral interventions and supports” (§ 300.324).
Example: If your child reads three new sight words, ask them to teach you.
Reversing roles boosts confidence and cements learning.
Common Parent Questions and Friendly Answers
Q: What if my child doesn’t fit a single learning style?
A: Most children don’t. They learn best through a combination that shifts with age and subject.
Look for patterns, not labels.
Q: My school says “we can’t individualize everything.” What now?
A: IDEA requires reasonable individualization to ensure access to learning, not total redesign. One small support − like allowing oral answers instead of written ones − can make a big impact without burdening the teacher.
Q: How do I know when supports are working?
A: You should see both academic and emotional growth less frustration, more independence.
If not, email the team to adjust within the 30‑day IEP review window IDEA allows for revisions
anytime.
Final Takeaway
Loving your child’s learning style means seeing them as a learner, not a label.
When you speak their language of learning and translate that into data for school, you help
teachers see the child you see; curious, capable, and ready to grow.
References
CAST. (2021). Universal design for learning guidelines (2.2). [https://udlguidelines.cast.org](https://udlguidelines.cast.org)
U.S. Department of Education, Office for Civil Rights. (2023). Protecting students with disabilities: Section 504 guide. [https://www2.ed.gov/about/offices/list/ocr/504faq.html]
U.S. Department of Education, Office of Special Education Programs. (2023). Individuals with Disabilities Education Act regulations and resources. [https://sites.ed.gov/idea](https://sites.ed.gov/idea)
Comments