Autobiography |  Ballet | Books | Dolls & Costumes | Gardens | Kinesthetic | MainRhythmic Dance | Spirituality

Learning Disabilities Articles for Help with Kids by Susan Kramer


1. What Is Dysgraphia?
2. Dyslexia Information and Help
3. Oppositional Defiant Disorder - Symptoms
Oppositional Defiant Disorder - Explained
5. Oppositional Defiant Disorder - Managing Anger
6. What Is Childhood Disintegrative Disorder  - CDD?
Hyperlexia Information
8. Asperger's Disorder Information
9. TSC and Learning Disabilities
Living Harmoniously with Learning Disabilities
11. Cooperation and Learning Disabilities
12. Overcoming Stress
13. Dividing Time Between Your Kids
14. Helping Kids with Challenges Make Friends
15. Learning Difficulties or Disabilities?
16. Making Transitions and Learning Disabilities
17. Helping Kids Find New Solutions
18. Back to School Dress When Challenged
19. Showing Courage and Learning Disabilities
20. Teach Kids to Stay Close to Home
21. Feeling Fear and Learning Disabilities
22. Kids Learn Trustworthiness
23. Multitasking Ideas
24. Laziness or Learning Disabilities?
25. Helping Kids Reach Their Goals
26. Family Roundtable Discussions with Kids
27. Materialism Issues
28. Illness or Accident Leading to a Challenge
29. Vocational or Academics for Challenged Teens?
30. Expectations and Relating
31. Nurturing Kids of All Abilities
32. Our Roles in the Eyes of Society
Developing Self-Esteem
34. Changing Goals and Learning Disabilities
35. Shopping Trips Can Be Educational
36. Achievement with Learning Disabilities
37. Resolving Conflicts and Learning Disabilities
38. Teaching Kids Order and Organization
39. Family Life with Learning Disabilities
40. Backyard Motor Skills Games
41. Truancy and Learning Disabilities
42. Kids Learn About Playing Fairly
43. Looking for Equitable Resolves
44. Aerobic Activities for Stress Relief in School
45. Acceptance, Abundance and Learning Disabilities
46. Kids Learn About Sharing

37. Resolving Conflicts and Learning Disabilities

Children show us that our boundary of caring needs to extend beyond ourselves. Whether we birth or inherit them from other relationships children stretch our edges of responsibility as we fulfill their needs.

It is through bearing the responsibility for children, including close care for our learning disabled children, and childlike elderly parents, that we experience our interconnection between at least three generations.

When we pass on to our children the lessons that we have learned so far in conflict resolution, each succeeding generation evolves.

In the family setting we give for the welfare of our children. Giving for a child's benefit is not give and take. We give, give, give, and do not receive in kind, a child does not have the capacity to give back to us in the same way.

What we do receive through caring for children is a shredding of our self-centeredness, our cage of self-containment, our concept that we are here on earth only to satisfy desires from our own mind.

We give to our children while they are growing up. What they give back to us is a permanent experience of ourselves as expansive beings in that we feel ourselves within the framework of others' lives.

Children are molded and learn by example more than through books or verbal instruction. If each parent acts to influence the child from conflicting viewpoints the child grows up confused. Which of the parents ways will lead to harmonious living?

Our goal in raising children is for them to be able to make their own decisions in conflicts by considering the pros and cons, then acting in a way that their mind can be peaceful with their decisions, thereby living happy and useful lives.

Parents, in front of the child act as if both are in agreement. Before presenting this image privately hear each other out considering each other's ideas. Then together in a calm state present the consensus viewpoint. As parents, we need to be objective and respectful to each other, remembering that there is no right or wrong point of view every event in life is to be individually worked out dependent upon the circumstances involved.

When the child sees both parents united in their approach the child will more easily accept the parents' input and the child is prevented from using one parent's say against the other.

Article by Susan Kramer

Resources for parents, teachers and homeschooling families:

Click on cover image
Rhythms and Dances for School Age Kids

Rhythms and Dances for School Age Kids
Click on cover image
Rhythms and Dances for Toddlers and Preschoolers

Rhythms and Dances for Toddlers and Preschoolers
Click on cover image
Kinesthetic Math and Language Lessons

Kinesthetic Math and Language Lessons
email - Publishing -
All articles copyright 2000-2011 Susan Helene Kramer
Susan Kramer has worked as a dance specialist with kids and adults of all abilities for more than 30 years,
and lives with her husband in Amsterdam, The Netherlands. Click autobiography for details.