Q: If you have identified symptoms that may indicate a learning disorder, talk to your doctor. They'll have questions about your family medical history and the child's academic performance. The doctor may refer you and your child to a neurologist to get a more complete picture of how the child's brain functions. The doctor will also help you to rule out medical reasons for learning problems, such as poor vision or hearing. If you have your child's IQ and standardized test results, show these to your doctor. There are various psychological and emotional tests that your child can take to help you and your doctor identify any issues and decide on a good course of treatment. The doctor may also ask you and your child to work closely with the school psychologist in diagnosing and treating a learning disorder. If your child struggles specifically with issues related to reading and speech, your doctor may refer them to a speech pathologist. The discrepancy between the two test scores that's sufficient to diagnose a learning disability will differ between states. For example, in some states a difference of 15 points may be sufficient to diagnose the child with a learning disability, while in others, the difference may need to be over 20 points. Talk to your school district about whether your child's learning disability will permit them to get extra help in school. Talk to the school administrators or counselor about how to help your child if they're not diagnosed with a learning disability. There may be other reasons for why your child is not performing at the level at which they should be.
A: Visit your pediatrician to discuss the possibility of a learning disorder. Talk to your doctor about other tests to diagnose a learning disorder. Find out how your state identifies a learning disability.

Q: Once your gloves are on, you should have about 0.25in (0.64cm) of space between the tips of your fingers and the tips of your gloves. If your fingers butt up against the tips of your gloves, they're too small. Your gloves will have breaks in the fingers, allowing you to curl your hands around your stick. In a good-fitting glove, your knuckles should roughly line up with those breaks, making it easy to move and curl your hand. When you make a fist in your glove, the material connecting the palm of your glove to the fingertips shouldn't stretch too far. You'll feel some give, but the material shouldn't become taught against your palm. Regardless of the length of the cuffs, the wrist break should line up with the underside of your wrist. The wrist break is where the palm of the glove ends and the cuff begins there should be a line of stitching there. Once you're fairly certain you've got gloves that fit correctly, test them out a little bit. Wear them to shoot a few goals and handle your stick in standard drills. If they feel uncomfortable at all, exchange them. Before you buy the gloves, check with the seller about their return policy. If the gloves can't be returned, bring your stick to the store and test them out before you buy them.
A: Make sure there's enough space in your fingertips. Check the alignment of your knuckles. Make a fist to test the stretch of the material. Line up the wrist break with the underside of your wrist. Spend some time shooting and stick handling to test your gloves.

Q: Your acceptance letter should clarify the expectations for your presentation. If it is not clear, you should immediately contact the conference organizers to inquire. You don't want to plan for a 75 minute lecture and then find out that you were expected to speak for 45 minutes and then respond to a Q&A session for 15 minutes. Conferences operate on a tight schedule, and you cannot overrun your allotted time. It's crucial that you don't speak for longer than you are scheduled to. However, it's okay to end a few minutes early. This is another item that should be made clear to you in the acceptance letter. You will need to know if you are presenting your paper to a large conference room as a keynote speaker, or if you are one of three presenters sharing a small space and time. If the acceptance letter does not answer any questions you may have, you should call the organizers and ask. Presentation formats may include conference panels, small workshops, large keynote addresses, round-table discussions, or general research reports. Review the conference website and study information about the sponsoring organization to understand the style that they expect. Many conference sites will include links to materials from prior years. These can be valuable sources of information as you prepare. Verify what technology will be available for your presentation. Do not assume that you will have access to wi-fi, for example, if you rely on Internet links as part of your presentation. If you are preparing a slide show, make sure that you are using a program (PowerPoint, Prezi, LaTex, Beamer, for example) that the host system will support. You must be thoroughly prepared to present your paper as clearly and professionally as possible, especially if you hope to be asked to return. You need to practice your presentation repeatedly. Whether you are standing at a podium reading your paper or presenting a more extemporaneous lecture using a slide show outline, you must appear polished and professional. Ask some trusted friends or colleagues to listen to your presentation and let you know if you are loud enough, slow enough, and can be understood. Ensure your paper is written clearly so the audience can understand your points. Note that reading helps keep your audience engaged, while simply listening can make it more difficult for them to pay attention.
A:
Understand and meet time expectations. Know your presentation format. Familiarize yourself with the expected audience. Know your technology. Practice your presentation.