A learning disability is a neurological disorder that affects one or more of the basic psychological processes involved in understanding or in using spoken or written language. The disability may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations.
Every individual with a learning disability is unique and shows a different combination and degree of difficulties. A common characteristic among people with learning disabilities is uneven areas of ability, “a weakness within a sea of strengths.” For instance, a child with dyslexia who struggles with reading, writing and spelling may be very capable in math and science.
Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages.
Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. This is why learning disabilities are referred to as “hidden disabilities:” the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.
A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.
In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is “specific learning disability,” one of 13 categories of disability under that law.
“Learning Disabilities” is an “umbrella” term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia. Find the signs and symptoms of each, plus strategies to help:
Dyslexia
Signs and Symptoms
• Reads slowly and painfully
• Experiences decoding errors, especially with the order of letters
• Shows wide disparity between listening comprehension and reading comprehension of some text
• Has trouble with spelling
• May have difficulty with handwriting
• Exhibits difficulty recalling known words
• Has difficulty with written language
• May experience difficulty with math computations
• Decoding real words is better than nonsense words
• Substitutes one small sight word for another: a, I, he, the, there, was
Strategies
• Provide a quiet area for activities like reading, answering comprehension questions
• Use books on tape
• Use books with large print and big spaces between lines
• Provide a copy of lecture notes
• Don’t count spelling on history, science or other similar tests
• Allow alternative forms for book reports
• Allow the use of a laptop or other computer for in-class essays
• Use multi-sensory teaching methods
• Teach students to use logic rather than rote memory
• Present material in small units
Dyscalculia
Signs and Symptoms
• Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing
• Has difficulty understanding and doing word problems
• Has difficulty sequencing information or events
• Exhibits difficulty using steps involved in math operations
• Shows difficulty understanding fractions
• Is challenged making change and handling money
• Displays difficulty recognizing patterns when adding, subtracting, multiplying, or dividing
• Has difficulty putting language to math processes
• Has difficulty understanding concepts related to time such as days, weeks, months, seasons, quarters, etc.
• Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problems
Strategies
• Allow use of fingers and scratch paper
• Use diagrams and draw math concepts
• Provide peer assistance
• Suggest use of graph paper
• Suggest use of colored pencils to differentiate problems
• Work with manipulatives
• Draw pictures of word problems
• Use mneumonic devices to learn steps of a math concept
• Use rhythm and music to teach math facts and to set steps to a beat
• Schedule computer time for the student for drill and practice
Dysgraphia
Signs and Symptoms
• May have illegible printing and cursive writing (despite appropriate time and attention given the task)
• Shows inconsistencies: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes or slant of letters
• Has unfinished words or letters, omitted words
• Inconsistent spacing between words and letters
• Exhibits strange wrist, body or paper position
• Has difficulty pre-visualizing letter formation
• Copying or writing is slow or labored
• Shows poor spatial planning on paper
• Has cramped or unusual grip/may complain of sore hand
• Has great difficulty thinking and writing at the same time (taking notes, creative writing.)
Strategies
• Suggest use of word processor
• Avoid chastising student for sloppy, careless work
• Use oral exams
• Allow use of tape recorder for lectures
• Allow the use of a note taker
• Provide notes or outlines to reduce the amount of writing required
• Reduce copying aspects of work (pre-printed math problems)
• Allow use of wide rule paper and graph paper
• Suggest use of pencil grips and /or specially designed writing aids
• Provide alternatives to written assignments (video-taped reports, audio-taped reports)
Dyspraxia
Signs and Symptoms
• Exhibits poor balance; may appear clumsy; may frequently stumble
• Shows difficulty with motor planning
• Demonstrates inability to coordinate both sides of the body
• Has poor hand-eye coordination
• Exhibits weakness in the ability to organize self and belongings
• Shows possible sensitivity to touch
• May be distressed by loud noises or constant noises like the ticking of a clock or someone tapping a pencil
• May break things or choose toys that do not require skilled manipulation
• Has difficulty with fine motor tasks such as coloring between the lines, putting puzzles together; cutting accurately or pasting neatly
• Irritated by scratchy, rough, tight or heavy clothing
Strategies
• Pre-set students for touch with verbal prompts, “I’m going to touch your right hand.”
• Avoid touching from behind or getting too close and make sure peers are aware of this
• Provide a quiet place, without auditory or visual distractions, for testing, silent reading or work that requires great concentration
• Warn the student when bells will ring or if a fire drill is scheduled
• Whisper when working one to one with the child
• Allow parents to provide earplugs or sterile waxes for noisy events such as assemblies
• Make sure the parent knows about what is observed about the student in the classroom
• Refer student for occupational therapy or sensory integration training
• Be cognizant of light and light sources that may be irritating to child
• Use manipulatives, but make sure they are in students field of vision and don’t force student to touch them
Central Auditory Processing Disorder
Signs and Symptoms
• Has difficulty processing and remembering language-related tasks but may have no trouble interpreting or recalling non-verbal environmental sounds, music, etc.
• May process thoughts and ideas slowly and have difficulty explaining them
• Misspells and mispronounces similar-sounding words or omits syllables; confuses similar-sounding words (celery/salary; belt/built; three/free; jab/job; bash/batch)
• May be confused by figurative language (metaphor, similes) or misunderstand puns and jokes; interprets words too literally
• Often is distracted by background sounds/noises
• Finds it difficult to stay focused on or remember a verbal presentation or lecture
• May misinterpret or have difficulty remembering oral directions; difficulty following directions in a series
• Has difficulty comprehending complex sentence structure or rapid speech
• “Ignores” people, especially if engrossed
• Says “What?” a lot, even when has heard much of what was said
Strategies
• Show rather than explain
• Supplement with more intact senses (use visual cues, signals, handouts, manipulatives)
• Reduce or space directions, give cues such as “ready?”
• Reword or help decipher confusing oral and/or written directions
• Teach abstract vocabulary, word roots, synonyms/antonyms
• Vary pitch and tone of voice, alter pace, stress key words
• Ask specific questions as you teach to find out if they do understand
• Allow them 5-6 seconds to respond (“think time”)
• Have the student constantly verbalize concepts, vocabulary words, rules, etc.
• Avoid asking the child to listen and write at the same time
Non-Verbal Learning Disorders
Signs and Symptoms
• Has trouble recognizing nonverbal cues such as facial expression or body language
• Shows poor psycho-motor coordination; clumsy; seems to be constantly “getting in the way,” bumping into people and objects
• Using fine motor skills a challenge: tying shoes, writing, using scissors
• Needs to verbally label everything that happens to comprehend circumstances, spatial orientation, directional concepts and coordination; often lost or tardy
• Has difficulty coping with changes in routing and transitions
• Has difficulty generalizing previously learned information
• Has difficulty following multi-step instructions
• Make very literal translations
• Asks too many questions, may be repetitive and inappropriately interrupt the flow of a lesson
• Imparts the “illusion of competence” because of the student’s strong verbal skills
Strategies
• Rehearse getting from place to place
• Minimize transitions and give several verbal cues before transition
• Avoid assuming the student will automatically generalize instructions or concepts
• Verbally point out similarities, differences and connections; number and present instructions in sequence; simplify and break down abstract concepts, explain metaphors, nuances and multiple meanings in reading material
• Answer the student’s questions when possible, but let them know a specific number (three vs. a few) and that you can answer three more at recess, or after school
• Allow the child to abstain from participating in activities at signs of overload
• Thoroughly prepare the child in advance for field trips, or other changes, regardless of how minimal
• Implement a modified schedule or creative programming
• Never assume child understands something because he or she can “parrot back” what you’ve just said
• Offer added verbal explanations when the child seems lost or registers confusion
Visual Perceptual/Visual Motor Deficit
Signs and Symptoms
• May have reversals: b for d, p for q or inversions: u for n, w for m
• Has difficulty negotiating around campus
• Complains eyes hurt and itch, rubs eyes, complains print blurs while reading
• Turns head when reading across page or holds paper at odd angles
• Closes one eye while working, may yawn while reading
• Cannot copy accurately
• Loses place frequently
• Does not recognize an object/word if only part of it is shown
• Holds pencil too tightly; often breaks pencil point/crayons
• Struggles to cut or paste
• Misaligns letters; may have messy papers, which can include letters colliding, irregular spacing, letters not on line
Strategies
• Avoid grading handwriting
• Allow students to dictate creative stories
• Provide alternative for written assignments
• Suggest use of pencil grips and specially designed pencils and pens
• Allow use of computer or word processor
• Restrict copying tasks
• Provide tracking tools: ruler, text windows
• Use large print books
• Plan to order or check out books on tape
• Experiment with different paper types: pastels, graph, embossed raised line paper
Language Disorders: Aphasia, Dysphasia or Global Aphasia
Signs and Symptoms
• Has difficulty gaining meaning from spoken language
• Demonstrates poor written output
• Exhibits poor reading comprehension
• Shows difficulty expressing thoughts in verbal form
• Has difficulty labeling objects or recognizing labels
• Is often frustrated by having a lot to say and no way to say it
• Feels that words are “right on the tip of my tongue”
• Can describe an object and draw it, but can’t think of the word for it
• May be depressed or having feelings of sadness
• Has difficulty getting jokes
Strategies
• Speak slowly and clearly and use simple sentences to convey information
• Refer to a speech pathologist
• Allow tape recorder for note taking
• Write main concepts on board
• Provide support person or peer tutor
• Use visualization techniques to enhance listening and comprehension
• Use of graphic organizers for note taking from lectures or books
• Use story starters for creative writing assignments
• Practice story mapping
• Draw out details with questions and visualization strategies
Dipetik Daripada :http://www.ldanatl.org/about/index.asp
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