LEARNING DIFFICULTIES

LEARNING DIFFICULTIES

Difficulties in acquiring knowledge and skills to the normal level expected of those of the same age, especially because of mental disability or cognitive disorder.

Types of Learning Disabilities

Learning disabilities are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing and/or math.  They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention.  It is important to realize that learning disabilities can affect an individual’s life beyond academics and can impact relationships with family, friends and in the workplace.

Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time.  However, some individuals do not receive an evaluation until they are in post-secondary education or adults in the workforce.  Other individuals with learning disabilities may never receive an evaluation and go through life, never knowing why they have difficulties with academics and why they may be having problems in their jobs or in relationships with family and friends. 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 belowAuditory Processing Disorder

Adversely affects how sound that travels unimpeded through the ear is processed and interpreted by the brain.

Also known as Central Auditory Processing Disorder, individuals with Auditory Processing Disorder (APD) do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.

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, manipulative)

·        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….

                 Dyscalculia

Affects a pres on’s ability to understand numbers and learn math facts.

Individuals with this type of Learning Disability may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.

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 manipulative

·         Draw pictures of word problems

·         Use mnemonic 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

Dysgraphia

Affects a person’s handwriting ability and fine motor skills.

A person with this specific learning disability may have problems including illegible handwriting, inconsistent spacing, poor spatial planning on paper, poor spelling, and difficulty composing writing as well as thinking and writing at the same time.

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)

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Dyslexia

Affects reading and related language-based processing skills.

The severity of this specific learning disability can differ in each individual but can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders. Dyslexia is sometimes referred to as a Language-Based Learning Disability.

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

.Dyspraxia

Problems with movement and coordination, language and speech.

A disorder that is characterized by difficulty in muscle control, which causes problems with movement and coordination, language and speech, and can affect learning. Although not a learning disability, Dyspraxia often exists along with Dyslexia, Dyscalculia or ADHD.

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 manipulative, but make sure they are in students field of vision and don’t force student to touch them

a                      ADHD

Affects focus, attention and behavior and can make learning challenging

A disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging.

Attention Deficit Hyperactivity Disorder is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have attention deficit hyperactivity disorder (ADHD), or approximately 2 million children in the United States. This means that in a classroom of 24 to 30 children, it is likely that at least one will have ADHD.

ADHD is not considered to be a learning disability. It can be determined to be a disability under the Individuals with Disabilities Education Act (IDEA), making a student eligible to receive special education services. However, ADHD falls under the category “Other Health Impaired” and not under “Specific Learning Disabilities.”

Many children with ADHD  approximately 20 to 30 percent  also have a specific learning disability.

The principle characteristics of ADHD are inattention, hyperactivity, and impulsive. There are three sub types of ADHD recognized by professionals. These are the predominantly hyperactive/impulsive type (that does not show significant inattention); the predominantly inattentive type (that does not show significant hyperactive-impulsive behavior) sometimes called ADD; and the combined type (that displays both inattentive and hyperactive-impulsive symptoms).

Other disorders that sometimes accompany ADHD are Tourette syndrome (affecting a very small proportion of people with ADHD); Opposition defiant disorder (affecting as many as one-third to one-half of all children with ADHD); conduct disorder (about 20 to 40% of ADHD children); anxiety and depression; and bipolar disorder.