What a learning

disorder is
Some common signs
of Learning
Disorders
Types of Learning
Disorder
Causes of Learning
Disorder
Basic facts about
Learning Disorders

How Learning
Disorder are
identified and
diagnosed
What can be done
about Learning
Disorders
Questions

Helping
Parents
help their
CHILDREN
SUCCEED

The public school system uses the term Learning Disability.

The medical classification system uses the term Learning
Disorder. A new term now used by educators and clinicians
is Learning Difference or Differences in Learning.

A learning disorder is a neurologically-based processing

disorder resulting from faulty wiring in the cortex.
Depending on what part of the cortex is affected, the student
will have problems with learning, language, and/or motor
function.

These processing difficulties might involve

understanding or using language, spoken or written,
resulting in an imperfect ability to listen, think, speak,
read, write, spell, or do mathematical calculations.
Individuals with learning disorders are of at least
average intellectual ability or higher. They struggle
in school because of these processing problems.
Learning disorders might impact learning to read,
write, or do basic math or reading comprehension,
written language, or more complex math.

 Learning disorders might impact the students

ability to organize materials and thoughts or to
plan a task and carry out that plan. Thus, some
problems are apparent in the earlier school years;
some are not apparent until late elementary
school; and still others show up in middle or high
school. In any grade, the problem is struggling
with school work, possibly with failing grades.
You might hear that homework is a battle every
night. Unfortunately, some teachers and parents
blame the victim. They complain that the student
is lazy or unmotivated.

Some common signs of learning disabilities:

Reading: problems with syntax or grammar; poor reading ability or
poor comprehension; difficulties with phonics
Writing: problems with sentence structure, writing mechanics and
organization; may spell the same word differently in the same paper
Math: problems with numerical operations, math facts, or concepts;
may reverse numbers

Language: problems with comprehension of what is said or may

misinterpret language; may respond in an inappropriate manner,
unrelated to what is said; may be able to explain things orally, but not
in writing

Auditory: may be bothered by different frequencies of

sound; may consistently misunderstand what is being said
Cognitive: may acquire new skills slowly; may have
difficulties following directions, especially multiple
directions
Motor: may have problems with fine motor skills, such as
holding a pencil; may have poor coordination; not good in
sports
Memory: may be able to learn information presented in one
way, but not in another; may have difficulties memorizing

 Organization: may have difficulties following

a schedule or being on time; may have
trouble learning about time
Social: may have difficulties with social skills;
may misinterpret non-verbal social cues; may
experience social isolation
Attention: may have short attention span or
be impulsive; may be easily distracted; may
experience stress on extended mental effort

 Dyslexia: difficulties processing language;

difficulties with reading
Dyscalculia: difficulties with math concepts
and numerical operations; difficulty learning
to count by 2s, 3s, 4s
Dysgraphia: difficulties with handwriting;
written expression
Dyspraxia: difficulties with motor
coordination; fine motor skills

Types of Learning Disorders:

Auditory Processing Disorder: difficulties
interpreting auditory information; may impact both
language development and reading
Nonverbal Learning Disorder: difficulties with
nonverbal cues; social skill deficits; visual-spatial
difficulties
Visual Processing Disorder: difficulties interpreting
visual information; difficulties with copying
Attention Deficit Hyperactivity Disorder: difficulties
with concentration and focus; impulsivity

 New evidence seems to show that most

learning disorders do not stem from a single,
specific region of the brain, but from difficulties
in bringing together information from various
brain regions
Today, a leading theory is that Learning
Disorders stem from subtle disturbances in
brain structures and functions. Some scientists
believe, that, in many cases, the disturbance
begins before birth

 Heredity often Learning Disorders run in the

family, so its not uncommon to find that people
with LD have parents or other relatives with
similar difficulties recent research has found a
gene linked to dyslexia
Problems during pregnancy and birth LD may
be caused by illness or injury during or before
birth. It may also be caused by drug and alcohol
use during pregnancy, low birth weight, lack of
oxygen and premature or prolonged labor
Incidents after birth head injuries, nutritional
deprivation and exposure to toxic substances
(i.e. lead) can contribute to LD

 Economic disadvantage
Environmental factors
Cultural or differences
Poor parenting

I was born with it

But because of it
I got hit for it

I cried about it
Fought because of it

Tried to get rid of it

Albert Einstein had it
Sulked about it
Called names because of it
I didnt like it

Mum had enough of me because of

Couldnt be bothered to live with it

Do we really have to have it?

Mum thought I was lazy because of
I thought I was crazy because of it

Punched walls because of it

Got in trouble over it
Disrupted class because of it

Walked out, away from it

Embarrassed because of it

Im ashamed of it
I swore at teachers
because of it
Just have to live with
it

DSE in SAS currently has a pilot program

operating in 3 schools that will provide
information to help Teachers implement
a response to intervention process.
This school year, it is unlikely that any
changes in the method of labeling a
student as learning disabled will
happen

 If a parent chooses to have their

child evaluated outside the schools,
by a private, qualified professional,
what might they expect?

 Tests commonly used

Aptitude or IQ tests (WAIS III; WISC IV)
Achievement tests
Reading tests
Writing tests
Spelling tests
Math tests

Individual Education Plan (IEP)

Skill Building using Learning Strategies

Children with Learning disorders

have many strengths. Parents and
teachers need to help children with
LD to find and maximize their
strengths.

 Instructional strategies in the classroom that

meet the childs unique learning needs and
style

Accommodations in the classroom, such as

preferential seating and extended time for tests
Interventions, such as 1: 1 instruction outside
the classroom

 Parents and teachers need to work together

Clinicians and teachers/educators need to
work together

Parents and teachers need more education

about LD and the short and long term
effects of LD in a persons life
Parents and teachers need more
information about what they can do to help a
child with LD

 Help your child find their strengths and/or passion

Help your child find their island of competence

Help your child accept both his/her strengths and
weaknesses
Explore and make available opportunities for success
Be careful with how you criticize your child
Avoid homework wars
Set realistic goals

 Most of all
Accept your child for who they are
Dont blame your child for their learning
differences. It is not their fault
Let your child be involved. Listen to your child. Be
aware of his/her feelings
Your childs self-esteem is very important. Help
your child to have a healthy self-esteem

READING! WRITING! SPELLING! Did you know that these fun

DRAWING GAMES can help children to QUICKLY overcome
reading confusion, concentration problems, and letter reversals