Collaboration
in education
“Enrichment beyond the classroom”
Other Learning Challenges
Dyscalculia is a specific learning disability that affects a person’s ability to understand numbers and learn math facts. Individuals with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting.(Learning Disabilities Association of America).
Providing every student with a path to academic success requires a revolution in what we do.
~ Jeffrey Benson
The National Advisory Committee on Handicapped Children of the U.S. Office of Education drafted the following as the official definition of learning disabilities, and specifically, specific learning disability,
as stated at P.L. 94-142, in the Education for All Handicapped Children Act of 1975:
Specific Learning Disability refers to a disorder of learning in one or more of the basic psychological processes involved in understanding or in using spoken or written language. It may manifest itself in
an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as Autism, ADHD, Dyslexia, and those problems associated with how a
child perceives what they see and hear, brain injury, dyscalculia, dysgraphia, and developmental aphasia or language problems.
Specific Learning Disability does not include learning problems that are a result of visual, hearing,
motor disabilities, mental retardation, emotional disturbance, or those that are a result of environmental, cultural, or economic disadvantage. These conditions, instead, are considered abnormal for the child and can be difficult to diagnose (Heward & Orlansky, 1988). The following gives some
insight into the conditions labeled under this class of disabilities.
Dyscalculia
Dysgraphia
Dysgraphia is a specific learning disability that affects a person’s handwriting ability and fine motor skills. Problems may include 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 (Learning Disabilities Association of America)
Down Syndrome
Down Syndrome is the result of a full or partial extra copy of chromosome 21. It is characterized by Low muscle tone, flat facial features, upward slant to the eyes, visual problems, in addition to behavioral and learning issues.
Auditory Processing Disorders
Auditory Processing Disorders specifically refer to difficulty in the processing of auditory input by the central nervous system. Individuals who have an Auditory Processing Disorder may also have difficulty with memory, attention, and language, in addition to other problems.
Language Processing Disorders
Language processing disorders are specific type of Auditory Processing Disorder (APD) in which there is difficulty attaching meaning to sound groups that form words, sentences and stories. While an APD affects the interpretation of all sounds coming into the brain, a Language Processing Disorder (LPD) relates only to the processing of language. LPD can affect expressive language and/or receptive language.
A Non-Verbal Learning Disability is a disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Typically, an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like facial expressions or body language, and may have poor coordination (Learning Disabilities Association of America).
Non-Verbal Learning Disabilities
A Visual Perception/ Visual Motor Deficit is a disorder that affects the understanding of information that a person sees, or the ability to draw or copy. A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD, it can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.(Learning Disabilities Association of America)
Visual Perceptual/Visual Motor Deficit
Executive Functioning issues result from inefficiency in the cognitive management systems of the brain that affects a variety of neuropsychological processes such as planning, organization, strategizing, paying attention to and remembering details, and managing time and space. Although not a learning disability, different patterns of weakness in executive functioning are almost always seen in the learning profiles of individuals who have specific learning disabilities or ADHD. (Learning Disabilities Association of America).
Executive Functioning
Social Challenges
Life skills are an essential element during transition from the school environment to the workplace and/or independent living. Therefore, it is important for parents and professionals to include life skills in instruction prior to the transition period.
Memory
Three types of memory are important to learning. Working memory, short-term memory and long-term memory are used in the processing of both verbal and nonverbal information. If there are deficits in any or all of these types of memory, the ability to store and retrieve information required to carry out tasks can be impaired (Learning Disabilities Association of America).
Individuals who have learning disabilities may be less observant in their social environment, may misinterpret the social behavior of others at times, and may not learn as easily from experiences or social “cues” as their friends. Some children may exhibit an immaturity and social ineptness due to their learning disability. While seeking acceptance, their eagerness may cause them to try too hard in inappropriate ways. (Learning Disabilities Association of America).
Life Skills
There are a plethora of additional learning challenges that may be experienced by students in the educational environment. The following resources are provided to assist parents in understanding the specific needs of their student and to give successful strategies to facilitate learning in students with other learning challenges. .
Specific Disabilities
Autism
Autism spectrum disorder and autism are general terms that describe a group of neurological disorders including autistic disorder, Rett syndrome, childhood disintegrative disorder, and Asperger syndrome. This class of disorders is characterized by differences in processing and response as compared to typical people and their responses to similar stimuli. Secondly, this class of disorders
is characterized by impairment of development in the areas of reciprocal social interaction, verbal and nonverbal communication skills, imaginative activity, and stereotyped interests and behaviors (Mosby, 2013).
The U.S. Centers for Disease Control and Prevention (CDC) identifies about 1 in 68 American children with autism annually of which an estimated 1 out of 42 are boys and 1 in 189 are girls. Individual diagnoses has increased some ten-fold in the last 40 years. Over 3 million individuals in the U.S. are diagnosed worldwide.
Symptoms
Symptoms of Autism usually emerge at about 2 years of age. According to Mahler’s system of personality stages, it is a period that normally lasts in children from birth to 1 month during preoedipal development. Thereafter, children become aware that they cannot satisfy their own needs by themselves. Symptoms include challenges with coordination, attention, and sleep. These
challenges are magnified in social interactions, verbal and nonverbal communication, and repetitive behavior. Some young adults with these special needs excel in the visual arts, music and math. In addition, there is no one cause of autism as it could include environmental factors, factors in utero and after birth, and gene risk factors. Currently, there is no definite percentage of persons with autism that will progress to the point where they no longer have a diagnosis or remission of symptoms.
Types of Treatment
There is no established cure for autism, but there are many treatments. Treatments range from tailored medical to behavioral to familial intervention programs. Addressing any additional medical or physical needs will also help to support the child and family. Commonly used medications such as risperidone, fluoxetine, naltrexone, and aripiprazole relieve some symptoms of autism such as irritability and aggression. However, as with any medication, side effects can vary.
Atention-Deficit Hyperactivity Disorder (ADHD)
Attention-deficit/hyperactivity disorder (ADHD), formally called attention deficit disorder (ADD), is a mental condition without major signs of neurological or psychiatric disturbance. Its onset is before age seven. ADHD involves impaired attention, impulse control, and hyperactivity. There are about 6.4 million diagnosed children in the United States. The condition is some 10 times more prevalent in boys than girls. Genetic disposition, biochemical irregularities, perinatal or postnatal injury, or disease are major factors in its onset (Mosby, 2013).
Symptoms
The symptoms are exemplified in a person’s short attention span, hyperactivity, and poor concentration. Though its symptoms range from mild to severe, people who are affected are usually at or above grade level and intelligence. Other symptoms include impairment in perception, language. Memory, motor skills, increased emotions and impulsivity.
Types of Treatment
There is no known cure for the condition. Symptoms sometimes disappear with time. Treatment with medication might include methylphenidate, pemoline, or dextroamphetamines, and or counseling. Other treatments might include abstinence from certain foods, caffeine, and food additives.
Dyslexia
Dyslexia is a general term that describes neurological disorders that impair the ability to read. It is often hereditary and a result of pathological conditions, some of which are associated with the central nervous system. However, the intelligence of a person is not affected. Dyslexia manifests itself by a lack of proficiency in reading, spelling, and writing. It is characterized by lack of fluency with interpretation of words, letters, or symbols.
There is no cure for dyslexia. However, children with dyslexia can achieve success with educational tools designed to assist in reading. Occupational therapy might also assist in developing the necessary skills to achieve personal goals. Diagnosis through a psychologist or other heath professional will determine the child’s functional reading level as compared to peers, as well as how the child processes information. Testing could include assessments of intelligence, visual motor, auditory, and perception. There are no medications to treat dyslexia.
