11 Common Learning Disorders Clearly Defined
Often we think we are the only ones dealing with an issue that no other parent is struggling with. Knowing that there is a WORD to define the issues we face shows that we have more in common than we think!
That's why, thanks to the Learning Disabilities Association of America, we are sharing a few definitions that describe some of the most common learning challenges and disorders.
ADHD: ATTENTION DEFICIT HYPERACTIVITY DISORDER
Affects focus, attention, and behavior and can make learning challenging.
SIGNS INCLUDE:
Difficulty staying focused and paying attention
Difficulty controlling behavior
Hyperactivity.
There are three subtypes of ADHD recognized by professionals:
•Predominantly hyperactive/impulsive type (that does not show significant inattention)
• Predominantly inattentive type (that does not show significant hyperactive- impulsive behavior) sometimes called ADD
• Combined type (that displays both inattentive and hyperactive-impulsive symptoms).
AUDITORY PROCESSING DISORDER
Auditory Processing Disorder adversely affects how sound that travels unimpeded through the ear is processed and interpreted by the brain.
SIGNS INCLUDE:
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
May be confused by figurative language (metaphor, similes) or misunderstand puns and jokes; interprets words too literally
Often is distracted by back- ground 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
DYSCALCULIA
Dyscalculia affects a person's ability to understand numbers and learn math facts.
SIGNS INCLUDE:
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
Challenged making change and handling money
Displays difficulty recognizing patterns when adding, sub- tracting, 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
DYSGRAPHIA
Affects a person’s handwriting ability and fine motor skills
SIGNS INCLUDE:
May have illegible printing and cursive writing
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
DYSLEXIA
Affects reading and related language-based processing skills
SIGNS INCLUDE:
Difficulty learning letter names/sounds
Difficulty “sounding out” words
Difficulty recalling known words (sight words)
Guesses words
Slow oral reading
Poor spelling
Poor handwriting
Difficulty with written language
Difficulty with math computations
Comprehension is better when listening than when reading independently
Reading difficulty is unexpected in light of other strengths
DYSPRAXIA
Problems with movement and coordination, language and speech
SIGNS INCLUDE:
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
[Read: Executive Functions 101: What Every Parent Needs to Know]
EXECUTIVE FUNCTION DISORDER
Affects planning, organization, strategizing, attention to detail, and managing time and space.
An 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.
LANGUAGE PROCESSING DISORDER
Affects attaching meaning to sound groups that form words, sentences, and stories.
SIGNS INCLUDE:
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
MEMORY DISORDER
Affects storing and later retrieving information to get information out.
Three types of memory are important to learning, “working memory”, “short term memory” and “long term memory.” All three types of memory are used in the processing of both verbal and non-verbal information.
“Working memory” refers to the ability to hold on to pieces of information until the pieces blend into a full thought or concept. For example, reading each word until the end of a sentence or paragraph and then understanding the full content.
“Short-term memory” is the active process of storing and retaining information for a limited period of time. The information is temporarily available but not yet stored for long-term retention.
“Long-term memory” refers to information that has been stored and that is available over a long period of time. Individuals might have difficulty with auditory memory or visual memory.
NON-VERBAL LEARNING DISABILITIES
Has trouble interpreting non-verbal cues like facial expressions or body language and may have poor coordination.
SIGNS INCLUDE:
Has trouble recognizing non- verbal cues such as facial expression or body language
Shows poor psycho-motor coordination; clumsy
Using fine motor skills is a challenge
Needs to verbally label every- thing 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
[Read: 10 Questions to Ask Your Student’s Teacher if Your Student Has and IEP or 504]
VISUAL PERCEPTION/ VISUAL MOTOR DEFICIT
Affects the understanding of information that a person sees, or the ability to draw or copy
SIGNS INCLUDE:
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 work- ing, 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
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Order Out of Chaos’ mission is to provide hands-on education, guidance, and coaching to parents and their students through our customized products and programs, so all children – both mainstream and with learning difficulties – can develop the necessary skills needed to experience success in learning and in life.
