What are Learning Disabilities?
They are problems in neurological processing of information that can interfere with one or both of the following:
- Basic skills such as reading, writing, and dealing with numbers (math).
- Higher level skills such as organization, time planning, abstract reasoning, long/short-term memory and attention.
Such learning disabilities can affect an individual’s academic performance, as well as relationships at home and work. Reading, writing and math disabilities are typically recognizable during the school years, and teachers should be sensitized and trained to spot and help diagnose the same to enable early support. Sometimes subtle or mild disabilities may be picked only in adulthood during college or university, and for some, even later.
Learning Disabilities vs Learning Problems
Learning problems are primarily the result of visual or hearing problems, motor disability, low IQ, emotional disturbance or socio-cultural, environmental or financial difficulties. Many of these problems can be treated, fixed or aided.
People with learning disabilities are of average or even above-average intelligence. There often appears to be a gap between the individual’s potential and actual achievement. The person may seem perfectly normal and intelligent, yet may be unable to demonstrate a particular skill level expected from such a person of the same age. A learning disability cannot be treated or fixed, but with appropriate support and interventions, people with learning disabilities can do well in their educational, professional and personal life.
What are the Specific Learning Disabilities?
These are summarized below:
Dyslexia
It is a specific language-based learning disability that affects reading and related processing skills. It affects reading and writing fluency, decoding, comprehension, recall, spelling, and sometimes speech. It can range from mild to severe and also co-exist along with other related disorders.
Dysgraphia
It 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 the writing content, or thinking and writing at the same time.
Dyscalculia
A specific learning disability that affects the understanding of numbers and learning math. Individuals may also have poor comprehension of math symbols, struggle with memorizing and organizing numbers, and have difficulty telling time, or counting.
Auditory Processing Disorder (APD) or Central Auditory Processing Disorder
This is a condition that adversely affects how sound travelling unimpeded through the ear is processed or interpreted by the brain. Individuals with 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.
Language Processing Disorder (LPD)
A 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 (expressive language and/or receptive language).
Non-Verbal Learning Disabilities (NVLD)
A disorder which is usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial and social skills. Typically, such an individual has trouble interpreting non-verbal cues like facial expressions or body language, and may have poor coordination.
Visual Perceptual/Visual Motor Deficit
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 learning disabilities, it can result in missing subtle differences in shapes or printed letters, losing place or a point on paper frequently, struggling with cutting, holding a pencil too tightly, or poor eye-hand coordination.
Is ADHD also a Learning Disability?
ADHD is a disorder that includes difficulty staying focused and paying attention, difficulty controlling behaviour and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50% of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging.
What are the other conditions associated or related to Learning Disabilities?
Dyspraxia is a disorder that is characterized by difficulty in muscle control, which causes problems with movement and coordination, language and speech, and learning. Although not a learning disability, dyspraxia often exists along with dyslexia, dyscalculia or ADHD.
Executive Functioning is 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.
Memory issues can be associated with the three types of memory. Working memory, short-term memory and long-term memory are used in the processing of both verbal and non-verbal 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.
How are Learning Disabilities Managed?
Managing learning disabilities involves a multi-faceted approach that combines educational strategies, therapeutic interventions, and support systems. Early identification and intervention are crucial for maximizing potential.
Treatment often includes:
- individualized education programs (IEPs) tailormade to specific needs
- specialized instruction to cater to different learning styles
- explicit instructions and breaking down complex tasks into smaller, manageable steps,
- providing clear explanations and modelling
- accommodations or adjustments in the classrooms (like seating, time for assignments, etc.).
Focusing on a child’s strengths and building on them can boost their confidence and motivation. Reinforcements like praising effort and progress, rather than solely focusing on performance, can foster a positive learning attitude.
Where required, therapies like occupational or speech therapy, as well as psychotherapy may be considered. A collaborative approach involving parents, teachers and support groups helps practically and emotionally. Interventional and therapeutic support can gradually be reduced in accordance to the improvement in learning and coping.
Also read:
Hyperkinetic Movement Disorders – Understanding 5 Types of Dyskinesia