Definition

A learning disability is a neurological disorder. Children with learning disabilities are as smart as or smarter than their peers. But they may have difficulty in Reading, Writing, Spelling, Reasoning, Recalling and Organizing information.

Teachers can help children with learning disabilities achieve success by encouraging their strengths, knowing their weaknesses, understanding the Educational system, working with professionals and learning about strategies to deal with specific difficulties.

Common learning disabilities in children are as follows

Dyslexia – a language-based disability in which a child has trouble understanding written words. It may also be referred to as a reading disability or reading disorder.

Dyscalculia – a mathematical disability in which a person has difficult time-solving arithmetic problems and grasping math concepts.

Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space.

Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision.

Nonverbal Learning Disabilities – children with Non-Verbal Learning Disability have trouble interpreting nonverbal cues like facial expressions or body language and may have poor coordination.

The most frequently displayed symptoms are as follows

• Short attention span
• Poor memory
• Difficulty following directions
• Inability to discriminate between letters, numerals or sounds
• Poor reading and/or writing ability,
• Eye-hand coordination problems
• Difficulties with sequencing and other sensory difficulties.

• Responds inappropriately in many instances,
• Distractible, restless and impulsive
• Says one thing, means another
• Doesn’t adjust well to change
• Difficulty listening and remembering
• Difficulty telling time
• Reverses letters
• Places letters in an incorrect sequence
• Difficulty understanding words or concepts
• Delayed speech development

• Teachers should develop a scoring guide, share it with children and provide models of examples of each level of performance.
• Correct any miscommunication before the child begins the actual work. Check the work of children to ensure that they are doing the work correctly.
• Step-by-step instructions should be explicitly stated by the teacher and modelled for the child.
• Create models of quality work that children can see and analyze. Include both spoken and written explanations to fulfill Academic expectations.
• Making the requirements a part of the classroom or homework routine will help the children meet expectations.