Our aim with this section is only to give you a broad general view (through research) of learning disabilities and reading problems and we do not claim to be experts in this field in any way. This document is distributed free to our customers.

The term "learning disabilities" describes a neurobiological disturbance in which the brain functions or the differences in the structure thereof. These differences influence the person's abilities to speak, read, write, reason, recall, organise information and solve mathematical problems.

To recognise a learning disability is very difficult because of the differences in characteristics and severity. A disability with learning cannot be healed or restored; it is there for life, but with the right support and early intervention, the affected children can be successful at school and can fill important career positions in their adult lives. The good news is that researchers learn more and more every daily and with their knowledge, bring hope and relief. Parents can assist their children by building on their strengths, knowing their weaknesses, understanding the educational system, and working together with professionals to find the best solutions for their children's specific needs.

The most common learning disabilities exist as problems in reading and language skills.

Learning disabilities are often hereditary.

NEVER confuse learning disabilities with mental retardation, autism, deafness, blindness or behavioural disorders. None of these cases are learning disabilities and must also not be confused with factors such as the lack of educational opportunities, absenteeism or having to regularly change schools often.

Attention disorders, e.g. ADHD (Attention Deficit-Hyperactivity Disorder) and learning disabilities can take place at the same time, but the two differ from each other.

Common Learning Disabilities

 

• Dyslexia - A disability that is based on language where the person finds it difficult to find words, sentences or paragraphs.

 

• Dyscalculia - A mathematical disability where the person has trouble with arithmetic and struggles to understand mathematical concepts.

 

• Dysgraphia - A disability with writing where it is very hard for the person to form the letters or to write within the required spaces.

 

• Visual and Auditory Disabilities - Disabilities with the senses where the person has trouble understanding language and has reading problems even though he/she has normal vision and hearing abilities.

 

• Attention Deficit-Hyperactivity Disorder - The person is unable to concentrate or sustain his attention on a specific subject for any length of time. Such a person gives attention to everything and not to one particular thing.

 

A FEW GENERAL SIGNS OF LEARNING DISABILITIES

Parents are normally the first to detect "that something is wrong". If the signs are recognised, probable problems could be identified early. The following list may act as a guide to the characteristics of learning disabilities, which, if they persist over a lengthy period, could point to a learning disability (most people display one or more of these warning signs at one time or another, but this is normal):

Pre-school

• Start to speak later than other children.
• Problems with pronunciation.
• Vocabulary growth is slow and the child cannot find the correct word.
• Struggle to rhyme the words.
• The learning of numbers, alphabet, days of the week, colours and forms create problems.
• Very restless and easily distracted.
• Does not interact well with children his/her own age.
• Trouble with following instructions and routines.
• Motor skills develop very slowly.

 

Grade 0 - 4

 

• Takes a long time to learn the connection between letters and sounds.
• Muddles basic words (sit, eat, want).
• Persistent mistakes with reading and spelling as well as reversals (b/d), inversions (m/w), transpositions (left/felt) and substitutions (house/home).
• Transposes number sequences and confuses mathematical signs (+, -, x, =).
• Finds it difficult to remember facts.
• Slow in learning new skills and depends mostly on memorisation.
• Impulsive, difficulty planning.
• Pencil grip is unsteady.
• Problems in learning time.
• Poor co-ordination, unaware of physical surroundings and prone to accidents.

Grade 5 - 8

 

• Reversal of letter sequences (soiled/solid).
• Slow in learning prefixes, suffixes, root words and other spelling strategies.
• Does not want to read out loud.
• Trouble with word problems.
• Handwriting problems.
• Tight, fist-like and awkward grip on pen/pencil.
• Avoids writing essays.
• Poor recall of facts.
• Does not make friends easily.
• Has a problem in grasping the meaning of body language and facial expressions.

High School Learner or Adult

 

• Persistent problems with spelling, even the wrong spelling of the same word often in a single passage.
• Avoids reading and writing assignments.
• Problems with summaries.
• Trouble with test questions.
• Poor memory skills.
• Does not adapt well to new surroundings.
• Works slowly.
• Poor insight of abstract concepts.
• Pays either too much or too little attention to details.
• Daydreaming.
• Reads an instruction incorrectly.
• Feels disoriented and confused at times.
• Prone to headaches when reading.

WHAT TO DO ONCE YOU HAVE IDENTIFIED THE SIGNS OF LEARNING?

Know the child's talents and strengths

Children with learning disabilities are often highly intelligent, have leadership qualities or are extremely talented in music, art, sport and other creative areas. Emphasise and reward these qualities rather than concentrating on the child's deficiencies, and encourage him/her in the field of his/her interest outside the classroom.

Obtain information concerning your child's performance

Meet with the child's teacher and other support personnel to discuss the child's performance levels and his/her attitude towards school. Concentrate on your child's abilities to study, do homework and complete tasks at home.

Have the child evaluated

In general, three evaluation tests can be done to assess a child, i.e. Performance, IQ tests (Intelligence and Ability) and Behaviour- evaluations. In cases where the learning disability has already been established, a request can be made to the school to recommend a comprehensive educational evaluation test in order to identify the strengths, weaknesses and talents more easily. This will involve interviews, direct observation, and a study of the educational and medical background of the child in co-operation with the professionals who will be working with your child. Only the parent or the school (with your permission) can request such a test. You are the best observer of your child and it is vital that you participate in the evaluation process. If you do not understand the results, feel free to ask questions!

Teamwork is important to help your child

If the evaluation test proves that your child may have a learning disability, he/she can be admitted to an educational service centre where you and a team of professionals (teacher included) can work together to develop an Educational Programme for your child specifically.

If the child does not qualify for Special Education, it is still very important to lend your support to the teacher in order to develop a more informal programme, which could assist your child's disability. You are the core of your child's growth and education!

Always talk to your child about learning problems

You must ensure that your child knows that he is NOT dumb or lazy. He/She is an intelligent little person who struggles to learn because his/her mind processes words and information differently from others. It is definitely not easy to chat to your child about a disability if you do not know much about it yourself. Ensure that you stay informed and always be honest and optimistic in your explanations so that, even if they do find it hard, they CAN still learn, and that, with the appropriate help, he/she will succeed!

Identify methods that can help

Teachers may be able to accommodate the child by changing certain routines in the classroom e.g. extra time with examinations, recording the lessons on tape and use technology to assist the child further.

Monitor the progress of the child

Keep track of the progress and ensure that your child's needs are being met. If there is no or too little progress, it can be discussed with the school in order to make the necessary changes.

Know your rights

Your child has a right to public education. Obtain a copy of your rights in your own language from the school.

WHAT ELSE CAN THE PARENT DO TO HELP?

Work together with your child at home

A parent is still the child's first and foremost educator. Read to your child every day, make frequent trips to the library, direct the child's attention to titles on billboards and traffic signs while you are driving, food labels, etc. in shops, and names on letters in the post. Play word games as well as setting an example by reading and writing at home to prove how enjoyable it can be!

Join support groups and other caring people

Remember that you are not alone. You can always communicate with other parents and professionals who will enable you to gain more information, dispel misconceptions and lend support to you as an individual.

Work as a team with the professionals

There are many trained people who can help you. Ask your child's teacher to help you in finding organisations for additional information.

Professional people:

 

• Audiologist - Measures hearing abilities and supplies a service for auditory training and gives advice on help structures.

• Educational consultant - Does educational evaluations, knows the school curriculum and may also have a background in special educational issues.

• Educational therapist - Works out programmes and presents these for learning and behaviour problems.

• Learning Disabilities specialist - A teacher with special training and background to provide service to pupils with learning disabilities, as well as to their teachers.

• Neurologist - Will be able to detect damage (if any) to the functions of the brain.(Medical doctor).

• Occupational therapist - Helps in the improvement of motor and sensory functions to strengthen the child's ability to do everyday tasks.

• Paediatrician - Medical service is provided to babies, children and adolescents. Trained in the complete growth and development of the child, which includes motor, sensory and behaviour abilities. (Medical doctor).

• Psychiatrist - Diagnoses and treats serious emotional and behavioural disorders for mental and emotional health. (Medical doctor).

• Psychologist (Clinical) - Provides psychological and intellectual treatments for mental and emotional health.

• School/Educational psychologist - Does psychological and educational tests, helps with the control of behaviour and advises parents, personnel and the community regarding educational issues.

• Speech therapist - Assists children with speech and language problems.

 

 

The above and the following research material are for information only. The following resources have been consulted:

 

• No Easy Answers by Sally Smith
• Why Can't I Remember Anything? by Elizabeth Young, MA and College of Saint Rose
• Studying Tips for Teens by The Young Adult Institute/Rockland County Association for the Learning Disabled
• Learning Disability Related Definitions by Rockland County Association for the Learning Disabled.
• Computers in Education by Mohammed Ramahi
• About Dyslexia - www.dyslexia.uk.com
• From One Dyslexic To Another by Caroline Janover
• Dyslexia - Article in "Scientific American" written by Sally E. Shaywitz, November 1996
• What is Dyslexia? by The AVKO Educational Research Foundation
• Don't Accept Anyone's Verdict That You Are Lazy, Stupid, or Retarded - Language Link Publication: Vol.3, No.1, 1987, Athens, Texas.
• Dyslexia - Microsoft® Encarta® 97 Encyclopedia
• The Almost but not quite Dyslexic Child by Thomas D. Scheidler, Director The Greenwood Institute.
• Reading Problems - www.Britannica.com
• 37 Common Characteristics of Dyslexia by Ronald D. Davis, 1992
• Tell Me the Facts/Common Signs/Parents' Guide/ About Learning Disabilities - www.ldonline.org, http://interdys.org, www.ncld.org, www.perc-schwabfdn.org
• http://edhd.bgsu.edu/faculty/seanj/DLD, www1.winthrop.edu/cld
• How Having Dyslexia Affects Your Self Esteem by Alizah Brozgold
• Reading Problems by Thomas Politzer, O.D., F.C.O.V.D., F.A.A.O
• Early intervention is key to mending reading problems by Nathan Seppa – American Psychological Association
• Getting your Child tested for Reading Problems - www.Selfcare.com , www.drugstore.com
• www.OnHealth