Learning disabilities are neurologically-based disorders that can affect reading, writing, math, organization, memory, and other skills. They are not due to intellectual disabilities or lack of motivation, but rather difficulties with specific information processing deficits. Common learning disabilities include dyslexia, dysgraphia, and dyscalculia. Treatment involves identifying individual strengths and weaknesses, providing classroom accommodations, and utilizing multidisciplinary support from educators, medical professionals, and family. While learning disabilities cannot be cured, early intervention and appropriate strategies can help those affected achieve success.
2. Introduction
• People with learning disabilities are of average
or above average intelligence. There often
appears to be a gap between the individual’s
potential and actual achievement.
• This is why learning disabilities are referred to
as “hidden disabilities”:
3. Definition
It is defined as a psychological and
neurological impediment to development of
adequate Perceptual or communication
behaviour.
4. Learning Disabilities
• Learning Disabilities Interfere With
• Acquisition of skills: reading, written
expression, oral expression, or math.
• Executive skills such as organization, time
management, planning, attention, memory,
analysis skills.
• Can affect social interaction and
relationships with others
5. Signs of Learning Disorders
• Do not make adequate progress and keep up
with their peers academically
• Are inconsistent in their ability to
understand and complete schoolwork
• May show scatter in their standardized test scores
• But have average or above average IQ levels
8. Other Characteristics of LDs
• POOR MOTOR ABILITIES
• SOCIAL SKILLS DEFICITS
• DISORDERS OF ATTENTION
• INFORMATION PROCESSING DEFICITS
• POOR EXECUTIVE FUNCTIONS
9. types
It can be categorized either by the type of information
processing that is affected by the information processing
that is affected or by the specific difficulties caused by a
processing deficit.
Information Processing deficits
Specific learning disabilities
10. Information Processing deficits
Learning disabilities fall into broad categories based on
before stages of information processing used in
learning.
Input
Integration
Storage
Output
13. APD vs LPD vsADHD
AUDITORY PROCESSING
DIFFICULTIES
Difficulty hearing in noise
Difficulty following directions
Poor listening skills
Academic difficulties
Poor auditory association
Input disorder
Executive function difficulties
(secondary)
Mishears words
Attention deficits (secondary)
LANGUAGE PROCESSING
DIFFICULTIES
Difficulty getting to the point
Difficulty organizing and
expressing thoughts
Difficulty getting started with
open-ended questions
Uses vague language
Difficulty knowing what to say
Difficulty reading and responding
to social cues
Word-finding difficulties
Difficulty remembering lengthy
directions
Pronounced differences between
performance and verbal abilities
ADHD
Inattentive
Distracted
Hyperactive
Fidgety/restless
Hasty/impulsive
Interruptive/intrusive
Output disorder
Blurts out answers
Management includes meds
14. • A specific learning disability that affects
reading and related language-based processing
skills.
• Evidence supports genetic inheritance
• Structural brain differences
• Affects the “processing mechanics” of
reading, writing, spelling, math
15. Signsof
• Decoding errors, difficulty segmenting
words, transpose, insert or omit letters
• Slow reading, lacking fluency which can
affect comprehension of material
• Poor spelling skills, lack of recognition of
patterns of words (i.e. like, mile, sale)
• Pronounce a word many different ways
within the same reading passage
16. Signs Contd……
• Substitute one word for another (for/of,
were/where, are/and, was/saw)
• May struggle with the ʻvocabularyʼ of
math and understanding word problems
• May have difficulty recalling words for both
oral and written expression
• Often attempt to hide their struggles
• Self esteem may be very low
17. Help for
• Specific programs and methods of teaching
that can significantly improve the acquisition
of skills
• Find a teacher/tutor trained for teaching the
elements of language
18. Strategies to Help
• Teach the ʻrulesʼ of language, which include
the sounds paired with symbols (letters, vowel
teams, types and rules of syllables, doubling
rule, etc.)
• Video assisted Technology can also assist greatly.
19. Classroom Strategies
• Pair audio books with written text to improve
vocabulary and comprehension while
building decoding skills
• Use printed worksheets that are well-
organized.
• Present material in small units
• Allow oral expression of information for
assessments
20. Classroom Strategies
• Grade spelling and writing mechanics
separately.
• Use visual supports and manipulatives
during lectures and math lessons
21. Classroom Strategies
• Use of a laptop or word processor if typing
skills are sufficient – allow spelling and
grammar check
• As skills improve, decrease
accommodations / modifications when
possible
22. • A specific learning disability that affects a person’s
handwriting ability and fine motor skills.
• Lack of automaticity in writing, caused by
deficiency in normal muscle memory, visual &
sensory deficits, and message delivery brain-hand-
brain
23. Early Signsof
• The earliest detectable signs are fine
motor issues
• Lack of interest in coloring, drawing,
writing, puzzles, difficulty with scissors
• Late acquisition of skills with zippers,
buttons, shoelaces, eating utensils
• Poor sensory feedback
24. Academic Signsof
• Slow and/or messy writing, inconsistent letter
formation
• Excessive or poor pressure in writing
• Frequent failure to erase errors, simply write
over other symbols
• Unusual/awkward pencil grasp
• Complains of a sore hand when writing
25. Other Indicators:
• Fine motor weakness
• Clumsy, lack awareness of body in space
• Difficulty with handling papers, binder, etc.
• Difficulty with visual tracking
26. Strategies:
• Early intervention with an Occupational
Therapist to develop fine motor skills
• Use of tri-grasp pencils, pencil grips, wide-
lined paper, graph paper, slant boards
• Reduce need for writing
• Enlarge worksheets and leave plenty of
space for answers
27. More Strategies for
• Specific instruction in keyboarding - daily
use of computer, voice recognition
software
• Give copy of notes
• Teach skills for tracking details
• Do not deduct for spelling, punctuation
errors, consider grading separately for
content/mechanics
28. A specific learning disability that affects a person’s
ability to understand numbers and learn math facts.
• Difficulty in mathematics as a result of impairment
to particular parts of the brain, but without a general
difficulty in cognitive function (Kosc 1974)
• Mathematics involve visual spatial, language, and
digital processing in the brain.
29. Symptoms of
• Difficulty visualizing patterns, understanding
memorizing facts, making comparisons
• Language processing problems can make it
difficult for a person to get a grasp of the
vocabulary of math
• Difficulty following multi-step procedures and
inability to identify critical information needed to
solve equations and more complex problems
30. in Young Children
• Trouble recognizing printed numbers
• Poor memory for numbers
• Difficulty learning to count
• Difficulty connecting numbers to real world
application (3 bowls, 3 spoons, 3 girls)
• Difficulty organizing objects by shape
31. in School
• Trouble learning math facts (+, -, x, ÷)
• Difficulty developing math problem-solving
skills
• Poor long term memory for math procedures
• Difficulty recalling/defining math vocabulary
32. Strategies:
• Use graph paper
• Work on finding different ways to approach
math facts
• Allow use of a calculator
• Practice estimating – logical answer
• Highlight symbols and key words
34. • Attention Deficit Hyperactivity Disorder – possible
causes:
• Genetics
• Environmental factors,
• Nutrition
• Brain injury
• ADHD involves the neurological development of the
brain cortex and the regulation of natural chemicals
in the brain
35. Diagnosis
• ADHD is diagnosed
• Symptomatic diagnosis
• Inability to maintain attention & focus,
organize materials,
• Not able to control physicality,
36. Subtypes
• Hyperactive – characterized by
excessive physical activity, fidgeting,
inability to settle in an age appropriate
manner
• Inattentive – lose track of activity,
conversation, “tune out”
• Combined-type – both hyperactive and
inattentive characteristics
37.
38. TREATMENT
• Stimulant- Increases neurotransmitter levels,
heart rate and blood pressure. Decreases
appetite and sleep.
• Cognition-enhancing medication- Improves
mental function, lowers blood pressure and may
balance mood.
• Antihypertensive drug
39. There are the treatment of ADHD
• Methylphenidate - Stimulants
• Dexamphetamine
• Atomoxetine
• Guanfacine
• Methylphenidate is the most commonly used
medicine for ADHD.
40. Therapies
• Support group -Counseling and sharing experiences among people with a
similar condition or goal, such as depression or weight loss.
• Counseling psychology- Branch of psychology that treats personal problems
related to school, work, family and social life.
• Psychoeducation-Education about mental health that also serves to support
and empower patients.
• Family therapy-Psychological counselling that helps families resolve
conflicts and communicate more effectively.
• Applied behavior analysis-A teaching method that helps autistic children
learn socially significant skills by encouraging positive behavior.
41. Strategies for
• ADHD is best managed –
-Combination of behavioral and pharmacological measures.
• Seek support of teachers, doctors,
school counselors, learning specialists
• Use of preferential seating, cuing, breaks,
timers, pair auditory and visual video.
42. Summary
• Every child has a unique profile of strengths and
weaknesses depending on the learning disorder
and/or combination of learning disorders
• There are many strategies to assist each student
in finding success in school and life
• Contact school to request an evaluation if any
suspect of child has a learning disorder
• Communication between parents, school personnel
and outside practitioners is essential
43. Journal review
Mental Disorders and Learning Disabilities in Children and Adolescents: Learning Disabilities
Thomas W Bishop
2018
Abstract
Learning disabilities are estimated to affect 5% to 9% of US children.
Risk factors include a family history of learning disabilities, environmental factors during gestation or
birth, and social adversity. Individuals with learning disabilities may experience social exclusion and
bullying, poor self-image, or underachievement.
They may struggle with tasks and in settings that depend on reading, mathematical skills and
reasoning, or written and verbal communication. The family physician often is the first to be
approached by parents regarding learning delays in children.
The initial evaluation should include a thorough history and physical examination for medical
conditions and mental disorders that may manifest as or coexist with learning disabilities. Physicians
should advise parents to request that the child's school administer tests for learning disabilities.
Physicians should be aware of common tests used to assess for learning disabilities, understand the
laws that support provision of special education, and recognize the main categories of learning
disabilities.
Physicians should help connect families with children with learning disabilities with services and
resources.
44. Learning disabilities. The primary care role in multidisciplinary management
L B Silver
•PMID: 3714591
• DOI: 10.1080/00325481.1986.11699438
Abstract
Learning disability is not just a school disability; it is a total life disability. The same
dysfunctions that interfere with normal learning processes also impact on self-image,
peer relationships, family relationships, and social interactions.
If attention deficit disorder is present, the same hyperactivity or distractibility that creates
problems for the child in the classroom interferes with peer and family relationships.
From initial request for help to final implementation of a model of intervention, a
multidisciplinary team effort is needed. Since many areas of difficulty may be involved,
this team ideally should consist of a primary care physician, psychiatrist, neurologist,
psychologist, social worker, special educator, and speech pathologist. Each professional
contributes to a full understanding of the total child.
The primary care physician may participate as part of such a team or refer the child to
other professionals and then coordinate the recommendations. When a learning disability
is properly recognized, diagnosed, and treated, the child has the potential for a reasonably
successful future. Without help, the child's disabilities may become incapacitating and
function as a major handicap throughout life.
45. Conclusion
A learning disability cannot be cured or fixed. it is a
lifelong challenge. However, with appropriate support and
intervention, people with learning disabilities can achieve
success in school, at work, in relationships, and in the
community.
46. references
• Books
• Terri Kyle, Susan Carman. Essential of Pediatric nursing; Growth and
development of toddler,2nd ed. Wolter’s Kluwer 2013.Pg no-177-211
• Wong’s, Essential of paediatrics nursing; Developmental & genetics influences
on child health promotion,10th ed. Elsevier publisher. Pg no-125-139
• Marlow’s, Textbook of paediatrics Nursing, Normal toddler growth
,development and care, south Asian ed. Elsevier publishers,2013 .pg no-583-
611
• Journal
https://pubmed.ncbi.nlm.nih.gov/30556687/
• Websites
• NCLD Editorial Team. “What is Dyscalculia?” NCLD.org http://www.ncld.org/types-learning-
disabilities/dyscalculia/what-is-dyscalculia
• http://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/
index.shtml
