Types of Learning Disorders: How to know the difference in learning delays

Learning Disability

• Neurological disability that affects the brain directly and can potentially be visible in an MRI scan.
• Learning disabilities can be genetic or they can be caused at birth, during pregnancy or in an accident where a brain injury occurs.
• Refers to a weakness in certain academic skills. A person does not lack intelligence, but rather there is a part of the brain that does not process correctly (neurological processing issue).
• Processing problems that are caused by a learning disability can interfere with learning skills such as reading, math, writing and organization.
• Learning disability is what makes up a learning disorder.
• Learning disabilities generally have some type of “label” where learning disorders aren’t always categorized.
• For indicators of learning disabilities in children, click here.

• Dyslexia – a language based disability where a person has trouble understanding written words.
• Dyscalculia – a mathematical disability where a person has difficulty with math concepts and solving number problems.
• Dysgraphia – a writing disability where a person struggles to form letters or write in a defined space.
• Nonverbal Learning Disability – originates in the right hemisphere of the brain causing problems with visual-spatial, intuitive and organizational skills.
• ADHD – a chronic disorder that creates disconnections in the brain which affect attention, hyperactivity and impulsive behavior.
• Auditory Processing Disorder – neurological defect that affects how the brain processes spoken language (child can’t process instructions or directions).
• Autism – neurological disorder that has an effect on normal brain function, affecting a person’s communication and social interaction skills.

Learning Disorder

• Refers to what a person sees as a problem on the outside (difficulties with reading, writing, math, etc.).
• Does not always have “abnormal” brain functionality like children have with learning disabilities.
• Typically shows signs of poor balance and coordination and has sensitivity to light, food and sound.
• Disorders sometimes encompass multiple disabilities or refer to a disability with a term that describes the outward appearance (signs) of the disability.

• Sensory Processing Disorder – a disconnect with how the nervous system receives messages and turns them into motor and behavior responses (sensitive to light, sound, texture, clothing, food, etc.)
• Developmental Reading Disorder (DRD) – when there is a problem in areas of the brain that interpret language (tracking words, seeing letters backward, blends sounds to make words, etc.)
• Developmental Coordination Disorder – disorder where a child can’t plan movements and coordinate muscle groups. The learning of and execution of motor skills are below expected level for age.
• Developmental Mathematics Disorder – when children reverse numbers and can’t align them properly. Has no relation between different shapes and math concepts.

Learning Curve

• A learning curve refers to the rate it takes for a child to progress with the development of new skills and gaining experience.
• A learning curve is how long it takes to learn a subject before it becomes automatic.
• Trouble with learning curves means information is not retained and doesn’t stick, which creates a learning gap and increases the length of time information is sustained automatically.

• The amount of time it takes for a child to remember math sequences, times tables, and how to group numbers and shapes.
• When a child automatically adds periods and grammar to sentences, writes in lower and upper case, and develops correct pencil grip.
• Remembers letters and sounds, recognizes sight words, can spell words in their head, tracks words on a page.
• Becomes fluent in the rules of a game or sport, plays an instrument without looking at their fingers, maintains balance and coordination without falling over.

Learning
Styles

• A child’s unique approach to learning based on preferences, strengths and weaknesses.
• Learning style is as exclusive as a child’s fingerprint. There is no right or wrong learning style for a student.
• Many children use different styles in various circumstances.
• A child’s learning style is not fixed, it is constantly shifting, but many people have a dominant style that stays with them throughout their lifetime.
• There are currently seven types of learning styles.

• Visual (spatial) – the child prefers using pictures, images and learns by observing and watching.
• Aural (auditory-musical) – the child prefers using sound and music and learns by listening and hearing lectures.
• Verbal (linguistic) – the child prefers using words in both speech and writing and loves role-playing.
• Physical (kinesthetic) – the child prefers using the body, hands and sense of touch to learn.
• Logical (mathematical) – the child prefers using reason, logic and recognizes patterns easily.
• Social (interpersonal) – the child prefers to learn within a group and is usually a good communicator.
• Solitary (intrapersonal) – the child prefers to learn and work alone and shows independent play.

Learning
Potential

• Measures what a child is capable of accomplishing and achieving in an educational environment when every variable (health, teaching skill, subject interest, emotional well-being, etc.) is at its optimal best.
• Viewed as a target that is constantly moving depending on the child’s abilities in a certain subject and environment.

• Unlock a child’s learning potential by doing the following:
• Study and observe your child’s learning style and create an environment at home where they have opportunities in their preferred approach to learning.
• Help your child learn how to learn.
• Set personal learning goals and don’t focus as much on arbitrary tests or measures.