LEARNING DISABILITY

SUBMITTED TO

SUBMITTED BY

MISS DHANYA KUMAR

NAME : LAKSHMI JAYAKUMAR

OPTION : ENGLISH
REG. NO. : 165 14383010

Index
Sl.
No.
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02
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Content
Learning Disability
Introduction
Content
Conclusion
References

Pg. No.

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Introduction
Learning disabilities are neurologically-based processing problems.
These processing problems can interfere with learning basic skills such as reading,
writing and/or math. They can also interfere with higher level skills such as
organization, time planning, abstract reasoning, long or short term memory and
attention. It is important to realize that learning disabilities can affect an individuals
life beyond academics and can impact relationships with family, friends and in the
workplace.

CONTENT

TYPES OF LEARNING DISABILITIES

1.
2.
3.
4.
5.
6.

Dyslexia
Dysgraphia
Dyscalculia
Language Processing Disorder
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit

1. Dyslexia

A specific learning disability that affects reading and related

language-based processing skills. The severity can differ in each individual but
can affect reading fluency; decoding, reading comprehension, recall, writing,
spelling, and sometimes speech and can exist along with other related disorders.
Dyslexia is sometimes referred to as a Language-Based Learning Disability.

Education of Dyslexic Children (Role of the Teacher): With proper help, many
people with dyslexia can learn to read and write well. Early identification and
treatment is the key to helping dyslexic achieve in school and in life. The
following are some of the assistance that the teacher can extend for the dyslexic
students in the class:
1. Help the dyslexic students discover their personal learning style (auditory,
visual or kinesthetic) and teach them how to use their strongest sense to
process information and perform new skills with greater understanding.
2. Adopt a systematic, explicit, multi-sensory method that involves several
senses (hearing, seeing, touching) at the same time.
3. Utilize demonstrations, observations, and experimentations. Expand lessons
beyond visual and auditory learning. Incorporate kinetic or sensory learning
experiences. Provide hands-on learning activities.

2. Dysgraphia

A specific learning disability that affects a persons handwriting ability

and fine motor skills. Problems may include illegible handwriting, inconsistent
spacing, poor spatial planning on paper, poor spelling, and difficulty composing
writing as well as thinking and writing at the same time.
Types of dysgraphia: There are four types of writing disability. They are:
1. Phonological dysgraphia: Writing and spelling disturbances in which the
spelling of unfamiliar words, non words, and phonetically irregular words are
impaired.
2. Surface dysgraphia: Students have trouble with orthographic representations
of words, which makes the student rely too heavily on sound patterns; the
opposite of phonological dysgraphia.

3. Mixed dysgraphia: Refers to students having trouble with mixing up letter

formations and having trouble with spelling tasks, a combination of the first
two types.
4. Semantic dysgraphia: Its a grammatical problem in which students have
difficulty with how words can be joined to make complete and
comprehensive phrases.
Education of Dysgraphic Children (Role of the Teacher): The following are
some of the assistance that the teacher can extend for the dysgraphic students in
the class:
1. Encourage proper grip, posture, and paper positioning.
2. Allow students to use a line width that is most comfortable for them.
3. Provide additional time for written tasks including note taking copying,
and tests.
4. Encourage the student to use hand exercises when he becomes fatigued.

3. Dyscalculia

A specific learning disability that affects a persons ability to

understand numbers and learn math facts. Individuals with this type of LD may
also have poor comprehension of math symbols, may struggle with memorizing
and organizing numbers, have difficulty telling time, or have trouble with
counting.
Symptoms of dyscalculia: Children with dyscalculia experience difficulty in
following areas of mathematics:
(a) Classifying mathematical signs ( addition, minus, multiplication, and
division)

(b) Reading a clock and telling time

(c) Calculating basic amounts like bills
(d) Learning multiplication tables
(e) Using calculators
(f) Learning and remembering mathematical rules and formulas
(g) Playing games that involves numbers
(h) Reading analog clocks
(i) Conceptualizing time and judging the passing of time
(j) Judging distance
(k) Handling money or telling the time.
Education of Dyscalculic Children (Role of the Teacher): The following are
some of the assistance that the teacher can extend for the dyscalculia students
are in the class:
1. Use everyday examples with real objects to help the student visualize the
math problem.
2. Use repeated reinforcement to remove potential negative feeling towards
math.
3. Encourage students to work math problems on graph paper to make lining up
numbers and symbols easier.
4. Dyscalculic children having good logic and verbal skills, but poor spatial
skills could be encouraged to use reasoning skills instead of just memorizing
numbers.

4.

Language Processing Disorder

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. LPD can affect expressive language and/or receptive language.

5.

Non-Verbal Learning Disabilities

disorder

which

is

usually

characterized

by

significant discrepancy between higher verbal skills and weaker

motor, visual-spatial and social skills. Typically, an individual
with NLD (or NVLD) has trouble interpreting nonverbal cues like
facial expressions or body language, and may have poor
coordination.

6.

Visual

Perceptual/Visual

Motor

Deficit

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 LD, it can result in missing subtle
differences in shapes or printed letters, losing place frequently,
struggles with cutting, holding pencil too tightly, or poor
eye/hand coordination.

Conclusion
A learning disability is not a disorder that a student outgrows. It is a
permanent disorder affecting how students with normal or above-average
intelligence process incoming information, outgoing information, and/or
categorization of information in memo. Learning disabilities should not be
equated with intellectual disabilities or psychiatric disabilities, although learning
disabilities can coexist with other conditions such as ADHD or a psychiatric
disability.

References
https://en.wikipedia.org/wiki/Learning_disability
http://ldaamerica.org/types-of-learning-disabilities/
http://www.disability.illinois.edu/instructor-information/disabilityspecific-instructional-strategies/learning-disabilities