1. What is aWhat is a
Learning Disorder?Learning Disorder?
Admissions Training Admissions Training
by Maggi Sandersonby Maggi Sanderson
December 14, 2010December 14, 2010
2. DefinitionDefinition
• A neurological disorderA neurological disorder
often defined asoften defined as
“inefficient processing of“inefficient processing of
information from theinformation from the
sensory input source to thesensory input source to the
brain and back out.”brain and back out.”
• Individuals have difficultyIndividuals have difficulty
learning when presentedlearning when presented
with traditional andwith traditional and
conventional teachingconventional teaching
approaches.approaches.
• The factors that causeThe factors that cause
learning disabilities affectlearning disabilities affect
the brain’s ability tothe brain’s ability to
receive, process, and storereceive, process, and store
information.information.
• A learning disorder isA learning disorder is
not indicative of anot indicative of a
person’s intelligenceperson’s intelligence
level and cannot belevel and cannot be
cured or fixedcured or fixed
• Attention disorders andAttention disorders and
learning disorders oftenlearning disorders often
occur at the same time.occur at the same time.
3. What causes a Learning Disorder?What causes a Learning Disorder?
• Learning Disorders often run in familiesLearning Disorders often run in families
• Neurological impairments are often caused by problems duringNeurological impairments are often caused by problems during
pregnancy and birth and can result from:pregnancy and birth and can result from:
– Anomalies in the developing brainAnomalies in the developing brain
– Illness or injuryIllness or injury
– Fetal exposure to drugs or alcoholFetal exposure to drugs or alcohol
– low birth weightlow birth weight
– oxygen deprivation, or premature or prolonged laboroxygen deprivation, or premature or prolonged labor
• By accidents after birth, particularly caused byBy accidents after birth, particularly caused by
– Head injuriesHead injuries
– MalnutritionMalnutrition
– Toxic exposureToxic exposure
– As a result of povertyAs a result of poverty
4. The Four Stages ofThe Four Stages of
Information ProcessingInformation Processing
Used in LearningUsed in Learning
5. InputInput
• Information perceivedInformation perceived
through sensory meansthrough sensory means
• Difficulties with visualDifficulties with visual
perceptionperception
• Problems with sequencingProblems with sequencing
• Difficulties with auditoryDifficulties with auditory
perceptionperception
• Some individuals seemSome individuals seem
unable to process tactileunable to process tactile
inputinput
IntegrationIntegration
• Perceived input is interpreted,Perceived input is interpreted,
categorized, placed in sequence,categorized, placed in sequence,
or related to previous learningor related to previous learning
• Difficulties telling a story in theDifficulties telling a story in the
correct sequencecorrect sequence
• May be unable to memorizeMay be unable to memorize
sequences of informationsequences of information
• Be able to learn facts but beBe able to learn facts but be
unable to put the facts togetherunable to put the facts together
• Poor vocabulary can contributePoor vocabulary can contribute
to problems withto problems with
comprehensioncomprehension
6. StorageStorage
• Problems with memory canProblems with memory can
occur with short-term memoryoccur with short-term memory
or working memory, or withor working memory, or with
long-term memorylong-term memory
• Most memory difficultiesMost memory difficulties
occur with short-term memoryoccur with short-term memory
which can make it difficult towhich can make it difficult to
learn new material withoutlearn new material without
many more repetitions than ismany more repetitions than is
usualusual
• Difficulties with visualDifficulties with visual
memory can impede learningmemory can impede learning
to spellto spell
OutputOutput
• Language output difficultiesLanguage output difficulties
can create problems withcan create problems with
spoken languagespoken language
• Written language or expressionWritten language or expression
can be difficultcan be difficult
• Difficulties with motor abilitiesDifficulties with motor abilities
can cause problems with grosscan cause problems with gross
and fine motor skillsand fine motor skills
• People with fine motorPeople with fine motor
difficulties may experiencedifficulties may experience
problems buttoning shirts,problems buttoning shirts,
tying shoelaces, or withtying shoelaces, or with
handwritinghandwriting
7. Common Signs of LearningCommon Signs of Learning
DisordersDisorders
8. In preschool, a child may:In preschool, a child may:
• Speak later than most other childrenSpeak later than most other children
• Have problems pronouncing wordsHave problems pronouncing words
• Demonstrate slow growth in vocabulary or often have troubleDemonstrate slow growth in vocabulary or often have trouble
finding the right wordfinding the right word
• Have difficulty rhyming wordsHave difficulty rhyming words
• Have trouble learning numbers, the alphabet, days of the week,Have trouble learning numbers, the alphabet, days of the week,
colors, and shapescolors, and shapes
• Be extremely restless and easily distractedBe extremely restless and easily distracted
• Have trouble interacting with their peersHave trouble interacting with their peers
• Have difficulty following directions or routinesHave difficulty following directions or routines
• Demonstrate a slow development ofDemonstrate a slow development of
fine motor skillsfine motor skills
9. In Kindergarten through Grade 4,In Kindergarten through Grade 4,
a child may:a child may:
• Be slow to learn the connection between letters and soundsBe slow to learn the connection between letters and sounds
• Confuse basic words like run, eat, or wantConfuse basic words like run, eat, or want
• Make consistent reading and spelling errors including letter reversals (b/d),Make consistent reading and spelling errors including letter reversals (b/d),
inversions (m/w), transpositions (felt/left), and substitutions (house/home)inversions (m/w), transpositions (felt/left), and substitutions (house/home)
• Transpose number sequences and confuse arithmetic signs (+, -, /, =, x, ….)Transpose number sequences and confuse arithmetic signs (+, -, /, =, x, ….)
• Be slow to remember factsBe slow to remember facts
• Be slow to learn new skills and rely heavily on memorizationBe slow to learn new skills and rely heavily on memorization
• Be impulsive and have difficulty planningBe impulsive and have difficulty planning
• Demonstrate an unstable pencil gripDemonstrate an unstable pencil grip
• Have trouble learning about timeHave trouble learning about time
• Demonstrate poor coordination and be unaware of physical surroundingsDemonstrate poor coordination and be unaware of physical surroundings
• Be accident proneBe accident prone
10. In Grades 5 – 8, a child may:In Grades 5 – 8, a child may:
• Reverse letter sequences (soiled/solid)Reverse letter sequences (soiled/solid)
• Be slow to learn prefixes, suffixes, root words and other spellingBe slow to learn prefixes, suffixes, root words and other spelling
strategiesstrategies
• Avoid reading aloudAvoid reading aloud
• Have trouble with word problemsHave trouble with word problems
• Demonstrate difficulty with handwritingDemonstrate difficulty with handwriting
• Demonstrate an awkward, fist-like, or tight pencil gripDemonstrate an awkward, fist-like, or tight pencil grip
• Avoid writing assignmentsAvoid writing assignments
• Demonstrate a slow or poor recall of factsDemonstrate a slow or poor recall of facts
• Have difficulty making friendsHave difficulty making friends
• Have trouble reading body language and facial expressionsHave trouble reading body language and facial expressions
11. High School StudentsHigh School Students
and Adults may:and Adults may:
• Continue to spell incorrectlyContinue to spell incorrectly
• Frequently spell the same word differently in a single piece ofFrequently spell the same word differently in a single piece of
writingwriting
• Avoid reading and writing tasksAvoid reading and writing tasks
• Have trouble summarizingHave trouble summarizing
• Have trouble with open-ended questions on testsHave trouble with open-ended questions on tests
• Demonstrate weak memory skillsDemonstrate weak memory skills
• Have difficulty adjusting to new settingsHave difficulty adjusting to new settings
• Work slowlyWork slowly
• Demonstrate a poor grasp of abstract conceptsDemonstrate a poor grasp of abstract concepts
• Either pay too little attention to details or hyper-focus on themEither pay too little attention to details or hyper-focus on them
• Misread informationMisread information
13. Reading DisordersReading Disorders
• The most common type ofThe most common type of
learning disabilitylearning disability
• Can affect any part of theCan affect any part of the
reading process, includingreading process, including
difficulty with accurate ordifficulty with accurate or
fluent word recognition,fluent word recognition,
word decoding, reading rate,word decoding, reading rate,
prosody, and readingprosody, and reading
comprehensioncomprehension
• There are several differentThere are several different
types of Reading Disorders,types of Reading Disorders,
including Dyslexiaincluding Dyslexia
Auditory ProcessingAuditory Processing
DisorderDisorder
• Have difficulty processingHave difficulty processing
auditory informationauditory information
• Has troubleHas trouble
comprehending more thancomprehending more than
one task at a time (orone task at a time (or
switching between tasks)switching between tasks)
• They have a relativelyThey have a relatively
stronger ability to learnstronger ability to learn
visuallyvisually
14. Writing DisorderWriting Disorder
• DysgraphiaDysgraphia
• May include impairmentMay include impairment
to handwriting, spelling,to handwriting, spelling,
organization of ideas andorganization of ideas and
compositioncomposition
Math DisorderMath Disorder
• DyscalculiaDyscalculia
• Can cause difficulties inCan cause difficulties in
learning math concepts,learning math concepts,
memorizing math facts,memorizing math facts,
organizing numbers, andorganizing numbers, and
understanding howunderstanding how
problems are organizedproblems are organized
on a pageon a page
15. DyspraxiaDyspraxia
• Difficulty planning and completingDifficulty planning and completing
fine motor tasksfine motor tasks
• Difficulties stemming fromDifficulties stemming from
dyspraxia can bedyspraxia can be
– Delays in spoken language andDelays in spoken language and
speech that is difficult tospeech that is difficult to
understandunderstand
– Problems with tying, buttoningProblems with tying, buttoning
or handwritingor handwriting
– Poor sense of directionPoor sense of direction
– Sensitivity to touchSensitivity to touch
– Problems with coordinationProblems with coordination
including difficulty drivingincluding difficulty driving
– Over- or under-sensitivity toOver- or under-sensitivity to
stimuli, lack of speech control,stimuli, lack of speech control,
and manual dexterityand manual dexterity
Nonverbal LearningNonverbal Learning
DisabilityDisability
• Individuals have specificIndividuals have specific
strengths in verbal domainsstrengths in verbal domains
• Those diagnosed with NLD areThose diagnosed with NLD are
often very bright, and may beoften very bright, and may be
identified as gifted studentsidentified as gifted students
• Difficulties due to NLD are:Difficulties due to NLD are:
– Motor clumsinessMotor clumsiness
– Poor visual-spatial skillsPoor visual-spatial skills
– Problems in socialProblems in social
relationshipsrelationships
– Difficulty with mathDifficulty with math
– Poor organizational skillsPoor organizational skills
16. DyslexiaDyslexia
• Is a lifelong language processing disorder that hinders theIs a lifelong language processing disorder that hinders the
development of oral and written language skillsdevelopment of oral and written language skills
• Those affected often have problems with reading, writing,Those affected often have problems with reading, writing,
spelling & expressing themselves in conversation (verbalspelling & expressing themselves in conversation (verbal
communication vs. written)communication vs. written)
• Often have trouble with abstract thoughts such as idiomaticOften have trouble with abstract thoughts such as idiomatic
expressions, jokes & proverbsexpressions, jokes & proverbs
17. Compounding the ChallengeCompounding the Challenge
Difficulties that often co-occur with learningDifficulties that often co-occur with learning
disabilities include difficulties with memory,disabilities include difficulties with memory,
social skills and executive functionssocial skills and executive functions
18. Executive Functioning DisorderExecutive Functioning Disorder
• Individuals with executive functioning problems mayIndividuals with executive functioning problems may
have the following difficulties:have the following difficulties:
– Planning a project and comprehending how long a projectPlanning a project and comprehending how long a project
will take to completewill take to complete
– Have trouble communicating details in an organized,Have trouble communicating details in an organized,
sequential mannersequential manner
– Struggle to tell a story verbally or in writingStruggle to tell a story verbally or in writing
– Have difficulty with mental strategies involved withHave difficulty with mental strategies involved with
memorization and retrieving information from memorymemorization and retrieving information from memory
– Have trouble initiating activities or tasksHave trouble initiating activities or tasks
– Struggle with generating ideas independentlyStruggle with generating ideas independently
– Have difficulty retaining information while doing somethingHave difficulty retaining information while doing something
with it (like remembering a phone number while dialing)with it (like remembering a phone number while dialing)
19. ADHD/ADDADHD/ADD
• 3-5% of children in the U.S. population have ADHD3-5% of children in the U.S. population have ADHD
• Individuals with ADHD exhibit symptoms of:Individuals with ADHD exhibit symptoms of:
• ImpulsivenessImpulsiveness
• HyperactivityHyperactivity
• InattentionInattention
• RestlessnessRestlessness
• FidgetinessFidgetiness
• Acting without thinkingActing without thinking
• Poor concentrationPoor concentration
• DistractibilityDistractibility
• DaydreamingDaydreaming
20. The Three Patterns ofThe Three Patterns of
ADHD BehaviorADHD Behavior
(1)(1) Consistent inattentivenessConsistent inattentiveness
(2)(2) Hyperactivity and impulsiveness beyond thatHyperactivity and impulsiveness beyond that
of others the same ageof others the same age
(3)(3) Combined behaviors of inattentiveness,Combined behaviors of inattentiveness,
hyperactivity and impulsivenesshyperactivity and impulsiveness
21. ADHD is also often accompanied by anxiety and/orADHD is also often accompanied by anxiety and/or
depression, as well as the following disorders:depression, as well as the following disorders:
Tourette’s SyndromeTourette’s Syndrome
A neurological disorderA neurological disorder
that results in nervousthat results in nervous
tics and repetitivetics and repetitive
mannerisms, oftenmannerisms, often
triggered by anxiety.triggered by anxiety.
– Eye blinkingEye blinking
– Facial twitchesFacial twitches
– GrimacingGrimacing
– Clearing of the throatClearing of the throat
frequentlyfrequently
– SnortingSnorting
– SniffingSniffing
– Barking out wordsBarking out words
Oppositional Defiant DisorderOppositional Defiant Disorder
1/3 to 1/2 of all children1/3 to 1/2 of all children
diagnosed with ADHD-diagnosed with ADHD-
mostly boys -- are alsomostly boys -- are also
diagnosed with ODDdiagnosed with ODD..
– DefiantDefiant
– StubbornStubborn
– Non-compliant with authorityNon-compliant with authority
figuresfigures
– Have outbursts of temperHave outbursts of temper
– BelligerentBelligerent
22. Conduct DisorderConduct Disorder
Conduct Disorder is a moreConduct Disorder is a more
serious pattern of antisocialserious pattern of antisocial
behavior. 20-40% ofbehavior. 20-40% of
students diagnosed withstudents diagnosed with
ADHD are diagnosed withADHD are diagnosed with
Conduct Disorder. TheseConduct Disorder. These
individuals often:individuals often:
– Lie or stealLie or steal
– Fight or bullyFight or bully
– Ignore the rights of othersIgnore the rights of others
– Are aggressiveAre aggressive
– Can destroy propertyCan destroy property
– Carry or use weaponsCarry or use weapons
– Are at a greater risk forAre at a greater risk for
substance abuse.substance abuse.
Bipolar DisorderBipolar Disorder
Bipolar disorder in children,Bipolar disorder in children,
is characterized by chronicis characterized by chronic
mood dysregulation with amood dysregulation with a
mixture of elation,mixture of elation,
depression and irritability.depression and irritability.
– Intense mood swingsIntense mood swings
– Poor self esteem regulationsPoor self esteem regulations
– Low threshold for anxietyLow threshold for anxiety
23. Other Chronic Problems and EmotionalOther Chronic Problems and Emotional
Baggage for Individuals with LDBaggage for Individuals with LD
• Lack of self-esteemLack of self-esteem
• Loss of interest in learningLoss of interest in learning
• Lack of motivationLack of motivation
• Anxiety and depressionAnxiety and depression
• Somatic complaintsSomatic complaints
• ““Learned helplessness”Learned helplessness”
• May assume a very passiveMay assume a very passive
role in their situation overrole in their situation over
timetime
• Are vulnerable toAre vulnerable to
behavioral challengesbehavioral challenges
• May routinely cut classes toMay routinely cut classes to
avoid what precipitatesavoid what precipitates
anxiety in themanxiety in them
• May gravitate toward aMay gravitate toward a
negative peer groupnegative peer group
• May blame others for theirMay blame others for their
problemsproblems
• Make excuses for badMake excuses for bad
behaviorbehavior
• Exhibit a poor attitudeExhibit a poor attitude
• Refuse to communicateRefuse to communicate
• May have difficulties inMay have difficulties in
social situationssocial situations
