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Specific Learning Disability
The document discusses specific learning disabilities, particularly dyslexia, dysgraphia, and dyscalculia, which impact children's abilities to read, write, and perform mathematical tasks despite having normal intelligence and appropriate support. It highlights the complex neurodevelopmental nature of these disorders, their prevalence in school-aged children, and various symptoms and associated behavioral and psychosocial concerns. The document emphasizes early intervention and the need for effective management to prevent secondary behavioral issues.
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Specific Learning Disability
- 1. Dr Anjana Thadhani ConsultantDevelopmental Pediatrician
- 2. Specific Learning Disabilities Group of developmental disorders Significant unexpected, specific and persistent difficulties in the acquisition and use of reading (dyslexia), writing (dysgraphia) or mathematical (dyscalculia) abilities, despite conventional instruction, normal intelligence, proper motivation and adequate socio-cultural opportunity
- 3. Salient Features Types: Dyslexia Dysgraphia Dyscalculia Creates a significant gap between the potential and academic performance Prevalence - 10% of school going children Difficulty with information processing
- 4. LEARNING INPUT PROCESSING OUTPUT
- 5. INFORMATION PROCESSING RECORDING INFORMATION(INPUT) Perceptual →Visual →Auditory INTEGRATION Sequencing Abstraction Organization STORAGE (MEMORY) Short – term Long – term
- 6. READING Phonological awareness Letter-sound association Decoding & Blending Focus on printed words Control of eye movements across the page Processing of images and ideas Comparisons and associations of ideas Storing of the information into memory
- 7. CAUSES Neuro-developmental condition Multi-factorial Genetic predisposition ADHD - Strong association CO-MORBIDITY
- 8. GENETICS • In 1950,Hallgren, an autosomal dominant disorder • Recent findings: Dyslexia is a genetically heterogeneous and complex trait that does not show classical mendelian inheritance Several chromosomal regions & genes affecting reading disability (chromosome 1, 2, 3, 6, 15, 18)
- 9. NEUROIMAGING Absence ofusual asymmetry of planum temporale (portion of temporal lobe lying posterior to Heschl’s gyrus) Left is usually larger than right Neuronal ectopias in frontal and parietal regions
- 11. MANIFESTATIONS Varied spectrumpresentation Mild to severe Academic Behavioral Co-morbidity Psychosocial
- 12. REFERRAL LETTER Repeatedfailures Does not write or read Spelling mistakes Oral work better than written work Problems in math
- 13.
- 14. Developmental delays Mildgross motor delays Fine motor problems Speech delay or difficulties Lack of dominant handedness Perceptual problems
- 15. AUDITORY PERCEPTION Auditoryperception Auditory discrimination Auditory memory & sequencing Auditory filtering Auditory processing
- 16. VISUAL PERCEPTION Visualperception Visual discrimination Visual memory & sequencing Form constancy Visuomotor integration Figure ground discrimination
- 17.
- 18. RED HOUSE &TREE
- 19. RED HOUSE, TREE& SUN
- 20. Learning Concerns Difficultyin pronouncing words. Poor phonological awareness Difficulty or slowness to add words. Inability to rhyme by age 4 years. Confusion in directionality, words and space concepts, left versus right, over versus under, before versus after.
- 21. May havetrouble learning the alphabets, numbers, day of the week, colors, shapes. May have difficulty telling or retelling a story in the correct sequence. Abnormal grip or refusal to write.
- 22. Behavioral concerns Hyperactivity Difficulty in following instructions Slow in ADLs Stubborness Temper tantrums
- 24. Dyslexia Avoids readingaloud Reads slowly Uses finger tracing Looses place or skips words Mispronounces or guesses words Has difficulty decoding or blending single words
- 25. Relies heavilyon memorizing without understanding. Poor comprehension Gives stress on wrong syllables Reads with substitution While reading makes up his own stories Poor memory & recall
- 26. Dysgraphia Slow inwriting or may avoid writing. Often uses an awkward pencil grip ( fist, thumb hooked over finger, etc.) Writes with illegible handwriting Poor letter formations Untidy written work Uses inappropriate pressure Uneven size of letters with poor spacing
- 27. Spelling mistakes Bizarre spelling Spells the same word differently Punctuation & capitalization errors. Mixes upper & lowercase letters Problems with copy writing
- 30. Typical errors Lettersreversals -d for b as in dog for bog. Word reversals – tip for pit. Inversions – m and w, u and n. Transpositions – felt and left. Substitutions – house and home. Omissions Additions.
- 31. Spelling errors Amount– aomunt Awards – awords Consent – conset Recent – resent Domestic – domistic Brain – brian Method - matheod
- 32. Dyscalculia May transposenumber sequences , 231 as 312 Confuse arithmetic signs. (+ - * / = ) Has trouble with word problems Poor in mental maths Difficulty in learning tables Counting on fingers may be seen
- 33. Difficulty incarrying over or borrowing sums May count from left to right Poor in geometry Poor in algebra
- 34. Other concerns Appearsvery clumsy and untidy. Has difficulty making friends. May not understand body language and facial expression of others. Has trouble with non-literal language (idioms, jokes, proverbs, slang)
- 35. Difficulty followingstep by step instructions Difficulty in telling time Difficulty in telling/ following directions Slow in ADLs Poor understanding of abstract Disorganized behavior and thoughts
- 36. Associated behavioral issues.. Hyperactivity Day dreaming Poor peer relations Aggressive behavior Poor participation
- 37. Pyschosocial concerns Poorself esteem Poor self confidence Poor interpersonal relations Emotional lability
- 38. Strengths Sensitive &compassionate Good at mechanical work Good at sports Usually good dancers Good at cooking & eating too…
- 39. Key Messages HiddenHandicap Neurological Disorder Present since Birth Multi-factorial Essentially Normal child Average / above average Intelligence
- 40. To Summarize… “Everylearning problem is not a Learning Disability” With early intervention & provisions, they can be mainstreamed Secondary behavioral problems need effective management.