Learning requires juggling a lot of skills.

Students must concurrently generate ideas, plan and organize material, be creative as well as analytical,
follow the rules of grammar and spell words correctly.

Learning How to Learn

Research continues to confirm that we can teach students with learning disabilities to “learn how to learn.” We can put them into a position to compete and hold their own. Success for the student with learning challenges, however, requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

At Transformative Learning Company, we are concerned with creating opportunities for success  for challenged students. We have both generic as well as customised programmes that assist students, parents and schools along this journey. You can learn more about what we can do with you and /or your school by looking at our Schools and Products section of the website.

Specific Learning Disabilities

Auditory Processing Disorder (APD)
Also known as Central Auditory Processing Disorder, this is a condition that adversely affects how sound that travels unimpeded through the ear is processed or interpreted by the brain. Individuals with APD do not recognize subtle differences between sounds in words, even when the sounds are loud and clear enough to be heard. They can also find it difficult to tell where sounds are coming from, to make sense of the order of sounds, or to block out competing background noises.

Dyscalculia
A specific learning disability that affects a person’s 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.

Dysgraphia

A specific learning disability that affects a person’s 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.

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.

RELATED DISORDERS

ADHD

A disorder that includes difficulty staying focused and paying attention, difficulty controlling behavior and hyperactivity. Although ADHD is not considered a learning disability, research indicates that from 30-50 percent of children with ADHD also have a specific learning disability, and that the two conditions can interact to make learning extremely challenging.

 

 

 

 

 

Types of Learning Disabilities

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 individual’s life beyond academics and can impact relationships with family, friends and in the workplace.

Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time. However, some individuals do not receive an evaluation until they are in post-secondary education or adults in the workforce. Other individuals with learning disabilities may never receive an evaluation and go through life, never knowing why they have difficulties with academics and why they may be having problems in their jobs or in relationships with family and friends.

Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of mental retardation; of emotional disturbance; or of environmental, cultural or economic disadvantages.

Generally speaking, 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”: the person looks perfectly “normal” and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.

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.

“Learning Disabilities” is an “umbrella” term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia. (Learning Disabilities Association of America)

 

Children and Learning Disabilities

Here are some points to keep in mind about learning disabilities.

  1. Children with learning disabilities are a very heterogeneous group. Their disabilities vary in degree, nature, and complexity.
  2. Learning disabilities may affect more than just learning. Some of these children also have poor social and athletic skills. Be­havior problems, emotional difficulties, low self-esteem, and family stresses can also occur.
  3. Learning disabilities change with time. They may diminish or resolve themselves with intervention and maturation; they may appear when certain demands are placed upon the child in a vulnerable area; or they may last a lifetime.
  4. Children with learning disabilities are often misunderstood. They are sometimes accused of being lazy, retarded, or not try­ing. They may be subjected to humiliation and inadequate teaching methods. They, their parents, and their teachers fre­quently do not really understand their learning problems, and thus these difficulties need to be clarified and explained by a professional in a nonjudgmental manner. Emphasize that these problems are not the fault of the child, parent, or teacher.
  5. Learning disabilities affect families, and families affect learning disabilities. Children who are failing or struggling too hard feel confusion, disappointment, anger, anguish, and guilt, as do their parents. Parental attitudes and parenting style affect the children and their attitude toward learning.
  6. Determine whether emotional, social, or family problems are causing or contributing to your child's academic problems, or conversely, if his academic and learning problems are really the root cause. Professional help for family or emotional difficulties needs to be sought, but it should not divert attention away from the learning disability.
  7. Children with learning disabilities are entitled to the full sup­port of the school system and require a good advocate and long-term follow-up.
  8. Be sure your child has other activities and interests that serve as avenues for success and gratification.
    To ensure the best results for your child, recognize learning dis­abilities early, arrange for the appropriate intervention, and make sure that he is followed over the long term. Also, instill a sense of optimism and hope in your child that together you will work toward a solution to these difficulties.