Common Learning Disorders

Common learning disorders – key points of interest

• Learning disorders – almost universally neurological (brain based) in origin; caused by parts of the brain functioning differently to those of the general population
• Often a learning disorder coexists with another learning disorder (comorbidity). 
• Learning disorders:
  • are not caused by low intelligence
  • cannot be adequately measured using standard IQ tests
  • do not respect culture, ethnicity, socio-economic status
  • are complex, multifactorial in origin and genetics plays a significant role; people with a history of learning disorders in the family are at increased risk

Specific Learning Disorder

Is classified further as Specific Learning Disorder in Reading ( Dyslexia), Specific Learning Disorder in Writng(Dysgraphia) and Specific Learning Disorder in Mathematics (Dyscalculia)

Dyslexia

• A language based learning disorder characterised by slow or inaccurate processing of speech sounds – a phonological processing disorder
• Affects accurate and fluent reading, writing & spelling
• Affects maths proficiency in some students
• Dyslexia is not a disorder of visual processing and generally responds poorly to vision therapy
• There is no quick ‘cure’ for dyslexia – it is a life-long disorder managed through evidence-based remedial strategies  
• Students who cannot read, write or do maths effectively are at significant emotional, psychological and economic harm
• Early and effective intervention is essential and remarkable gains can be made

Dyscalculia

• Dyscalculia is characterised by marked difficulties forming basic number concepts
• Dyscalculia is less common than dyslexia
• An accurate diagnosis of dyscalculia is hard to achieve due to inconsistent definitions and due to the overlay of other learning disabilities

Dysgraphia

• A learning disorder affecting the ability to produce legible, well-formed and fluent handwriting (and difficulties typing)
• Students with severe dysgraphia require explicit hands-on instruction
• Severe dysgraphia is often best overcome through the use of speech to text software
• Orton-Gillingham and other multisensory learning approaches address many handwriting problems

Dyspraxia 

• Dyspraxia (also known as Sensory Integration Disorder) is an inability to perform tasks requiring fine motor skills.
• Dyspraxia is wider in scope than dysgraphia and includes impaired skills in balance, motor sequencing/planning, writing and tying shoelaces
• A speech and language therapist can diagnose and treat and work with a remedial teacher as required 

Auditory Processing Disorder (APD)

• An Auditory Processing disorder is marked by difficulties distinguishing sounds and efficiently storing auditory information in the brain for retrieval
• APD overlaps with dyslexia and is not generally considered  to be a separate disability

Visual Processing Disorder

• Visual Processing Disorders stem from neurological deficits in the right hemisphere of the brain
• People with VPD have difficulty reading maps, aligning text, focusing on fine text, or writing in a straight line
• Effective diagnosis is complicated by similar conditions not VPD in origin  

ADHD 

• ADHD is not a single learning disorder but a collective term describing a range of disorders marked by:
  • Inattention –  difficulty concentrating, forgets instructions, moving from one task to another without completing the task
  • Impulsivity – talks over the top of others, has a ‘short fuse, accident prone and for children ‘getting into trouble at school’
  • Overactivity – constant restlessness and fidgeting. Never sits still. Constantly on the go. Hard to get to sleep. Multitasking all the time
• Stimulant medication is often used. The support of a skilled paediatrician or psychiatrist is essential

Autism Spectrum Disorders (ASD)

• The standard medical classification system (DSM5) for ASD published by the American Psychiatric Association defines autism spectrum disorders in these terms: 
  • People with ASD tend to have communication deficits, such as responding inappropriately in conversations, misreading nonverbal interactions, or having difficulty building friendships appropriate to their age
  • In addition, people with ASD may be overly dependent on routines, highly sensitive to changes in their environment, or intensely focused on inappropriate items
  • Symptoms of people with ASD fall on a continuum, with some individuals showing mild symptoms  and others having much more severe symptoms. Autism affects learning in a number of ways

Treatment varies according to intellectual level and age but specific social skills training is helpful.