• Predominantly inattentive type (that does not show significant hyperactive- impulsive behavior) sometimes called ADD • Combined type (that displays both inattentive and hyperactive-impulsive symptoms). [Read: Are You Sure It’s ADHD?]
AUDITORY PROCESSING DISORDER Auditory Processing Disorder adversely affects how sound that travels unimpeded through the ear is processed and interpreted by the brain. SIGNS INCLUDE:Has difficulty processing and remembering language-related tasks but may have no trouble interpreting or recalling non- verbal environmental sounds, music, etc. May process thoughts and ideas slowly and have difficulty explaining them Misspells and mispronounces similar-sounding words or omits syllables; confuses similar- sounding words May be confused by figurative language (metaphor, similes) or misunderstand puns and jokes; interprets words too literally Often is distracted by back- ground sounds/noises Finds it difficult to stay focused on or remember a verbal presentation or lecture May misinterpret or have difficulty remembering oral directions; difficulty following directions in a series Has difficulty comprehending complex sentence structure or rapid speech “Ignores” people, especially if engrossed Says “What?” a lot, even when has heard much of what was said
DYSCALCULIA Dyscalculia affects a person's ability to understand numbers and learn math facts. SIGNS INCLUDE:Shows difficulty understanding concepts of place value, and quantity, number lines, positive and negative value, carrying and borrowing. Has difficulty understanding and doing word problems Has difficulty sequencing information or events Exhibits difficulty using steps involved in math operations Shows difficulty understanding fractions Challenged making change and handling money Displays difficulty recognizing patterns when adding, sub- tracting, multiplying, or dividing Has difficulty putting language to math processes Has difficulty understanding concepts related to time such as days, weeks, months, seasons, quarters, etc. Exhibits difficulty organizing problems on the page, keeping numbers lined up, following through on long division problems
DYSGRAPHIA Affects a person’s handwriting ability and fine motor skills SIGNS INCLUDE:May have illegible printing and cursive writing Shows inconsistencies: mixtures of print and cursive, upper and lower case, or irregular sizes, shapes or slant of letters Has unfinished words or letters, omitted words Inconsistent spacing between words and letters Exhibits strange wrist, body or paper position Has difficulty pre- visualizing letter formation Copying or writing is slow or labored Shows poor spatial planning on paper Has cramped or unusual grip/may complain of sore hand Has great difficulty thinking and writing at the same time
DYSLEXIA Affects reading and related language-based processing skills SIGNS INCLUDE:Difficulty learning letter names/sounds Difficulty “sounding out” words Difficulty recalling known words (sight words) Guesses words Slow oral reading Poor spelling Poor handwriting Difficulty with written language Difficulty with math computations Comprehension is better when listening than when reading independently Reading difficulty is unexpected in light of other strengths
DYSPRAXIA Problems with movement and coordination, language and speech SIGNS INCLUDE:Exhibits poor balance; may appear clumsy; may frequently stumble Shows difficulty with motor planning Demonstrates inability to coordinate both sides of the body Has poor hand-eye coordination Exhibits weakness in the ability to organize self and belongings
Shows possible sensitivity to touch May be distressed by loud noises or constant noises like the ticking of a clock or someone tapping a pencil May break things or choose toys that do not require skilled manipulation Has difficulty with fine motor tasks such as coloring between the lines, putting puzzles together, cutting accurately or pasting neatly Irritated by scratchy, rough, tight or heavy clothing
[Read: Executive Functions 101: What Every Parent Needs to Know]
EXECUTIVE FUNCTION DISORDER Affects planning, organization, strategizing, attention to detail, and managing time and space. An inefficiency in the cognitive management systems of the brain that affects a variety of neuropsychological processes such as planning, organization, strategizing, paying attention to and remembering details, and managing time and space. Although not a learning disability, different patterns of weakness in executive functioning are almost always seen in the learning profiles of individuals who have specific learning disabilities or ADHD.
LANGUAGE PROCESSING DISORDER Affects attaching meaning to sound groups that form words, sentences, and stories. SIGNS INCLUDE:Has difficulty gaining meaning from spoken language Demonstrates poor written output Exhibits poor reading comprehension Shows difficulty expressing thoughts in verbal form Has difficulty labeling objects or recognizing labels Is often frustrated by having a lot to say and no way to say it Feels that words are “right on the tip of my tongue” Can describe an object and draw it, but can’t think of the word for it May be depressed or having feelings of sadness
MEMORY DISORDER Affects storing and later retrieving information to get information out. Three types of memory are important to learning, “working memory”, “short term memory” and “long term memory.” All three types of memory are used in the processing of both verbal and non-verbal information. “Working memory” refers to the ability to hold on to pieces of information until the pieces blend into a full thought or concept. For example, reading each word until the end of a sentence or paragraph and then understanding the full content. “Short-term memory” is the active process of storing and retaining information for a limited period of time. The information is temporarily available but not yet stored for long-term retention. “Long-term memory” refers to information that has been stored and that is available over a long period of time. Individuals might have difficulty with auditory memory or visual memory. [Read: What is Your Child’s Learning Style?]
NON-VERBAL LEARNING DISABILITIES Has trouble interpreting non-verbal cues like facial expressions or body language and may have poor coordination. SIGNS INCLUDE:Has trouble recognizing non- verbal cues such as facial expression or body language Shows poor psycho-motor coordination; clumsy Using fine motor skills is a challenge Needs to verbally label every- thing that happens to comprehend circumstances, spatial orientation, directional concepts and coordination; often lost or tardy Has difficulty coping with changes in routing and transitions Has difficulty generalizing previously learned information Has difficulty following multi-step instructions Make very literal translations Asks too many questions, may be repetitive and inappropriately interrupt the flow of a lesson Imparts the “illusion of competence” because of the student’s strong verbal skills
[Read: 10 Questions to Ask Your Student’s Teacher if Your Student Has and IEP or 504]
VISUAL PERCEPTION/ VISUAL MOTOR DEFICIT Affects the understanding of information that a person sees, or the ability to draw or copy SIGNS INCLUDE:May have reversals: “b” for “d”, “p” for “q” or inversions: “u” for ”n”, “w” for “m” Has difficulty negotiating around campus Complains eyes hurt and itch, rubs eyes, complains print blurs while reading Turns head when reading across page or holds paper at odd angles Closes one eye while work- ing, may yawn while reading Cannot copy accurately Loses place frequently Does not recognize an object/ word if only part of it is shown Holds pencil too tightly; often breaks pencil point/crayons Struggles to cut or paste Misaligns letters; may have messy papers, which can include letters colliding, irregular spacing, letters not on line
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What are the 5 most common learning disabilities?
The Five Common Learning Disabilities in Children. Dyslexia. Dyslexia is a language-based learning disability that affects the processing of spoken and/or written language. ... . Attention Deficit Hyperactivity Disorder (ADHD) ... . Dyscalculia. ... . Dysgraphia. ... . Dyspraxia.. What are the 4 major types of learning disabilities?
Learning disabilities usually fall within four broad categories:. Spoken language-listening and speaking.. Written language-reading, writing, and spelling.. Arithmetic-calculation and concepts.. Reasoning-organization and integration of ideas and thoughts.. Which learning disability is the most common?
Reading disability (dyslexia) - is the most common LD, representing at least 80% of all LDs, and results from deficits in phonologic processing. Skills necessary for appropriate phonologic processing involve reading decoding, phonics, ability to produce sounds, and proper auditory capabilities.
What are 3 warning signs of someone who has a learning disability?
Common signs that a person may have learning disabilities include the following:. Problems reading and/or writing.. Problems with math.. Poor memory.. Problems paying attention.. Trouble following directions.. Clumsiness.. Trouble telling time.. Problems staying organized.. | 
