Learning Differences
Brief descriptions of various kinds of learning differences:
Dyslexia is a language processing disorder. Individuals with dyslexia typically have trouble with word recognition, reading, and writing. Sometimes speech is affected as well, either in terms of understanding or communicating or both.
http://children.webmd.com/tc/dyslexia-symptoms
Dysgraphia is a disorder, which impairs one's ability to write. Individuals with dysgraphia may have trouble with spelling, with handwriting, or with putting words on paper. http://www.ldonline.org/article/12770
Dyscalculia is a disorder affecting one's conceptual and mathematical abilities. Individuals with dyscalculia may have exceeding difficulty grasping mathematical concepts, or performing sequential, rule-governed, inferential processes.
Visual Processing Disorder causes difficulty or deficiency in any of the following abilities: visual discrimination (distinguishing shapes or objects from each other), visual figure-ground discrimination (distinguishing figures or objects from their background), visual sequencing (perceiving the order of words, images, or objects), visual motor processing (using feedback from the eyes to direct other motor movements, such as writing), visual memory (long or short term ability to recall something seen), visual closure (ability to infer the complete shape of an object when only part of it is visible), spatial relationships (grasping relationships between objects in space).
Nonverbal Learning Disability is a special kind of learning disability that pertains to one's ability to understand, interpret and respond to nonverbal communication. Although it is much less common than language-based learning disorders, this disability may seriously affect how well one is able to function in settings that require social interaction (e.g. school, work).
Other Issues
Several other issues may seriously affect scholastic performance. Although they are not, technically classified as learning disabilities (since they do not directly have to do with information processing problems), they can nevertheless be thought of as learning challenges. (Legal definition of learning disability). Like learning disabilities, this set of issues may adversely affect a person's academic functioning unless they are recognized and appropriately dealt with. And because, like learning disabilities, they cry out for creative engagement and alternative solutions to learning, we think of them as belonging to the category of learning differences. The following are a few of the most common types of such learning differences:
Executive Functioning Disorder impairs one's executive capacities, which include such vital abilities as organizing, planning, setting priorities, strategizing, and the like. Find symptoms of EFD: www.schoolbehavior.com/conditions_edfoverview.htm
Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD) are disorders characterized by inability to sustain attention and concentration to tasks over extended periods of time. The disorder comes in three main types, depending on the characteristic symptom: the Inattentive Type (trouble paying attention), the Hyperactive-Impulsive type (constant movement, and erratic or impulsive behavior), and the Combined Type (a combination of the previous two types). Although ADHD is not a learning disability, it can occur in tandem with learning disabilities, and clearly may affect school performance. Symptoms of ADHD: www.cdc.gov/ncbddd/adhd/symptom.htm
Oppositional Defiance Disorder (ODD) is a disorder in which persons exhibit abnormal or extreme levels of rebelliousness and defiance. Success in learning and school may be seriously curtailed when teachers or parents loose their position of respect and authority in a student's life.
Lack of self-esteem is a person's evaluation of his or her worth. Such an evaluation can be either in relative ("I am better/worse than.") or absolute ("I am good/bad") terms. It can also focus on a specific area ("I'm good/bad at math") or it can be a fairly global assessment ("I'm a good/bad person"). Self-esteem and proper self-confidence are crucial ingredients in being or becoming a successful student. Where self-esteem is low, chances are motivation and scholastic achievement will be correspondingly low as well. The role of teachers and parents in fostering self-esteem is vital. Because it is common for students with learning disabilities to experience themselves as failing to meet their parents' or teachers' expectations, and because they will be tempted to think of themselves as less intelligent or gifted than they actually are, students with learning disabilities are apt to have low self-esteem.
Panic Attack is a name for an episodic experience of intense anxiety, characterized by physical and psychological discomfort. Performance pressure-whatever it's source-constitutes a kind of stress that may contribute to panic attacks.
Depression (also known as major, unipolar, or clinical depression) is a mood disorder characterized by enduring low moods and debilitating effects in terms of a person's relationships, work, and schooling.
