A learning difficulty is a condition that can cause an individual to experience problems in a traditional classroom learning context. A child or adult with a learning difficulty may require additional time to complete assignments at school and can often benefit from strategy instruction and classroom accommodations, such as material delivered in special fonts or the ability to use a computer to take notes.
No two individuals with a learning difficulty are exactly alike and many conditions, such as dyslexia, attention deficit disorder, attention deficit hyperactive disorder, dyscalculia, and dysgraphia, exist on a wide-spectrum. Learning difficulties are sometimes referred to as learning disabilities. You may also encounter the terms learning differences or specific learning differences. The differences between these labels can seem subtle but may have implications for how an individual with a learning difficulty views him or herself. The word disability implies a person is less able than his or her peers.
It can also suggest they are in a permanent state of disadvantage and cause them to lose agency.
Overcoming Learning Difficulties
On the other hand, a learning difference takes the opposite approach in underscoring that a person simply learns in a different way from others. The term l earning difficulty falls somewhere in-between, describing the added challenges an individual might face in a typical school environment, but also suggesting that these challenges are difficulties that can be overcome. There are different types of dyslexia but the most common type is phonological dyslexia which affects the way people break words down into their component parts. This has consequences for decoding in reading and can also cause spelling and writing difficulties.
Because reading and writing are central to most school curriculum, children with undiagnosed dyslexia can quickly fall behind their peers as they experience problems with note taking, reading, homework, writing assignments and assessments. Dyslexia is not associated with lower intelligence, but language difficulties can cause children to believe they are less intelligent than their peers and result in low-confidence and a poor self-image. Learn about the signs of dyslexia , strategies for students with dyslexia , Am I dyslexic? However, in recent years it is ADHD that has become the general label for attention difficulties, both with and without the hyperactivity.
College essay overcoming learning disability - The Cowlitz Indian Tribe
ADHD with hyperactivity is often characterized by difficulties maintaining focus over extended periods. Children with ADHD can have poor impulse control, be fidgety, and produce messy written work. They are often easier to pick out in a classroom than a student who has ADD without the hyperactivity, as in the case of the latter a learner may not call any attention to themselves.
In fact, a learner with ADD may appear to be paying attention and thus the learning difficulty can go unnoticed until it results in incomplete assignments and poor performance on tests. In certain cases a child may even be told they are not trying hard enough. Reading comprehension, staying on task, following directions, completing extended projects, and organization can all be problematic. ADHD at school.
Children who struggle with dysgraphia have a hard time with writing and may produce text that is illegible. Writing can be labored, taking a long time to complete and causing frustration and stress. The spatial orientation and planning aspects of writing can be particularly challenging for people with dysgraphia. Staying in the margins, using punctuation and choosing between capital and lowercase letters may also be hard.
Letter formation itself might be problematic and typing on the computer is often a recommended accommodation at school. Children with dysgraphia are often eager to avoid handwriting, particularly in front of their peers. They may feel embarrassed when writing on the board, produce less text than is necessary for written assignments, and can generally perform poorly on assessments that require written answers. Learn more about the signs of dysgraphia or read our article on the differences between dyslexia and dysgraphia.
The 5 Keys for Overcoming Learning Disabilities
As opposed to dyslexia and dysgraphia which are both language based learning difficulties, dyscalculia has to do with processing numbers. But her current program was not helping and the novel prospect of Highland Rim gave them hope. At first, she struggled. Unlike her previous school, Haven was held to the class standard and given little grade leniency when it came to the work she produced.
A fifth grader at a second-grade reading level, the prospect of finishing five chapters in one night seemed like an impossible task. But, her teachers and her mother knew better. At home, her mother spent hours reading with her, correcting mistakes and keeping her focused. At school, her teachers took time after class to work with her and strategize ways to meet the class standard. When she failed, which at first she often did, her teachers met her failures with grace and went back to the drawing board.
Haven credits the CCE community as another key component in her transformation. At her previous school, she only partook in a few classes with her peers, and spent the remainder of the day in a special ed classroom. Seeing either the forest or the trees: Dissociation in visuospatial processing. Brain and Cognition , 11 , 37 — Bodrova , E. Tools of the mind: The Vygotskian approach to early childhood education 2nd ed. Lerner, J.
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Lewin-Bizan, S. Urban Eds. New Directions for Child and Adolescent Development, , 11 — Braga , L. Direct clinician-delivered versus indirect family-supported rehabilitation of children with traumatic brain injury: A randomized controlled trial. Brain Injury , 19 10 , — Brown , T.
Attention deficit disorder. Casey , B. From behavior to cognition to the brain and back: What have we learned from functional imaging studies of attention deficit hyperactivity disorder? American Journal of Psychiatry , 6 , — Clinical, imaging, lesion, and genetic approaches toward a model of cognitive control. Developmental Psychobiology , 40 , — Castles , A.
Varieties of developmental dyslexia. Cognition , 47 , — Cognitive correlates of developmental surface dyslexia: A single case study. Cognitive Neuropsychology , 13 , 25 — Chaiklin , S. The Zone of Proximal Development in Vygotsky's analysis of learning and instruction.
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Handbook of school neuropsychology. Daniels , H. Daniels , M. Wertsch Eds.