Learning Disabilities

Learning Disabilities

            Learning disabilities occur to people irrespective of their ages. One of the challenges facing people with learning disabilities is the lack of intervention measures. Most people do not recognize their disabilities until they are too late. An adult might know about their disabilities, but children have more difficulties, especially if the disabilities are not realized in time. Instructors also need to have information on the various disabilities so that they can address the challenges facing their learners without conflict. Learning disabilities may have accompanying complications where victims are frustrated by the treatment they get from the people around them. One would generally feel disadvantaged if treated as those without disabilities, and this might be a result of a lack of knowledge or negligence. Dyslexia, non-verbal learning disabilities, and language processing disorder are some of the most common learning disorders and have presented significant challenges both to learners and instructors.

Dyslexia is a learning disorder that gives learners challenges when reading since they have challenges decoding sounds to construct free-flowing speech. The disability is associated with dysfunctions in the parts of the brain associated with language processing, and most people refer it to as reading disability. People with dyslexia have significant challenges in listening, reading, writing, spelling, and even handwriting (Hackett et al. 2017). However, dyslexia does not mean that someone is not intelligent are they cannot learn. Most of the greatest people the world has ever seen have had dyslexia at some point in life. Generally, people with dyslexia have proved to have high-level intelligence, and the difficulties in reading do not hinder them from achieving their dreams. Moreover, dyslexia is said to be caused by a set of factors, and it does not have a known cure.

Dyslexia is more common among learners that most people perceive. The main challenge facing people with dyslexia is lack of information, and learners end up suffering in the hands of instructors who force them to struggle to achieve more than their capabilities. According to Voice of America (2020), The International Dyslexia Association has reported that four to seven percent of people are dyslexic, which shows that the problem is more diverse than it appears. The condition does not have a cure, but early detection can help in a correction. However, diagnosis of the condition is difficult since its symptoms are not clear, and an individual might live in denial for a long time before accepting that they have a disability. Dyslexia can be diagnosed in the early years of development if parents and instructors are keen on the child’s development.

The symptoms associated with dyslexia are difficult to identify, but a trained teacher will not have challenges in noticing them. First, a child with dyslexia may show signs of late talking and problems forming words correctly, especially with similar words (Catts & Petscher, 2018). The symptoms, however, start becoming more pronounced when reading is introduced, and the child shows reading skills that are below the expected levels. The child might have difficulties processing what she hears or even difficulties in mastering spellings. When the child gets to teenage and adulthood, the problem might be seen in the way they struggle to read aloud or even writing. Dyslexia is mostly associated with genetic characteristics, and early diagnosis is essential in its treatment so that a child does not have severe complications in the future. Another disability is a non-verbal learning disability, which may affect people of all ages.

Non-verbal learning disabilities (NLD) affect a learner’s ability to create meaning from non-verbal information. Non-verbal information might involve aspects such as comprehension, math, and implied meaning, which require a learner to use ‘the larger picture’ to create meaning and identify the message in such aspects. One of the most important applications of non-verbal skills in social interactions, and people with difficulties interpreting non-verbal information may have difficulties associating with people at a social level. People who have interacted with people suffering from NLD have described their social skills as being awkward. The awkwardness in their social skills is worsened by the fact that they always interpret any non-verbal cues literally and miss the nuances that most people mean in their use of non-verbal cues. Moreover, the symptoms associated with NLD are one of the most difficult to diagnose because they are not clear.

Symptoms of NLD are not easy to identify because most people with NLD possess a great knowledge of non-verbal skills, which contradicts the name of the disability. The only issue with people suffering from NLD is that they have difficulties interpreting non-verbal skills used by other people. However, keen parents and instructors might have the ability to notice any symptoms at the earliest possible time (Fletcher, Lyon, Fuchs & Barnes, 2018). Generally, the parents can consider the child’s development because the disorder is associated with the brain, and abnormalities can be identified in comparison with other children. However, the diagnosis of NLD should not be taken negatively because it does not mean that the child is less intelligent. Besides, people with NLD have excellent reading abilities and generally have a large store for vocabulary since they have great listening skills. Moreover, learners might also suffer from language processing disorder, which might affect their ability to learn like normal students.

Language Processing Disorder (LPD) is associated with the inability to understand and express a language. Communication generally involves the ability to understand a language and respond, and therefore LPD can be seen as the inability to engage in smooth communication. The disorder can be likened to being unable to create an understanding of a new language or to express it. One of the most common characteristics of people with LPD is the inability to interpret jokes. The individuals are always frustrated by the fact that they have a lot to say, yet their ability to express it is limited. However, LPD does not affect the intellectual capacity of an individual since the disorder affects what they can communicate back and not what they can understand or take in communication. Speech and language therapists are the primary assessors of LPD. Moreover, the disorder can be identified through its symptoms, just like dyslexia and NLD.

Individuals with LPD can be identified using symptoms associated with the disorder. First, adults can understand their disorder by being unable to express whatever they are thinking verbally. The symptoms begin at a young age, where someone struggles to find meaning in the language of other people (Mammarella et al. 2016). Also, individuals might have difficulties following simple instructions; hence the learning ability of the individuals is affected. Like most learning disabilities, LPD cannot be cured but can be managed. Learners can be helped to improve their ability to process information, but the condition is chronic.

Learning disabilities should, however, not be used as an instrument of discrimination and mistreatment. People with disabilities require attention and help to overcome the challenges that come with being different. Generally, the high levels of frustrations among people with disabilities can be attributed to the mistreatment of the people by society (New York Times, 2019). The disabilities might explain the deviations that occur in the performance of learners, although other factors such as behavior and opportunities might play a role in performance. However, the fact that learning abilities are associated with the brain structures of the learners means that behavioral, psychological, motivational, or social factors should not be the only factors considered in analyzing the performance of students. Information concerning learning disabilities is crucial in that it helps parents and instructors to understand their learners’ abilities and disabilities.

In sum, dyslexia, non-verbal learning disabilities, and language processing disorder are some of the most common learning disorders and have presented significant challenges both to learners and instructors. People with dyslexia have proved to have high-level intelligence, and the difficulties in reading do not hinder them from achieving their dreams. On the other hand, people suffering from NLD have difficulties interpreting non-verbal skills used by other people. LPD does not affect the intellectual capacity of an individual since the disorder affects what they can communicate back and not what they can understand or take in communication. Generally, information concerning learning disabilities is crucial in that it helps parents and instructors to understand their learners’ abilities and disabilities.

References

Catts, H. W., & Petscher, Y. (2018). Early Identification of Dyslexia. Achieving Literacy, 33.

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From      identification to intervention. Guilford Publications.

Hackett, S. S., Taylor, J. L., Freeston, M., Jahoda, A., McColl, E., Pennington, L., & Kaner, E.     (2017). Interpersonal art psychotherapy for the treatment of aggression in people with        learning disabilities in secure care: a protocol for a randomised controlled feasibility      study. Pilot and feasibility studies, 3(1), 42.

Mammarella, I. C., Ghisi, M., Bomba, M., Bottesi, G., Caviola, S., Broggi, F., & Nacinovich, R.   (2016). Anxiety and depression in children with nonverbal learning disabilities, reading       disabilities, or typical development. Journal of learning disabilities, 49(2), 130-139.

The New York Times. (August, 2019). Helping Students with Learning Disabilities. Reader’s       Opinion

Venker, C. E., Edwards, J., Saffran, J. R., & Weismer, S. E. (2019). Thinking Ahead:        Incremental Language Processing is Associated with Receptive Language Abilities in        Preschoolers with Autism Spectrum Disorder. Journal of autism and developmental             disorders, 49(3), 1011-1023.

Voice of America, (2020). Dyslexia. All about learning disabilities and ADHD