What is a Learning Disorder?

1. What is a What is a
Learning Disorder?Learning Disorder?
Admissions Training Admissions Training 
by Maggi Sandersonby Maggi Sanderson
December 14, 2010December 14, 2010

2. DefinitionDefinition
•A neurological disorder A neurological disorder
often defined as often defined as
“inefficient processing of “inefficient processing of
information from the information from the
sensory input source to the sensory input source to the
brain and back out.” brain and back out.”
•  Individuals have difficulty Individuals have difficulty
learning when presented learning when presented
with traditional and with traditional and
conventional teaching conventional teaching
approaches.approaches.
•The factors that cause The factors that cause
learning disabilities affect learning disabilities affect
the brain’s ability to the brain’s ability to
receive, process, and store receive, process, and store
information. information.
•A learning disorder is A learning disorder is
not indicative of a not indicative of a
person’s intelligence person’s intelligence
level and cannot be level and cannot be
cured or fixed cured or fixed
•Attention disorders and Attention disorders and
learning disorders often learning disorders often
occur at the same time.occur at the same time.

3. What causes a Learning Disorder? What causes a Learning Disorder?
•Learning Disorders often run in familiesLearning Disorders often run in families
•Neurological impairments are often caused by problems during Neurological impairments are often caused by problems during
pregnancy and birth and can result from:pregnancy and birth and can result from:
–Anomalies in the developing brainAnomalies in the developing brain
–Illness or injuryIllness or injury
–Fetal exposure to drugs or alcohol Fetal exposure to drugs or alcohol
–low birth weight low birth weight
–oxygen deprivation, or premature or prolonged laboroxygen deprivation, or premature or prolonged labor
•By accidents after birth, particularly caused byBy accidents after birth, particularly caused by
–Head injuriesHead injuries
–MalnutritionMalnutrition
–Toxic exposureToxic exposure
–As a result of povertyAs a result of poverty

4. The Four Stages of The Four Stages of
Information Processing Information Processing
Used in Learning Used in Learning

5. InputInput
•Information perceived Information perceived
through sensory meansthrough sensory means
•Difficulties with visual Difficulties with visual
perception perception
•Problems with sequencingProblems with sequencing
•Difficulties with auditory Difficulties with auditory
perception perception
•Some individuals seem Some individuals seem
unable to process tactile unable to process tactile
inputinput
IntegrationIntegration
•Perceived input is interpreted, Perceived input is interpreted,
categorized, placed in sequence, categorized, placed in sequence,
or related to previous learning or related to previous learning
•Difficulties telling a story in the Difficulties telling a story in the
correct sequence correct sequence
•May be unable to memorize May be unable to memorize
sequences of information sequences of information
•Be able to learn facts but be Be able to learn facts but be
unable to put the facts together unable to put the facts together
•Poor vocabulary can contribute Poor vocabulary can contribute
to problems with to problems with
comprehensioncomprehension

6. StorageStorage
•Problems with memory can Problems with memory can
occur with short-term memory occur with short-term memory
or working memory, or with or working memory, or with
long-term memorylong-term memory
•Most memory difficulties Most memory difficulties
occur with short-term memory occur with short-term memory
which can make it difficult to which can make it difficult to
learn new material without learn new material without
many more repetitions than is many more repetitions than is
usual usual
•Difficulties with visual Difficulties with visual
memory can impede learning memory can impede learning
to spellto spell
OutputOutput
•Language output difficulties Language output difficulties
can create problems with can create problems with
spoken language spoken language
•Written language or expression Written language or expression
can be difficultcan be difficult
•Difficulties with motor abilities Difficulties with motor abilities
can cause problems with gross can cause problems with gross
and fine motor skills and fine motor skills
•People with fine motor People with fine motor
difficulties may experience difficulties may experience
problems buttoning shirts, problems buttoning shirts,
tying shoelaces, or with tying shoelaces, or with
handwritinghandwriting

7. Common Signs of Learning Common Signs of Learning
DisordersDisorders

8. In preschool, a child may:In preschool, a child may:
•Speak later than most other childrenSpeak later than most other children
•Have problems pronouncing wordsHave problems pronouncing words
•Demonstrate slow growth in vocabulary or often have trouble Demonstrate slow growth in vocabulary or often have trouble
finding the right wordfinding the right word
•Have difficulty rhyming wordsHave difficulty rhyming words
•Have trouble learning numbers, the alphabet, days of the week, Have trouble learning numbers, the alphabet, days of the week,
colors, and shapescolors, and shapes
•Be extremely restless and easily distractedBe extremely restless and easily distracted
•Have trouble interacting with their peersHave trouble interacting with their peers
•Have difficulty following directions or routinesHave difficulty following directions or routines
•Demonstrate a slow development of Demonstrate a slow development of
fine motor skillsfine motor skills

9. In Kindergarten through Grade 4, In Kindergarten through Grade 4,
a child may:a child may:
•Be slow to learn the connection between letters and soundsBe slow to learn the connection between letters and sounds
•Confuse basic words like run, eat, or wantConfuse basic words like run, eat, or want
•Make consistent reading and spelling errors including letter reversals (b/d), Make consistent reading and spelling errors including letter reversals (b/d),
inversions (m/w), transpositions (felt/left), and substitutions (house/home)inversions (m/w), transpositions (felt/left), and substitutions (house/home)
•Transpose number sequences and confuse arithmetic signs (+, -, /, =, x, ….)Transpose number sequences and confuse arithmetic signs (+, -, /, =, x, ….)
•Be slow to remember factsBe slow to remember facts
•Be slow to learn new skills and rely heavily on memorizationBe slow to learn new skills and rely heavily on memorization
•Be impulsive and have difficulty planningBe impulsive and have difficulty planning
•Demonstrate an unstable pencil gripDemonstrate an unstable pencil grip
•Have trouble learning about timeHave trouble learning about time
•Demonstrate poor coordination and be unaware of physical surroundingsDemonstrate poor coordination and be unaware of physical surroundings
•Be accident proneBe accident prone

10. In Grades 5 – 8, a child may:In Grades 5 – 8, a child may:
•Reverse letter sequences (soiled/solid)Reverse letter sequences (soiled/solid)
•Be slow to learn prefixes, suffixes, root words and other spelling Be slow to learn prefixes, suffixes, root words and other spelling
strategiesstrategies
•Avoid reading aloudAvoid reading aloud
•Have trouble with word problemsHave trouble with word problems
•Demonstrate difficulty with handwritingDemonstrate difficulty with handwriting
•Demonstrate an awkward, fist-like, or tight pencil grip Demonstrate an awkward, fist-like, or tight pencil grip
•Avoid writing assignmentsAvoid writing assignments
•Demonstrate a slow or poor recall of factsDemonstrate a slow or poor recall of facts
•Have difficulty making friendsHave difficulty making friends
•Have trouble reading body language and facial expressionsHave trouble reading body language and facial expressions

11. High School Students High School Students
and Adults may:and Adults may:
•Continue to spell incorrectlyContinue to spell incorrectly
•Frequently spell the same word differently in a single piece of Frequently spell the same word differently in a single piece of
writingwriting
•Avoid reading and writing tasksAvoid reading and writing tasks
•Have trouble summarizingHave trouble summarizing
•Have trouble with open-ended questions on testsHave trouble with open-ended questions on tests
•Demonstrate weak memory skillsDemonstrate weak memory skills
•Have difficulty adjusting to new settingsHave difficulty adjusting to new settings
•Work slowlyWork slowly
•Demonstrate a poor grasp of abstract conceptsDemonstrate a poor grasp of abstract concepts
•Either pay too little attention to details or hyper-focus on themEither pay too little attention to details or hyper-focus on them
•Misread informationMisread information

12. Types of Learning DisordersTypes of Learning Disorders

13. Reading DisordersReading Disorders
•The most common type of The most common type of
learning disabilitylearning disability
•Can affect any part of the Can affect any part of the
reading process, including reading process, including
difficulty with accurate or difficulty with accurate or
fluent word recognition, fluent word recognition,
word decoding, reading rate, word decoding, reading rate,
prosody, and reading prosody, and reading
comprehensioncomprehension
•There are several different There are several different
types of Reading Disorders, types of Reading Disorders,
including Dyslexiaincluding Dyslexia
Auditory Processing Auditory Processing
DisorderDisorder
•Have difficulty processing Have difficulty processing
auditory information auditory information
•Has trouble Has trouble
comprehending more than comprehending more than
one task at a time (or one task at a time (or
switching between tasks) switching between tasks)
•They have a relatively They have a relatively
stronger ability to learn stronger ability to learn
visuallyvisually

14. Writing DisorderWriting Disorder
•DysgraphiaDysgraphia
•May include impairment May include impairment
to handwriting, spelling, to handwriting, spelling,
organization of ideas and organization of ideas and
compositioncomposition
Math DisorderMath Disorder
•Dyscalculia Dyscalculia
•Can cause difficulties in Can cause difficulties in
learning math concepts, learning math concepts,
memorizing math facts, memorizing math facts,
organizing numbers, and organizing numbers, and
understanding how understanding how
problems are organized problems are organized
on a pageon a page

15. DyspraxiaDyspraxia
•Difficulty planning and completing Difficulty planning and completing
fine motor tasksfine motor tasks
•Difficulties stemming from Difficulties stemming from
dyspraxia can bedyspraxia can be
– Delays in spoken language and Delays in spoken language and
speech that is difficult to speech that is difficult to
understandunderstand
–Problems with tying, buttoning Problems with tying, buttoning
or handwriting or handwriting
–Poor sense of directionPoor sense of direction
–Sensitivity to touch Sensitivity to touch
–Problems with coordination Problems with coordination
including difficulty driving including difficulty driving
–Over- or under-sensitivity to Over- or under-sensitivity to
stimuli, lack of speech control, stimuli, lack of speech control,
and manual dexterityand manual dexterity
Nonverbal Learning Nonverbal Learning
DisabilityDisability
•Individuals have specific Individuals have specific
strengths in verbal domains strengths in verbal domains
•Those diagnosed with NLD are Those diagnosed with NLD are
often very bright, and may be often very bright, and may be
identified as gifted students identified as gifted students
•Difficulties due to NLD are:Difficulties due to NLD are:
–Motor clumsinessMotor clumsiness
–Poor visual-spatial skillsPoor visual-spatial skills
–Problems in social Problems in social
relationshipsrelationships
–Difficulty with mathDifficulty with math
–Poor organizational skillsPoor organizational skills

16. DyslexiaDyslexia
•Is a lifelong language processing disorder that hinders the Is a lifelong language processing disorder that hinders the
development of oral and written language skills development of oral and written language skills
•Those affected often have problems with reading, writing, Those affected often have problems with reading, writing,
spelling & expressing themselves in conversation (verbal spelling & expressing themselves in conversation (verbal
communication vs. written)communication vs. written)
•Often have trouble with abstract thoughts such as idiomatic Often have trouble with abstract thoughts such as idiomatic
expressions, jokes & proverbsexpressions, jokes & proverbs

17. Compounding the ChallengeCompounding the Challenge
Difficulties that often co-occur with learning Difficulties that often co-occur with learning
disabilities include difficulties with memory, disabilities include difficulties with memory,
social skills and executive functions social skills and executive functions

18. Executive Functioning Disorder Executive Functioning Disorder
•Individuals with executive functioning problems may Individuals with executive functioning problems may
have the following difficulties:have the following difficulties:
–Planning a project and comprehending how long a project Planning a project and comprehending how long a project
will take to completewill take to complete
–Have trouble communicating details in an organized, Have trouble communicating details in an organized,
sequential mannersequential manner
–Struggle to tell a story verbally or in writingStruggle to tell a story verbally or in writing
–Have difficulty with mental strategies involved with Have difficulty with mental strategies involved with
memorization and retrieving information from memorymemorization and retrieving information from memory
–Have trouble initiating activities or tasks Have trouble initiating activities or tasks
–Struggle with generating ideas independently Struggle with generating ideas independently
–Have difficulty retaining information while doing something Have difficulty retaining information while doing something
with it (like remembering a phone number while dialing)with it (like remembering a phone number while dialing)

19. ADHD/ADDADHD/ADD
•3-5% of children in the U.S. population have ADHD 3-5% of children in the U.S. population have ADHD
•Individuals with ADHD exhibit symptoms of:Individuals with ADHD exhibit symptoms of:
•ImpulsivenessImpulsiveness
•HyperactivityHyperactivity
•Inattention Inattention
•Restlessness Restlessness
•Fidgetiness Fidgetiness
•Acting without thinkingActing without thinking
•Poor concentration Poor concentration
•DistractibilityDistractibility
•Daydreaming Daydreaming

20. The Three Patterns of The Three Patterns of
ADHD BehaviorADHD Behavior
(1)(1)Consistent inattentivenessConsistent inattentiveness
(2)(2)Hyperactivity and impulsiveness beyond that Hyperactivity and impulsiveness beyond that
of others the same ageof others the same age
(3)(3)Combined behaviors of inattentiveness, Combined behaviors of inattentiveness,
hyperactivity and impulsiveness hyperactivity and impulsiveness

21. ADHD is also often accompanied by anxiety and/or ADHD is also often accompanied by anxiety and/or
depression, as well as the following disorders:depression, as well as the following disorders:
Tourette’s SyndromeTourette’s Syndrome
A neurological disorder A neurological disorder
that results in nervous that results in nervous
tics and repetitive tics and repetitive
mannerisms, oftenmannerisms, often
triggered by anxiety. triggered by anxiety.
–Eye blinkingEye blinking
–Facial twitchesFacial twitches
–GrimacingGrimacing
–Clearing of the throat Clearing of the throat
frequentlyfrequently
–SnortingSnorting
–SniffingSniffing
–Barking out wordsBarking out words
Oppositional Defiant DisorderOppositional Defiant Disorder
1/3 to 1/2 of all children 1/3 to 1/2 of all children
diagnosed with ADHD- diagnosed with ADHD-
mostly boys -- are alsomostly boys -- are also
diagnosed with ODDdiagnosed with ODD..
–Defiant Defiant
–StubbornStubborn
–Non-compliant with authority Non-compliant with authority
figures figures
–Have outbursts of temperHave outbursts of temper
–Belligerent Belligerent

22. Conduct DisorderConduct Disorder
Conduct Disorder is a moreConduct Disorder is a more
serious pattern of antisocialserious pattern of antisocial
behavior. 20-40% ofbehavior. 20-40% of
students diagnosed withstudents diagnosed with
ADHD are diagnosed withADHD are diagnosed with
Conduct Disorder. These Conduct Disorder. These
individuals often:individuals often:
–Lie or stealLie or steal
–Fight or bullyFight or bully
–Ignore the rights of othersIgnore the rights of others
–Are aggressiveAre aggressive
–Can destroy propertyCan destroy property
–Carry or use weaponsCarry or use weapons
–Are at a greater risk for Are at a greater risk for
substance abuse.substance abuse.
Bipolar DisorderBipolar Disorder
Bipolar disorder in children,Bipolar disorder in children,
is characterized by chronicis characterized by chronic
mood dysregulation with amood dysregulation with a
mixture of elation,mixture of elation,
depression and irritability. depression and irritability.
–Intense mood swingsIntense mood swings
–Poor self esteem regulationsPoor self esteem regulations
–Low threshold for anxietyLow threshold for anxiety

23. Other Chronic Problems and Emotional Other Chronic Problems and Emotional
Baggage for Individuals with LDBaggage for Individuals with LD
•Lack of self-esteem Lack of self-esteem
•Loss of interest in learning Loss of interest in learning
•Lack of motivation Lack of motivation
•Anxiety and depressionAnxiety and depression
•Somatic complaints Somatic complaints
•““Learned helplessness” Learned helplessness”
•May assume a very passive May assume a very passive
role in their situation over role in their situation over
time time
•Are vulnerable to Are vulnerable to
behavioral challengesbehavioral challenges
•May routinely cut classes to May routinely cut classes to
avoid what precipitates avoid what precipitates
anxiety in them anxiety in them
•May gravitate toward a May gravitate toward a
negative peer groupnegative peer group
•May blame others for their May blame others for their
problemsproblems
•Make excuses for bad Make excuses for bad
behaviorbehavior
•Exhibit a poor attitude Exhibit a poor attitude
•Refuse to communicateRefuse to communicate
•May have difficulties in May have difficulties in
social situationssocial situations