The Individuals with Disabilities Act (IDEA) defines specific learning disabilities as a “disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. Skills of listening, speaking, reading, writing and/or mathematics may be negatively affected.”

The Royal Gazette spoke with Dr. Judith Bartley and Carmelita Smith who are education officers with Student Services for the Ministry of Education and Development, about learning disabilities, identifying them and ways in which to help those affected.

Dr. Bartley explains that learning disabilities affect the way children of [NOTE]is this right[\NOTE]average to above-average[NOTE]here[\NOTE] intelligence receive, process or express information and can last throughout their lives, impacting their ability to learn the basic skills of reading, writing or math.

However, she is quick to add that one of the major hurdles facing those with learning disabilities is the public’s ignorance of these disabilities.

Ms Smith says the myth exists that people with learning disabilities are mentally retarded, when in fact the lack of knowledge causes people to confuse the two terms. Which is why it is so important to assess hearing in speech-delayed children.

Another myth is that people believe those with learning disabilities are lazy and unmotivated, when in fact one of the continued effects of a learning disability is that students take longer to complete reading assignments, papers and their exams.

There is also the belief that these students are stubborn and can complete a task if they simply wanted to.

“The seeming stubbornness may come from a child’s frustration with verbal communication and the frustration that results from such failure” she clarifies.

Some of the characteristics of a learning disorder include, but are not limited to:

1. Cognition

[bul]Written language: difficulties with reading writing and spelling

[bul]Arithmetic: difficulty in performing arithmetic operations or in understanding basis concepts

[bul]Reasoning: difficulty in organising and integrating thoughts

[bul]Memory: difficulty in remembering information and instructions

[bul]Reversals in reading and writing

[bul]Spelling difficulties

[bul]Slowness in completing work

[bul]Easily confused by instructions

[bul]Often obsesses on one topic or idea

[bul]Lags in developmental milestones (e.g. motor, language)

[bul]Has perceptual problems

[bul]Must have learning support to function in general

[bul]Difficulty identifying the main idea

[bul]Poor eye-hand co-ordination

2. Communication

[bul]Spoken language: delays, disorders and deviations in listening and speaking

[bul]Difficulty with distinguishing sounds

[bul]Difficulty expressing ideas

3. Physical

[bul]Hyperactivity/Overly distractible; difficulty concentrating

4. Social-emotional

[bul]Poor interpersonal skills - don’t know how to interact appropriately with others

[bul]Low self esteem and shy, withdrawn, isolated, depressed

[bul]Hostility - lashing out

5. Behavioural

[bul]Impulsive behaviour; lack of reflective thought prior to action

[bul]Low tolerance for frustration

[bul]Excessive movement during sleep

[bul]Inappropriate, unselective and often excessive display of affection

[bul]Overly gullible; easily led by peers

[bul]Difficulty making decisions

Dr. Bartley points out that when considering these symptoms, it is important to remember that no one person will have all of these symptoms and some of these symptoms are more common than others.

“All students will have at least two or three of these symptoms to some degree and the numbers of symptoms do not indicate severity of the disability,” she surmises.

As for symptoms and what to look for, Dr. Bartley says parents should look for the following signs:

At pre-school age:

[bul]Speaks later than most children

[bul]Has difficulty rhyming

[bul]Has trouble learning days of week, alphabet, colours, shapes, numbers

[bul]Has difficulty following directions and routines

In Primary-age students:

[bul]Slow to learn new skills

[bul]Can not blend sounds to make words

[bul]Has problems remembering sequences and telling time

And Middle School students:

[bul]Avoids reading and writing tasks

[bul]Works slowly

[bul]Difficulty understanding as well as misreads directions and information

[bul]Has difficulty with word problems in math

“If you suspect that your child has a learning disability, consult with your child’s teacher and other school staff to decide next steps,” Dr. Bartley suggests.

“We have learning support teachers at each primary, middle and senior school who can work with your children and provide you with additional assistance as needed.”

Ms Smith adds that teachers are encouraged to make instruction more memorable and advises that teachers grasp students’ attention by using “attention grabbers” to stimulate student interest in the learning task.

She adds that teachers can make it more relevant by stating a clear purpose and objective for each lesson: “Stress goal attainment so that students recognise and take pride in their own progress and keep it visual by teaching students to monitor and graph their progress toward goals they select.”

Ms Smith suggests teachers can also explore a student’s prior knowledge before teaching a new concept or skill, drawing it out using charts, diagrams, maps and semantic webs, or showing the student how by providing numerous examples, models, and illustrations of the new concept or skill.

“Include complex as well as straightforward examples and ask students to create additional problems,” she adds.

Ms Smith explains that with students showing signs of a learning disorder, it is important for teachers to stimulate the cognitive.

“As you employ each step in a new concept or skill, tell students exactly what you are thinking and why you are employing each step. The key is to verbalise self-regulating cues that you would normally perform automatically.”

Another tip, she adds is teaching the student a “trick” by using the mnemonic technique for improving memory (Mnemonics are often verbal, something such as a very short poem or a special word used to help a person remember something, particularly lists).

“Encourage the student to problem-solve by asking probing questions like ‘Why does it make sense that—?’ and provide small dry-erase boards and individual chalk, or game boards, which provide excellent opportunities for guided practice, and allows additional feedback to students,” she adds.

Ms Smith surmises that during direct instruction, teachers can also encourage students to make predictions, to summarise, and to monitor their comprehension as they read independently.

“Students can be prompted to use and practise these skills across content areas.

“Practise, practise, practise by getting students to tell a buddy, show the person on the left, read to a partner, or employ any other relevant practice method,” she says.

Teachers can also use specific closure activities to clinch new learning.

“Ask the child to tell you two important things you learned today, or summarise in one sentence what they learnt about and then refresh their memories by devising a weekly review session and include games or other activity-based formats.”