LEARNING

DISORDERS
• Learning disorders are neurodevelopmental conditions that
affect an individual's ability to acquire, process, or retain
information effectively. They often manifest during childhood
and can include difficulties with reading (dyslexia), writing
(dysgraphia), math (dyscalculia), auditory processing, and
attention (ADHD). These disorders may arise from genetic,
neurological, or environmental factors and can lead to
challenges in academic performance and daily functioning.
• Interventions typically involve specialized instruction, therapy,
assistive technology, and collaboration among parents,
educators, and healthcare professionals to support the
individual's unique needs and promote success. Early
identification and intervention are key to helping individuals
with learning disorders reach their full potential.
DYSLEXIA

• Nature: Dyslexia is a specific learning disorder characterized by difficulty

in reading despite normal intelligence, adequate instruction, and socio-
cultural opportunities.
• Difficulty in decoding letters
• Difficulty with basic language skills(Phenomic awareness) have trouble in
rhyming isolating the sounds into words
• Difficulty in spelling
• Difficulty in written expression
• Obtained: Dyslexia is often thought to have a
genetic component, but environmental factors can
also play a role. It can be identified in early
childhood when a child struggles to learn to read.
DYSLEXIA

• Samples: Individuals with dyslexia may have trouble with

reading fluency, decoding words, understanding text, and
spelling.
• Intervention: Intervention for dyslexia typically involves
specialized instruction in reading, such as Orton-Gillingham-
based programs, multisensory approaches, and accommodations
like extended time for reading tasks.
DYSGRAPHIA

• Nature: Dysgraphia is a learning disorder characterized by

difficulties with writing, including handwriting, spelling, and
organizing ideas on paper.
• Obtained: Dysgraphia can be caused by neurological differences
or developmental issues. It's often identified when children have
persistent difficulty with writing tasks despite normal
intelligence.
DYSGRAPHIA

• Samples: Individuals with dysgraphia may struggle with illegible handwriting,

inconsistent spacing, poor spelling, and difficulty organizing thoughts in writing.
• Difficulty writing in a straight line.
• Difficulty with holding and controlling a writing tool.
• Writing letters in reverse
• Having trouble knowing when to use lower or upper case letters.
• Having trouble recalling how letters are formed.
INTERVENTION

Intervention for dysgraphia may involve occupational

therapy to improve handwriting, assistive technology for
writing tasks, and instruction in spelling and
composition.
DYSCALCULIA

• Nature: Dyscalculia is a learning disorder characterized by difficulty with

math concepts, computations, and mathematical reasoning.
• Obtained: Dyscalculia is believed to have a neurological basis, possibly
involving differences in brain structure or function. It's often identified
when children have persistent difficulty with math despite adequate
instruction
DYSCALCULIA

• Samples: Individuals with dyscalculia may struggle with understanding

number concepts, memorizing math facts, performing calculations, and
applying math skills to real-world problems.
• Zero in number sense
• Difficulty count sequentially.
INTERVENTION

Intervention for dyscalculia may involve specialized

instruction in math, multisensory approaches to learning
math concepts, and accommodations like the use of
manipulatives or calculators.
AUDITORY PROCESSING DISORDER (APD):

• Nature: Auditory Processing Disorder is a condition in which individuals

have difficulty processing auditory information despite normal hearing.
• Obtained: APD can be caused by a variety of factors, including
developmental issues or neurological differences. It's often identified when
individuals struggle to understand spoken language, follow directions, or
discriminate between similar sounds.
 FIVE TYPES OF APD

• Auditory hypersensitivity- Poor tolerance for background sounds.

• Sample;
• Does not hear well in busy or noisy environment
• Often misses steps when listening to multiple step directions
• Often seems to “ignore” people due to need to concentrate hard to understand a speaker
• Unusually forgetful of memorized information (such as multiplication tables, correct
spelling) or household routines, despite frequent reminders
 PHENOMIC DECODING- AN INABILITY TO PROCESS LANGUAGE AT
NATURAL LANGUAGE SPEED.

• Sample;

• Difficulty with phonics (sounding out words) approach to reading

• Confuses similar-sounding words; may learn words wrong
• Poor speller: errors phonetically correct (e.g. “littul” for little) or seem random (wrong sounds,
sounds/syllables missing/added)
• Problems with speech clarity or articulation, or with grammar, now or in the past
AUDITORY INTEGRATION- SLOWNESS INTEGRATING THINGS
HEARD WITH THINGS SEEN.

• Sample;
• Marked difficulty reading or writing efficiently, despite knowledge of
phonics
• Needs to (or should) ask many extra questions to clarify task before
starting; “doesn’t get the picture.”
PROSODIC- PROCESSING INEFFICIENCY THAT MAKES IT HARD TO
THINK WHILE LISTENING.

• Sample;
• Absorbs details and facts, but misses the “big picture”
• Can misjudge speaker’s mood or be unintentionally tactless
• Struggles with cause-and-effect reasoning
ORGANIZATIONAL DEFICIT- PHYSICAL ORGANIZATION, PLANNING
DELAYS

• The difficulty here is around sequencing, a cognitive skill that impacts not only language,
but also multiple-step directions. An important component of processing information is
the ability to manipulate and sequence meaningfully. This extends to organizing notes or
study materials and planning.
AUDITORY PROCESSING DISORDER (APD):

• Samples: Individuals with APD may have trouble understanding speech in noisy environments,
following multi-step directions, and distinguishing between similar sounds or words.
• Difficulty attending to long lectures or other long periods of listening.
• Difficulty remembering and/or effectively summarizing information presented verbally.
• Trouble following abstract thoughts or ideas.
• Intervention: Intervention for APD may involve auditory training exercises, accommodations
like preferential seating in classrooms, and the use of assistive listening devices.
ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD):
• Nature: ADHD is a neurodevelopmental disorder characterized by symptoms of
inattention, hyperactivity, and impulsivity that interfere with daily functioning.
• Obtained: ADHD has a strong genetic component but environmental factors can also
contribute. It's often identified in childhood when individuals exhibit persistent patterns
of inattention, hyperactivity, and impulsivity.
ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD):
• Samples: Individuals with ADHD may have difficulty sustaining attention, following
instructions, organizing tasks, controlling impulses, and sitting still.
• Intervention: Intervention for ADHD may involve a combination of behavioral therapy,
medication, and accommodations such as breaking tasks into smaller steps, providing
structure and routine, and implementing strategies to improve focus and organization.
ARIGATHANKS!!!!