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Something's not quite right
about Johnny. He seems bright enough, but often his
performance or behavior falls short of
expectations. He can do some things very well, but
in other ways is behind his peers. Is he simply
lazy? Does he just need to try harder?
When the development or
academic performance of a healthy child falls short
of what is expected for his or her age and
intelligence, parents or teachers may suspect the
child has a learning disability (LD). Being aware
of the signs of learning disabilities will help
parents determine if the child should be referred
for evaluation. This digest summarizes some of the
common warning signs of learning disabilities for
preschool, elementary, and secondary school
children and youth.
As the name implies, LD is a
condition that affects learning, and sooner or
later is manifested by poor school performance,
especially in reading, mathematics, spelling, and
writing. In addition, LD is a life-long condition,
and can significantly impact relationships, daily
activities, and eventually work and careers.
Learning disabilities are
presumed to arise from dysfunctions in the brain.
Individuals with learning disabilities have
significant difficulties in perceiving information
(input), in processing and remembering information
(integration) and/or in expressing information
(output). Outward manifestations of any of these
difficulties serve as indicators-or warning
signs-of a learning disability.
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Although children's growth
patterns vary among individuals and within
individuals, uneven development or significant
delays in development can signal the presence of
LD. It is important to keep in mind that the
behaviors listed below must persist over time to be
considered warning signs. Any child may
occasionally exhibit one or two of these behaviors
in the course of normal development.
Language
- Slow development in
speaking words or sentences
- Pronunciation problems
- Difficulty learning new
words
- Difficulty following
simple directions
- Difficulty understanding
questions
- Difficulty expressing
wants and desires
- Difficulty rhyming words
- Lack of interest in story
telling
Motor Skills
- Clumsiness
- Poor balance
- Difficulty manipulating
small objects
- Awkwardness with running,
jumping, or climbing
- Trouble learning to tie
shoes, button shirts, or perform other self-help
activities
- Avoidance of drawing or
tracing
Cognition
- Trouble memorizing the
alphabet or days of the week
- Poor memory for what
should be routine (everyday) procedures
- Difficulty with cause and
effect, sequencing, and counting
- Difficulty with basic
concepts such as size, shape, color
Attention
- High distractibility
- Impulsive behavior
- Unusual restlessness
(hyperactivity)
- Difficulty staying on
task
- Difficulty changing
activities
- Constant repetition of an
idea, inability to move on to a new idea
(perseveration)
Social Behavior
- Trouble interacting with
others, playing alone
- Prone to sudden and
extreme mood changes
- Easily frustrated
- Hard to manage, has
temper tantrums
Because early intervention is
so important, federal law requires that school
districts provide early identification and
intervention services. The special education
department of the local school district can direct
families to the agency that provides these
services. Families may also want to consult the
child's doctor, who should also be able to refer
the family to appropriate resources.
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