May Spotlight-Learning Disabilities

(Review of Jan, 2023 Training delivered to the Mental Health team by Dr. Christopher Smith)

This month’s mental health spotlight is on Learning Disabilities. Learning disabilities (LD) are differences in a person’s cognitive functioning that can affect how well they
read, write, speak, do math, and handle other similar tasks compared to people without LD. Learning disabilities are not related to intelligence; it just means that the individual with LD functions cognitively differently than others. Learning Disabilities involve differences that affect the way the brain processes information. They are usually discovered once a child is in school and has learning difficulties that do not improve over time. Learning disabilities can last for the person’s entire life, but can be
successful with the right educational support.

     In the DSM-V (TR), Learning Disabilities are defined as difficulties learning and using academic skills, as indicated by the presence of at least one of the following symptoms that have persisted for at least 6 months, despite the provision of interventions that target those difficulties: Inaccurate or slow and effortful word reading, difficulty understanding the meaning of what is read, difficulties with spelling, difficulties with written expression, or difficulties mastering number sense, number facts, or calculation, or difficulties with mathematical reasoning. The affected academic skills are substantially below those expected for the individual’s chronological age, and cause significant interference with academic or occupational performance, as confirmed by standardized achievement measures and clinical assessment. The learning difficulties begin during school-age years but may not fully manifest until the academic demands exceed the individual’s capacities (e.g., heavy academic loads, writing long reports, timed tests).

There are several specific types of learning disabilities. The first is Dyslexia, which refers to problems with reading words accurately and with fluency. It may also involve
difficulties with spelling, understanding sentences, and/or recognizing words that are already known. The second type is Dysgraphia, which refers to problems with handwriting, forming letters, writing down thoughts, and/or writing within a defined space. The third type is Dyscalculia, which refers to problems with understanding arithmetic concepts, and doing addition, multiplication, and measuring. Speech Apraxia is a fourth type of learning disability, characterized by problems with speaking and/or saying what you want to say. Next, Central Auditory Processing Disorder refers to difficulties understanding and remembering language-related tasks. This may include difficulty explaining things, understanding jokes, and/or following directions, and confusing words. Finally, in Nonverbal Learning Disorder, individuals have strong verbal skills but have difficulty understanding facial expressions and body language; trouble generalizing and following multi-step directions.

​Signs of Learning Disabilities include impairment in reading (e.g., word reading accuracy, reading rate or fluency, and reading comprehension); impairment in written expression (e.g., spelling accuracy, grammar and punctuation accuracy, and clarity or organization of written expression); or impairment in mathematics (e.g., number “sense,” memorization of arithmetic facts, accurate or fluent calculation, and math reasoning). In addition, those affected by learning disabilities may act without thinking about possible outcomes, may be easily distracted, have difficulty saying a word correctly out loud or expressing thoughts, may speak like a younger child, have difficulties listening, difficulties adjusting to changes in schedule, or difficulties understanding words or concepts.

​Interventions for Learning Disabilities may include Resource Room services for specific academic subjects. Students with Learning Disabilities may experience full mainstreaming, partial inclusion, or self-contained educational placements. Often, an effort is made to identify a “bypass” intervention, so the weakness can be circumvented or bypassed by a specific accommodation (e.g. a student with writing difficulties uses a laptop for written work). Home-based supports may include developing homework routines, maintaining quiet time in the house during homework hours, and managing extracurricular activities. Psychological counseling may also be sought to address anxiety, depression, and feelings of discouragement with school. An effort should be made to ensure that the affected student has other activities and interests that provide avenues for success and gratification.

For specific learning disabilities, additional accommodations may also be incorporated. Students with Dyslexia may be given extra time to finish tasks, taped tests that allow the student to hear the questions instead of reading them, listening to audio books, or using word processing programs. Students with Dysgraphia may be given oral exams, a
note-taker, permission to videotape reports instead of writing them, and technology that uses speech-to-text translation or audio recording, instead of typing by hand. Students with Dyscalculia may be encouraged to draw pictures of word problems, use colored pencils to differentiate parts of problems, or use rhymes or music to help remember math concepts.

For more information, search for “Learning Disabilities” on these websites: www.healthychildren.org and www.nichd.nih.gov