There are many different types of learning disorders. In general, learning disabilities are defined by the Individuals with Disabilities Education Act (IDEA) as the following:

“A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written that may manifest itself in the imperfect ability to listen, speak, read, write, spell or do mathematic equations.”

FACTS ABOUT LEARNING DISABILITIES:

Different types of learning disorders affect the brain’s ability to receive and process information. They are not an indicator of your child’s intelligence. In fact, children with disabilities often have average or above average intelligence. They are also very common. According to the US Department of Health, 6 million children have some type of learning problem and receive special education services.

The most common types are difficulties with basic reading and language skills and speech disorders. 80% of children with learning disorders have reading problems.

A learning disability should not be confused with other disabilities such as mental retardation, autism, ADHD, or behavioral disorders.

A child who has had a lack of educational opportunities, has frequently changed schools, has attendance problems or who is learning English may be misdiagnosed with a learning disability.

Most types of learning disorders can be categorized into four areas of information processing. These include input, integration, storage and output.

INPUT: This is the information perceived through the senses such as visual and auditory perception. A disability in this area results in a child having difficulty with recognizing shapes, position or size of items. They can also have problems with sequencing. Auditory perception problems result in the child having a hard time screening out competing sounds in order to focus on one of them, like a teacher’s voice.

INTEGRATION:

Integration is the stage during which perceived input is interpreted, categorized, placed in a sequence or related to previous learning. A child with problems in theis area may be unable to tell a story in a correct sequence, unable to memorize sequences of information such as days of the week, or be unable to learn facts. They may also have a poor vocabulary.

STORAGE:

A child with memory problems has difficulty in learning new material without more repetitions that is usually needed. It can also be difficult to learn how to spell.

OUTPUT:

Information comes out of the brain through words, gesturing, writing or drawing. Difficulties with language output results in a problem with spoken language like answering a question on demand. It can also cause problems with written language. Difficulties with motor abilities can cause either gross or fine motor problems. A child with gross motor delay may be clumsy and prone to stumble, fall or bump into things. They may also have problems running, climbing or learning to ride a bike. A child with fine motor difficulties may struggle with buttoning shirts, tying shoelaces or with handwriting.

Trouble learning the alphabet, rhyming words, and connecting letters to sounds.

Making many mistakes when reading aloud

Not understanding what they are reading

Awkward pencil grip and poor handwriting skills

Trouble understanding jokes and sarcasm

Trouble following multiple directions

Trouble organizing thoughts and what they want to say

Not following social rules of conversation

Confusing mathematical symbols and numbers

Not being able to tell a story in order

Not knowing where to begin a task

Emotional and/or social issues

Trouble sleeping or getting along with family

No one knows for sure what causes learning disorders. Sometimes there is no apparant reason.

Studies have shown that possible risk factors include:

Heredity:
Sometimes, learning problems run in families

Problems during Pregnancy or Birth:
Disabilities can result from fetal exposure to alcohol or drugs, low birth weight, oxygen deprivation or by premature birth.

Accidents After Birth:
Head injury, malnutrition or toxic exposure can increase a child's risk.

Social-Environment Factors:
Living in a high risk neighborhood and poor living conditions have been linked to children being more vulnerable.

Gender:
No significant differences have been found between boys and girls. However, there are more then twice the amount of boys in special education programs than girls. Boys are more likely to be evaluated, identified and placed in special education than girls.

Children with learning disabilities may suffer from low self esteem. Try to find ways to celebrate what they do well and provide numerous opportunities for them to celebrate their strengths.

If you suspect your child has a learning disorder you should contact your school and request a student study team (SST) meeting. Or, you may refer your child for a special education evaluation and start the IEP process. If your child attends a private school you should read our special section on private school services.

If you child does not qualify for special education services, they may qualify for accomodations under Section 504.

To read more about these common disorders and other learning disabilities that affect children visit

ADD/ADHD

Asperger's Syndrome

Autism

Speech Disorders

Dyslexia

Auditory Processing Disorder

Visit the site titled the-special-needs-child for tips and techniques on parenting a child with special needs.

To read words of inspiration from other parents of children with special needs or to submit your own, visit the Comfort Wall.