Learning disabilities have been divided into four main categories:
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Speech and language based Disorders
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Nonverbal Learning Disabilities
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Attention Deficit/Hyperactivity Disorder (ADHD)
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Pervasive Developmental Disorders (Autism Spectrum Disorders)
Speech and Language based Disorders are frequently indicated by a developmental speech and language problem. It can be expressive (speech) or receptive (understanding). These children have difficulty in producing speech sounds, in using spoken/written language to communicate, or in understanding others. Dyslexia, an inability to develop reading skills due to difficulties with phonemic analysis skills (i.e., sound-symbol relationships), is also considered a disorder of language. For more information on speech and language based disorders, click here for a list of links to websites providing additional information on these disorders.
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Nonverbal Learning Disabilities is a developmental condition involving the right hemisphere and sub-cortical brain structures. Nonverbal learning disabilities is not a well-understood diagnosis in comparison to language based disorders. The core deficits of this disorder include: (1) visual-spatial perception; (2) visual memory; (3) psychomotor coordination; (4) complex tactile perceptual skills; (5) reasoning; (6) concept formation; (7) mathematical abilities; and (8) psychological/behavioral difficulties. These children tend to demonstrate well-developed verbal and reading skills but have deficits in visual motor, fine motor and math skills. A significant portion of these children have difficulty with social skills and developing peer relationships. For more information on non verbal learning disabilities, click here for a list of links to websites providing additional information.
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Attention Deficit/Hyperactivity Disorder (ADHD) has been estimated to affect 5-10% of all school-aged children. This disorder is a pattern of behavior in children (adolescents and adults) typically characterized by short attention span and impulsivity, with or without hyperactivity. Symptoms usually present themselves early in development, approximately three to seven years of age. The Diagnostic and Statistical Manual of Mental Disorder-IV (DSM-IV) categorizes the most common behaviors of ADHD into three groups: (1) inattention; (2) impulsivity; and (3) hyperactivity. ADHD often co-exists with other neurological/behavioral conditions, including Conduct Disorder, Oppositional Defiant Disorder, Tourette's Syndrome and other Tic Disorders. For more information, click here for a list of links to websites providing additional information on ADHD.
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Pervasive Developmental Disorders (PDD) is a spectrum of neurologically based disorders of development, often of unknown cause, in which there are deviations in two major aspects of development: (1) social relatedness, and (2) language/communication skills. PDD can present within a wide range, often called the Autism Spectrum. Forms of this disorder vary from mild to sever instances.
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A specific type of PDD, Autism, is defined by the abnormal level of social interaction and communication by a child. Typically, these deficits are apparent as early as two or three years of age. Communication, both verbal and nonverbal, are often poorly developed.
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Asperger's Syndrome is also a disorder of social interaction, typically to a lesser degree than that of classic autism. Children with Asperger's Syndrome do not demonstrate significant delays in language. Continued lack of eye contact in a 2-3 year old is a common presenting symptom of Asperger's Syndrome.
For more information on pervasive developmental disorders, click here for a list of links to websites providing additional information on these disorders.
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The diagnosis of Learning Disabilities can be very complex and many learning disabled children demonstrate more than one type of learning problem. Diagnosis and plan of remediation should be planned on an individual basis and may include medication, psychotherapy, educational planning and ancillary therapies (i.e., occupational therapy, speech/language therapy). Developing a school-based program (.e., Individualized Education Program - IEP) is also important. Treating all aspects of an individual's learning disorder is necessary for optimal remediation.
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