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DEFINITION OF LEARNING DIFFERENCES 

A language-learning different child shall be defined as a child with average or above average intelligence, with adequate vision and hearing, without primary emotional disturbance who has failed or is at high risk to fail when exposed to school experiences using conventional educational techniques.  Language learning differences include, but not exclusively, (1) dyslexia, (2) attention deficit with or without hyperactivity, (3) dysgraphia and (4) dysphasia or a combination of these differences. 

DEFINITION OF DYSLEXIA 

“Dyslexia is one of several distinct learning disabilities.  It is a specific language-based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing abilities.  These difficulties in single word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment.  Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems reading , a conspicuous problem with acquiring proficiency in writing and spelling.” (National Institutes of Health and the Orton Dyslexia Society) 

DEFINITION OF ADHD/ADD 

The essential features of ADHD (Attention Deficit Hyper-activity Disorder) are developmentally inappropriate degrees of attention, impulsiveness, and hyperactivity.  People with the disorder generally display some disturbance in each of these areas, but to varying degrees. 

Manifestations of the disorder usually appear in most situations, including at home, in school, at work, and in social situations, but to varying degrees.  Some people, however, show signs of the disorder in only one setting, such as at home or at school.  Symptoms typically worsen in situations requiring sustained attention, such as listening to a teacher in a classroom, attending meetings, or doing class assignments or chores at home.  Signs of the disorder may be minimal or absent when the person is receiving frequent reinforcement or very strict control, or is in a novel setting or a one – to- one situation (e.g., being examined in the clinician’s office, or interacting with a video game). ADD (Attention Deficit Disorder) is without hyperactive active behavior but marked distractibility is a prime characteristic. (DSM IV—diagnostic and statistical manual of Mental Disorders, American Psychiatric Association.) 

DEFINITION OF DYSPHASIA 

Dysphasia is an inability to associate meaning with words.  Receptive dysphasia indicates a disorder in understanding spoken language.  Expressive dysphasia is a disorder in using language for effective oral communication. 

Dysphasia is an inability to associate meaning with words.  Receptive dysphasia indicates a disorder in understanding spoken language.  Expressive dysphasia is a disorder in using language for effective oral communication.  (The Shelton School,  Dallas Texas)

CHARACTERISTICS OF LEARNING DIFFERENCES

Children with learning differences are variable in their school performance. One hour or day they know something, the next they do not remember it. One period of a lesson the spell a word correctly, a short time later the same word is misspelled. The common description of learning different children is that they know a great deal, but cannot put it down in writing.

Learning different children are frequently characterized as "immature," "lazy," or "not trying." They are none of these. They will not outgrow their problem. They must have special help. Unless the teachers and the parents of the learning disabled child are aware of all this child's difficulties and the problems he faces in school each day emotional problems often develop. These students have normal or above IQ. They are not dumb; they know how poorly they perform in some areas. They try very hard and everyone says to them, "If you would try harder you could do it." Frustration and defeat are a part of every minute of this child's day. Pressure builds and the child may become a shy withdrawn student, a class clown, or a hostile, negative student. 

Parents of children with suspected learning disabilities should first have their child tested for a complete educational diagnosis. Students can be tested for specific learning disabilities as early as five years of age to determine if they are "at risk." The advantage of early diagnosis and specific teaching is to avoid the problems that develop if these children attend a regular class and are forced to compete with students who do not have their difficulty. Emotional problems can be minimized or avoided. 

If a specific learning disability is diagnosed, parents should explain to their child the problem they face has nothing to do with how "smart" they are, but that they have a learning difference. They should be reassured that with proper teaching and hard work they can achieve in school. Parents should be very honest that this will not be easy, but with hard work and the specific methods they need they can do their schoolwork better and more easily. It will be worth the effort to learn and to read effectively.

Children with learning disabilities, as all children need two major things from their parents. Their first need is love; the child with learning disabilities has his confidence constantly battered. He needs the parent's love demonstrated often and consistently by a touch, a pat, a kiss, a comment of "good job."

The second need is really part of the first-discipline. Discipline is love. A child knows a parent who takes the time to make him do the right thing really loves him. Right and wrong must be carefully and constantly explained to the child with a learning disability. He cannot read for himself stories with great moral lessons. He will only learn what is taught orally until he can read effectively. (The Shelton School, Dallas Texas)



CHARACTERISTICS OF DYSLEXIA OR RELATED DISORDERS
SPECIFIC DEVELOPMENTAL DYSLEXIA

Poor coding
Comprehension normal or better
Normal to poor handwriting
Math normal
Better verbal performance in class than written

ATTENTION DEFICIT DISORDER (ADD/ADHD)

Decoding normal
Comprehension poor
Lowered spelling
Poor handwriting
Math weak
Verbal ability (appears normal in conversation,
      shows weaknesses in specific expression of ideas or definitions.)

COMBINATION OF DYSLEXIA AND ADD/ADHD

DYSCALCULIA/ MATH DISABILITY

All language areas normal; severe weakness in math.

WRITTEN EXPRESSION DISABILITY

Decoding and comprehension within normal limits.
Major difficulty noted in written expression.

DYSPHASIA/ ORAL LANGUAGE DISABILITY

Verbal expression poor. Usually written expression weak,
comprehension low. Other perceptual difficulties may be present.

DYSGRAPHIA/ MOTOR DYSFUNCTION

Effects handwriting and can be seen in any of the other disabilities.
Observations include; concentration difficulties, difficulty dealing in abstractions, difficulty expressing themselves in writing, slow to finish work, difficulty finding patterns.