LD is an acronym for Learning Disorder or Learning
Disability. Essentially the LDs comprise a series of deficits that interfere
with the child’s ‘learning’. Hence we use the term ‘disorder’. Children with LD
learn things in a manner that's different from the conventional pattern. There
may be a deficit in reading, writing, or mathematics. The processing of
information in the brain is different and the techniques used to understand
information are somehow unusual. The learning process thus becomes very tedious
in the brains of such individuals. This faulty pattern has to be corrected in
order for the appropriate learning experience to build.
We don’t have definite reasons or answers for that. The
precise causes of LD are not very well known. Sometimes children tend to have
LD if their parents/siblings had or have it. LD is set in motion early in life
as the brain is developing. Imaging studies have confirmed that areas of the
brain in children with LD are unalike from those of other children. The neural
connects are ill established and they perceive objects (including alphabets and
numbers) differently. Overall reasons for LD are not definite but wisdom lies
in correction once we know there is a problem so we can help children to learn
using appropriate corrective techniques.
Information processing: Input
Usually all information is processed in the brain in a
specific pattern format. Input of information implies the receipt of this
information in the brain. It then has to be sorted and organized to be used for
the future. If the sensory processing is deficient then they cannot process
this information well. And it is not available for future use.
Information processing: Integration
Sometimes the brain does not integrate and sequence the
stored information in a categorized format. So for instance the numbers and
days of the week get muddled up because the brain has not sequenced them
appropriately. Vocabulary gets poor and children are unable to put parts of a problem
together to solve it as a whole.
Information processing: Output
Sometimes children can store the information well but have
problems with output. They may be aware of the answer but take a very long time
to source it out from the brain. These children may have trouble with speech,
writing as well as gestures and actions. They want to perform the right action
or say (or write) the right word but it seems to not come at the right time and
they almost get a block in their thoughts. They may be unable to tie their
shoelaces, have bad handwriting and may seem blank when you talk to them
because they don't have a suitable response for you.
Why so common?
We see more and more children with learning disorders today.
Sometimes the term frequently used is ‘slow learner’. However this must be
addressed with great caution because when children are ‘slow’ there is a very
high chance that the information processing in their brain is different. They
can see alphabets about may not assemble them into words. Hence they make
spelling errors and in spite of repeated teaching (or even thrashing) they
cannot learn things. They may appear dull and bored and perform badly. They
need our assistance and should be brought ahead for treatment.
But IQ is fine!
Intelligence is an overall description of ability in
different dimensions. Usually we determine intelligence through words and
performance. Children with LD usually may have good performance abilities.
However the verbal component of intelligence, which included words, vocabulary
and mathematics, will lag behind. These children are well aware of their
environment and may ‘talk’ smartly and know what to do in different situations
(street smart) but their intellectual performance in school is lacking. With
advancing age, the ability to retain information that is essential to succeed
in life becomes more and more deficient and the child loses out on the
potential he is capable of attaining. LDs must not be neglected.
Are we sure?
There are other problems in children, which may be tangled
with LD. The commonest one is a general deficit in intelligence and hence the
child is unable to learn. However intelligence is genetic as well as
environmental in origin. The more we stimulate kids; the better is their thirst
to excel. You need to spend a lot of time with your child and build interest in
learning to make him an intelligent human being. A detailed assessment is very
important to detect the areas of involvement in the child.
Symptoms of LD
Some children with LD have problems with reading, some with
writing; others with math and many with a combination and myriad of features
that may seem unrelated.
Careless mistakes in math
Repeated spelling errors
Taking a long time to read
Difficulty in reading aloud
Poor or illegible handwriting
Inversion of some alphabets
Taking very long to write
Clumsiness in all actions
Inability to recall things
Struggle to avoid studies
Remedial education
It is a process that entails ‘unlearning’ of faulty
information processing strategies and ‘relearning’ the appropriate principles
of language and math. It is a stepwise method that needs appropriate experts to
train your child in a structured systematic fashion. This rebuilds the lost
connect and allows to children to perceive language ‘correctly’ now.
Recovery is not magic
Remedial education is promising but it takes time and
commitment from parents, child, teachers and the educator. If it is not treated
appropriately, LD may lead to intellectual deficit, poor school performance and
low self-esteem. Help is available. You should be willing to allow your child
to develop to his abilities. Respect your children and their mind and do what
is best to preserve and polish it.
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