The Warning Signs of Learning Disabilities (page 3)

Something's not quite right about Johnny. He seems bright enough, but often his performance or behavior falls short of expectations. He can do some things very well, but in other ways is behind his peers. Is he simply lazy? Does he just need to try harder?

When the development or academic performance of a healthy child falls short of what is expected for his or her age and intelligence, parents or teachers may suspect the child has a learning disability (LD). Being aware of the signs of learning disabilities will help parents determine if the child should be referred for evaluation.

This digest summarizes some of the common warning signs of learning disabilities for preschool, elementary, and secondary school children and youth. As the name implies, LD is a condition that affects learning, and sooner or later is manifested by poor school performance, especially in reading, mathematics, spelling, and writing. In addition, LD is a lifelong condition, and can significantly impact relationships, daily activities, and eventually work and careers.

Learning disabilities are presumed to arise from dysfunctions in the brain. Individuals with learning disabilities have significant difficulties in perceiving information (input), in processing and remembering information (integration) and/or in expressing information (output). Outward manifestations of any of these difficulties serve as indicators-or warning signs-of a learning disability.

Warning Signs in Preschool Children

Although children's growth patterns vary among individuals and within individuals, uneven development or significant delays in development can signal the presence of LD. It is important to keep in mind that the behaviors listed below must persist over time to be considered warning signs. Any child may occasionally exhibit one or two of these behaviors in the course of normal development.

Language  

• Slow development in speaking words or sentences
• Pronunciation problems
• Difficulty learning new words
• Difficulty following simple directions
• Difficulty understanding questions
• Difficulty expressing wants and desires
• Difficulty rhyming words
• Lack of interest in story telling

Motor Skills

• Clumsiness
• Poor balance
• Difficulty manipulating small objects
• Awkwardness with running, jumping, or climbing
• Trouble learning to tie shoes, button shirts, or perform other self-help activities
• Avoidance of drawing or tracing Cognition
• Trouble memorizing the alphabet or days of the week
• Poor memory for what should be routine (everyday) procedures
• Difficulty with cause and effect, sequencing, and counting
• Difficulty with basic concepts such as size, shape, color

Attention

• High distractibility
• Impulsive behavior
• Unusual restlessness (hyperactivity)
• Difficulty staying on task
• Difficulty changing activities
• Constant repetition of an idea, inability to move on to a new idea (perseveration) Social Behavior
• Trouble interacting with others, playing alone
• Prone to sudden and extreme mood changes
• Easily frustrated
• Hard to manage, has temper tantrums

Because early intervention is so important, federal law requires that school districts provide early identification and intervention services. The special education department of the local school district can direct families to the agency that provides these services. Families may also want to consult the child's doctor, who should also be able to refer the family to appropriate resources.

Warning Signs in Elementary School Children

It is during the elementary school years that learning problems frequently become apparent as disabilities interfere with increasingly demanding and complex learning tasks. Difficulties in learning academic subjects and emotional and/or social skills may become a problem. Warning signs for this age group may include any of those listed above for preschool children in addition to the following.

Language/Mathematics

• Slow learning of the correspondence of sound to letter.
• Consistent errors in reading or spelling
• Difficulty remembering basic sight words
• Inability to retell a story in sequence
• Trouble learning to tell time or count money
• Confusion of math signs (+, -, x, /, =)
• Transposition of number sequences
• Trouble memorizing math facts
• Trouble with place value
• Difficulty remembering the steps of mathematic operations such as long division Motor Skills
• Poor coordination, or awkwardness
• Difficulty copying from chalkboard
• Difficulty aligning columns (math)
• Poor handwriting Attention/Organization
• Difficulty concentrating or focusing on a task
• Difficulty finishing work on time
• Inability to follow multiple directions
• Unusual sloppiness, carelessness
• Poor concept of direction (left, right)
• Rejection of new concepts, or changes in routine

Summary

Research has shown that the sooner LD is detected and intervention is begun, the better the chance to avoid school failure and to improve chances for success in life. When parents or teachers suspect a child has learning disabilities, they should seek evaluation.

References

Colarusso, R.P., O'Rourke, C.M. (1999) Special education for all teachers (2nd ed.). Dubuque, IA: Kendall/Hunt Publishing Company.

Lerner, J.W., Lowenthal, B., & Egan, R.W. (1998). Preschool children with special needs: children at risk: children with disabilities. Needham Heights, MA: Allyn & Bacon. 800-666-9433.

Mercer, C.D, (1997). Students with learning disabilities (5th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. 800-282-0693.

National Center for Learning Disabilities. (2000) Early warning signs. [online]. Available: http://ld.org/info/early_signs.cfm

O'Shea, L.J., O'Shea, D.J. & Algozzine, R. (1998) Learning disabilities: From theory toward practice. Upper Saddle River, NJ: Prentice-Hall, Inc. 800-282-0693.

Schumaker, J., Deshler, D., Alley, G., & Warner, M.M. (1983). Toward the development of an intervention model for learning disabled adolescents: The University of Kansas Institute. Exceptional Education Quarterly, 4 (1), 45-74.

Silver, L. B. (1998). The misunderstood child:Understanding and coping with your child's learning disability (3rd ed.). New York: Times Books, (a division of Random House). 800-733-3000.