CESAR CHESTER O.

RELLEVE, Ed D, RGC

The terms specific

learning disorder (used
by the medical community)
and specific learning
disability (used by the
schools) refer to a
neurodevelopmental
problem in which a child of
normal intellectual potential.

Diagnostic Criteria

A. Difficulties learning and using academic

skills, as indicated by the presence of at
least one of the following symptoms that
have persisted for at least 6 months, despite
the provision of interventions that target
those difficulties:
1. Inaccurate or slow and effortful word
reading

2. Difficulty understanding the

meaning of what is read
3. Difficulties with spelling
4. Difficulties with written
expression
5. Difficulties mastering number
sense, number facts, or
calculation
6. Difficulties with
mathematical reasoning

B. The affected academic skills are

substantially and quantifiably below
those expected for the individuals
chronological age, and cause
significant interference with academic
or occupational performance, or with
activities of daily living, as confirmed
by individually administered
standardized achievement measures
and comprehensive clinical
assessment.

C. The learning difficulties

begin during school-age
years but may not become
fully manifest until the
demands for those affected
academic skills exceed
the individuals limited
capacities.

D. The learning difficulties are not better

accounted for by intellectual disabilities,
uncorrected visual or auditory acuity, other
mental or neurological disorders,
psychosocial adversity, lack of proficiency
in the language of academic instruction, or
inadequate educational instruction.
Note; The four diagnostic criteria are to be met based on a clinical synthesis of
the individuals history (developmental, medical, family, educational), school
reports, and psychoeducational assessment.

is an innate

neurobiological
process and refers to
the integration and
interpretation of
sensory stimulation
from the environment
by the brain.

 In contrast, sensory integrative dysfunction is a

disorder in which sensory input is not integrated or

organized appropriately in the brain and may produce
varying degrees of problems in development,
information processing, and behavior.
A general theory of sensory integration and treatment
has been developed by Dr. A. Jean Ayres from studies in
the neurosciences and those pertaining to physical
development and neuromuscular function.

The theory is used to explain the

relationship between the brain and
behavior and explains why
individuals respond in a certain way
to sensory input and how it affects
behavior. The five main senses are:
Touch - tactile
Sound - auditory
Sight - visual
Taste - gustatory
Smell - olfactory

In addition, there are two other

powerful senses:
a) vestibular
b) proprioception
Sensory integration focuses primarily
on three basic senses--tactile,
vestibular, and proprioceptive. Their
interconnections start forming before
birth and continue to develop as the
person matures and interacts with
his/her environment. The three senses
are not only interconnected but are also
connected with other systems in the
brain.

1. Tactile

System:
includes
nerves under
the skin's
surface that
send
information
to the brain.

2. Vestibular System:

refers to structures
within the inner
ear (the semicircular canals)
that detect
movement and
changes in the
position of the
head.

3. Proprioceptive

System: refers to
components of
muscles, joints,
and tendons that
provide a person
with a
subconscious
awareness of
body position.

is based on the idea that some kids experience

sensory overload and are oversensitive to certain
types of stimulation, their brains have trouble
processing or filtering many sensations at once.
Other kids are under sensitive to some kinds of
stimulation, they dont process sensory messages
quickly or efficiently.
These children may seem disconnected from their
environment. In either case, kids with sensory
integration issues struggle to organize, understand and
respond to the information they take in from their
surroundings.

Sensory integration therapy exposes children to sensory

stimulation in a structured, repetitive manner. The
theory behind this treatment approach is that, over time,
the brain will adapt and allow them to process and react to
sensations more efficiently.
Sensory integration therapy can be fun for kids because it
resembles playtime. It usually takes place in a specially
designed setting where kids are encouraged to play with
balls of different sizes, textures and weights. Therapy
sessions often involve playing with clay and other
materials. Children may also be asked to bounce, swing or
spin on special equipment.

The therapist gradually makes these activities more

challenging and complex. The idea is that through
repetition, a childs nervous system will respond in a
more organized way to sensations and movement.
Sometimes sensory integration therapy is paired with
balance treatments or movement therapy. This type of
therapy may involve going through an obstacle course,
throwing a ball and standing on a balance board.

Dyslexia

Common Types of Learning Disabilities

Difficulty reading
Problems reading, writing,
spelling, speaking

Dyscalculia

Difficulty with math

Dysgraphia

Difficulty with writing

Dyspraxia

Difficulty with motor skills

Problems doing math

problems, understanding
time, using money
Problems with handwriting,
spelling, organizing ideas

Auditory Processing
Disorder

Problems with handeye

coordination, balance, manual
dexterity
Difficulty with language
Problems understanding
spoken language, poor
reading comprehension
Difficulty hearing differences Problems with reading,
between sounds
comprehension, language

Visual Processing
Disorder

Difficulty interpreting visual

information

Dysphasia/Aphasia

Problems with reading, math,

maps, charts, symbols,
pictures

LEARNING DISABILITIES IN READING

(DYSLEXIA)
There are two types of learning disabilities in
reading. Basic reading problems occur
when there is difficulty understanding the
relationship between sounds, letters and
words. Reading comprehension problems
occur when there is an inability to grasp the
meaning of words, phrases, and paragraphs.

Signs of reading difficulty include problems

with:
letter and word recognition
understanding words and ideas
reading speed and fluency
general vocabulary skills

A child with a mathbased

learning disorder may struggle
with memorization and
organization of numbers,
operation signs, and number
facts (like 5+5=10 or 5x5=25).
Children with math learning
disorders might also have
trouble with counting principles
(such as counting by 2s or
counting by 5s) or have difficulty
telling time.

 Learning disabilities in writing can

involve the physical act of writing or

the mental activity of
comprehending and synthesizing
information. Basic writing disorder
refers to physical difficulty forming
words and letters. Expressive
writing disability indicates a
struggle to organize thoughts on
paper.

Symptoms of a written language

learning disability revolve around
the act of writing. They include
problems with:
neatness and consistency of

writing

accurately copying letters and

words

spelling consistency
writing organization and

coherence

Reading, writing, and math arent the only

skills impacted by learning disorders.

Other types of learning disabilities involve
difficulties with motor skills (movement
and coordination), understanding spoken
language, distinguishing between sounds,
and interpreting visual information.

 refers to problems with

movement and coordination

whether it is with fine motor
skills (cutting, writing) or gross
motor skills (running, jumping).
A motor disability is sometimes
referred to as an output
activity meaning that it relates
to the output of information from
the brain.

 Language and communication

learning disabilities involve the

ability to understand or
produce spoken language.

Language is also considered an

output activity because it

requires organizing thoughts in
the brain and calling upon the
right words to verbally explain
something or communicate
with someone else.

The eyes and the ears are

the primary means of

delivering information to
the brain, a process
sometimes called input.
If either the eyes or the
ears arent working
properly, learning can
suffer.

 Professionals may refer to the ability to hear

well as auditory processing skills or

receptive language. The ability to hear things
correctly greatly impacts the ability to read,
write and spell. An inability to distinguish
subtle differences in sound, or hearing
sounds at the wrong speed make it difficult
to sound out words and understand the basic
concepts of reading and writing.

Problems in visual perception include missing

subtle differences in shapes, reversing letters

or numbers, skipping words, skipping lines,
misperceiving depth or distance, or having
problems with eyehand coordination.

Professionals may refer to the work of the eyes as

visual processing. Visual perception can affect
gross and fine motor skills, reading comprehension,
and math.

1. Problematic pregnancies, occurring before, during, and

after delivery causing injury whether minimal or severe to

brain and brain dysfunction

2. Biochemical imbalance cause by intake of food with

artificial food colorings and flavorings.

3. Environmental factors caused by emotional disturbance,

poor quality of instruction and lack of motivation

 American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders,

Fifth Edition. Arlington, VA, American Psychiatric Association, 2013.

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